Giáo án NLS Tiếng Anh 9 Global Success Unit 4 A closer look 2: Grammar: The past continuous, Wish + past simple

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

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

UNIT 4: REMEMBERING THE PAST

A CLOSER LOOK 2

I. OBJECTIVES

1. Knowledge and skills

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

• Revise the form and use of the past continuous tense.
• Understand and use the structure “wish + past simple” for present/future wishes.
• Apply the grammar points to talk about past continuous actions and make sentences expressing wishes about themselves and their family members.

2. Competences

General competences:

• Self-control and independent learning: actively review prior knowledge and apply new grammatical rules to exercises.
• Communication and collaboration: work in pairs or groups to complete speaking tasks and share ideas.

Specific competences:

• Grammatical competence: accurately use past continuous in context and construct grammatically correct wish sentences.

Digital competences:

• [2.1.TC2a]: Select multiple digital technologies to interact by inputting answers into interactive web-based platforms.
• [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 writing and sharing sentences.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by designing a digital presentation board.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access, control, and complete online learning tasks.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by utilizing Generative AI for instant grammar checking and feedback.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.

3. Attributes

• Hard work: Be diligent in doing grammar exercises and taking notes.
• Responsibility & Family Love: Think about their family members' wishes and reflect on ways to improve their own lives and relationships.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital tools (Padlet, Liveworksheets, Canva, etc.) and AI tools (ChatGPT/Grammarly, AI video generator, etc.).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones or tablets with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge of the past continuous tense, create an active atmosphere, and lead into the new lesson.

b. Content: Teacher organizes a role-play game called “The Detective's Interrogation”.

c. Product: Students confidently use the past continuous tense to answer sudden questions.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher sets the scene: “A famous painting was stolen from the museum at 9:00 PM last night. I am the detective, and you are all suspects! I need to know your alibis.”

- Then, teacher explains that she/he will point at random students and ask the question: What were you doing at 9:00 PM last night?

Step 2: Students perform learning tasks

- Students watch and answer the questions from the AI video.

- Students quickly think of an alibi (watching TV, sleeping, reading, etc.) and answer the question from the game.

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

Step 3: Reporting and Discussion

- Teacher invites some students to answer the questions from the AI video share their thoughts on the video's quality.

- In the game:

+ Students must answer immediately using full sentences. Example: I was doing my homework. 

+ If a student stumbles, the class says “Guilty!”.

+ Teacher types 1 – 2 good answers on the smart TV screen.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher underlines the “was/were + V-ing” structure on the board, and leads into the lesson: “You just used the past continuous tense perfectly to prove your innocence! Today, we will revise this tense and learn a new structure with “wish” in A closer look 2.”

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in establishing the context and engaging them in the detective role-play.

2. PRESENTATION

Activity 1: Put the verbs in brackets in the past continuous

a. Objective: To help students revise the form and use of the past continuous.

b. Content: Students read the sentences and put the verbs in the past continuous tense.

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

d. Organization:

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Activity 2: Complete the sentences, using the past continuous forms of the given verbs

a. Objective: To help students revise and further study the past continuous in sentences with given verbs.

b. Content: Students choose the correct verb from the box (live, work, make, build, preserve) and use its past continuous form.

c. Product: Students' correct selection and conjugation of verbs.

d. Organization:

Activity 3: Put the verbs in brackets in the correct forms 

a. Objective: To help students use wish + past simple in sentences.

b. Content: Students apply the “wish + past simple” structure to conjugate verbs in brackets.

c. Product: Correct verb forms reflecting present/future wishes

d. Organization:

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Activity 4: Read the passage and write down five things that Jenny might wish for

a. Objective: To give students more practice in using wish + clause in the context of a passage.

b. Content: Students read a short text about Jenny's problems and formulate 5 wishes she might have.

c. Product: 5 grammatically correct sentences starting with “Jenny wishes (that)........”.

d. Organization:

3. PRACTICE

a. Objective: To deeply consolidate the two grammar points learned (Past Continuous and Wish clauses) through custom grade-level exercises.

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 wish + past simple in a real situation by making sentences about themselves and their family members.

b. Content: Students tell their partners 3 personal wishes and discuss their family members' wishes.

c. Product: Students' oral production of wish clauses.

d. Organization:

Step 1: Teacher assigns learning tasks

- Task: Work in pairs. Refer to aspects like everyday life, study, family, or friends to make 3 personal wishes.

- Task expansion: Work in groups of 5 – 6. Talk about what your family members wish. Each group to use graphic design tools (E.g. Canva) to create a visual “Family Wish Board” summarizing their group's most interesting wishes.

Step 2: Students perform learning tasks

- Students take turns exchanging their wishes with their partners.

- Students share their ideas about their family members' wishes within the groups.

- Groups collaboratively design their digital “Family Wish Board”, typing in sentences and adding relevant digital icons/stickers.

- The teacher observes, guides, and provides vocabulary support if necessary.

Step 3: Reporting and Discussion

- Teacher calls on a few students to report their partner’s wishes to the class.

Example: Nam wishes he had his own room.

- Groups export their designs and cast them to the smart TV.

Example: My mum wishes she had a new dishwasher. / My little sister often wishes she was a princess, etc.

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

Step 4: Evaluation

- Teacher praises fluency and correct grammar usage, and digital presentation skills, corrects mistakes if necessary. 

- Teacher asks students to summarize the grammar points learned today (Past continuous, Wish + past simple).

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data by uploading and projecting their digital boards for the class to review.

[3.1.TC2a]: Students apply methods to create and edit digital content in various formats by designing a digital “Family Wish Board” using graphic design applications (E.g. Canva).

* HOMEWORK

- Review the rules for the past continuous and wish + past simple learned in the lesson.

- Do exercises in the Workbook.

- Prepare for Communication.