Giáo án NLS Tiếng Anh 9 Global Success Unit 4 Getting started: At an English lesson

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

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

UNIT 4: REMEMBERING THE PAST

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 about historic buildings and remembering the past.
• Introduce the topic of the unit, the vocabulary related to historical sites and preservation.

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 (answering questions, discussing history).

Specific competences:

• Read and listen for specific information about historic buildings (Angkor Wat, Dinh Bang Communal House, Windsor Castle).
• Identify and use vocabulary related to the past and heritage (heritage, magnificent, well preserved, monument).

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 posters on collaborative platforms.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes in brainstorming and matching tasks.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by designing a digital heritage poster.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access and control learning materials.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-driven chatbot for historical fact-checking.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI for custom poster design.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.

3. Attributes

• Hard work: Be ready and excited to learn about historical events and actively participate in class activities.
• Love and respect: Appreciate the preservation efforts for cultural heritage and respect the history of Vietnam and the world.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Pictures of historical sites (Angkor Wat, Dinh Bang, Windsor Castle, etc.).
• Digital tools (Padlet, Quizizz, Canva, etc.) and AI tools (ChatGPT, Canva AI Image Generator, AI video creator, etc.).

2. Students' aids

• Textbook, notebooks, pens, colored pencils.
• Smartphones or tablets with internet access and headsets.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, introduce the theme of history and heritage, and create an engaging atmosphere.

b. Content: Teacher organizes a “History Mystery” picture guessing game.

c. Product: Students use English to describe and guess keywords related to Local Community, City Life, and Healthy Living.

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 divides the class into 4 groups.

- Teacher explains the rules of the game: 

+ Teacher will show zoomed-in or blurred pictures of famous historical places in Vietnam and the world on the smart TV screen.

Example: Ho Chi Minh Mausoleum, Hue Imperial City, Pyramids of Giza, Great Wall of China

+ Each group has 10 seconds to guess the name of the place.

Step 2: Students perform learning tasks

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

- Students looks at images one by one from the teacher in the guessing game.

- Students discuss quickly in their groups and submit answers on their digital devices or mini-whiteboards.

- 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.

- In the guessing game:

+ Groups reveal their answers.

+ Teacher reveals the clear picture and asks: “Why are these places important?”.

→ Expected answer: They are our history/heritage.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher gives points, praises the winning group in the game, and leads into the lesson: “These places help us remember our past. Today, we will start Unit 4: Remembering the past, and explore some incredible historical sites in Getting Started.”

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in visually recreating and summarizing historical sites.

2. PRESENTATION

Activity 1: Listen and read

a. Objective: To help students practise reading for specific information.

b. Content: Students read 3 short workshop notices (A, B, C) and match them with 5 descriptive features.

c. Product: Students' correct ticking of boxes A, B, or C for each statement.

d. Organization:

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Activity 2: Read the conversation again and answer the questions

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

b. Content: Students read 4 questions about the text and find the answers.

c. Product: Students' correct answers to the reading comprehension questions.

d. Organization:

Activity 3: Complete each sentence with a word or a phrase from the box

a. Objective: To acquaint students with the new vocabulary and some collocations in the unit.

b. Content: Students fill in the blanks using the given words: occupied, magnificent, heritage, well preserved, thanks to.

c. Product: Completed sentences with the correct words.

d. Organization:

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Activity 4: Look at the pictures and complete the sentences

a. Objective: To help students write a paragraph about three things that make them proud of their community.

b. Content: Students outline and write a structured paragraph using linking words (Firstly, Secondly, Thirdly).

c. Product: A complete, logical paragraph of about 100 words written by each student.

d. Organization:

Activity 5: Game - Remembering past events

a. Objective: To help students get to know about / remember past events in an interactive way.

b. Content: Students work in groups to answer 6 historical trivia questions.

c. Product: Students' correct short answers to the history questions.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and content knowledge learned in the lesson.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Match the historical sites in column A with their facts in column B.

Step 1: Teacher assigns learning tasks

- Teacher assigns the task: Match the historical sites in column A with their facts in column B.

Step 2: Students perform learning tasks

- Students work in pairs, sharing a screen to discuss and collaboratively match the historical sites with the correct facts.

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

Step 3: Reporting and Discussion

- Teacher invites pairs to share their answers:

1 – C (Angkor Wat: Built in the 12th century in Cambodia.)

2 – A (Dinh Bang Communal House: A 300-year-old historic site in Bac Ninh, Vietnam.)

3 – B (Windsor Castle: The home of about 40 English kings and queens.)

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

Step 4: Evaluation

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

- Teacher moves to the next mission.

[2.4.TC2a]: Students select digital tools and technologies for collaborative processes by working in pairs using a shared digital workspace on their devices to collaboratively discuss and match the items.

Mission 2 (OPTIONAL): Choose the best answer A, B, C, or D.

Step 1: Teacher assigns learning tasks

- Teacher asks students to use their own devices to access the link https://kenhhoctap.edu.vn/ and complete the exercise.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to solve the exercise on their devices.

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

Step 3: Reporting and Discussion

- Teacher displays the auto-grading analytics on the screen and invites students to share and explain their answers:

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

Step 4: Evaluation

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

- Teacher moves on to the application stage.

[5.2.TC2b]: Students select digital tools and technological solutions to solve needs by completing interactive worksheets on a learning management system, allowing the teacher to use auto-grading analytics.

4. APPLICATION

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