Giáo án NLS Tiếng Anh 9 Global Success Unit 4 Looking back: Vocabulary, Grammar; Project: Life in your neighbourhood 40 years ago

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

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

UNIT 4: REMEMBERING THE PAST

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

• Revise the vocabulary related to past events, traditions, and preserving heritage.
• Review and accurately use the past continuous tense and “wish + past simple” structure.
• Give an oral presentation about life in their neighbourhood 40 years ago using a designed poster.

2. Competences

General competences:

• Self-control and independent learning: assess their own progress through revision exercises and self-assessment checklists.
• Communication and collaboration: work collaboratively in groups to design a poster and present it to the class; objectively evaluate peers.

Specific competences:

• Grammar and Vocabulary application in varied contextual exercises.
• Presentation and public speaking skills.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to verify word spelling and collocations.
• [2.1.TC2a]: Select multiple digital technologies to interact by inputting answers or typing and submitting their rewritten sentences into interactive web-based platforms.
• [2.2.TC2a]: Apply suitable digital technologies to share data by distributing digital assessment forms and projecting auto-generated charts.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes in completing grammar transformation tasks.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by designing a digital presentation poster.
• [5.2.TC2b]: Select digital tools and technological solutions to independently complete online revision quizzes.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by inputting drafted sentences for grammar checking and using an AI Image Generator for historical poster design.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.

3. Attributes

• Respect: Show respect for traditions, cultural heritage, and the older generations.
• Responsibility: Be accountable for group project contributions and honest in peer assessments.

II. RESOURCES AND MATERIALS

1. Teacher's aids

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

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To create an engaging atmosphere, activate students' background knowledge about the past, and naturally lead into the revision lesson.

b. Content: Teacher organizes a game called “Time Travel: Two Truths and a Lie”.

c. Product: Students' critical thinking and correct identification of historical facts vs. fiction.

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 tells the class: “Imagine we are traveling 40 years back in time. I will give you 3 statements about life back then. Two are TRUE and one is a  LIE. You must discuss with your partner and guess the lie.”

- Then, teacher displays 3 statements on the smart TV: 

1. People used to send handwritten letters instead of emails.

2. Children often played traditional games like hide-and-seek in the streets.

3. Every family had a smart TV in their living room.

Step 2: Students perform learning tasks

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

- Students work in pairs for 1 minute to discuss the statements in 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.

- In the game:

+ Teacher asks students to vote by raising their hands for statement 1, 2, or 3 as the lie.

+ Teacher calls on a student to explain their choice.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher reveals the correct answer in the game and briefly discusses the reality of technology 40 years ago.

→ Expected Answer: Statement 3 is a lie.

- Teacher leads into the lesson: “Today, we will look back at everything we've learned about “Remembering the Past” and see your amazing projects about our neighbourhood 40 years ago in Looking Back and Project.”

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in visually recreating a historical setting to support the lesson context.

2. PRESENTATION

Activity 1: Choose the correct answer A, B, C, or D

a. Objective: To help students revise the words and collocations they have learnt in the unit.

b. Content: Students read 5 sentences and choose the correct vocabulary word to fill in the blanks.

c. Product: Students' correct choices of vocabulary.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 2: Finish the sentence by completing each blank with a word

a. Objective: To help students revise and use the vocabulary they have learnt in sentences.

b. Content: Students use the context and the first given letter to complete 5 words.

c. Product: Students' correctly spelled vocabulary words.

d. Organization:

Activity 3: Put the verb in brackets in the past continuous to complete each sentence

a. Objective: To help students revise the past continuous tense.

b. Content: Students conjugate the verbs in brackets into the past continuous tense.

c. Product: Correct verb forms in the past continuous.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 4: Rewrite the following sentences, using “wish”

a. Objective: To help students revise “wish + clause”, and know how to rewrite sentences using this structure.

b. Content: Students rewrite 5 sentences expressing desires using the 'wish' structure.

c. Product: Students' grammatically correct rewritten sentences.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary and sentence structures (past tense) related to school days in the past.

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 and collaboration skills, and to practise giving an oral presentation using their designed posters while engaging in peer assessment.

b. Content: Students deliver an oral presentation of their poster about “Life in your neighbourhood 40 years ago” and complete self/peer assessment forms.

c. Product: Students' oral presentations and completed Feedback Forms.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher assigns the task: Work in groups. Set up a poster and prepare for the presentation about “Life in your neighbourhood 40 years ago”.

- Teacher requires groups to design their poster using a graphic design app (e.g., Canva). They should use an AI Image Generator (E.g. Canva Magic Media) to generate vintage, historical images that represent their neighborhood 40 years ago (since real photos might be hard to find).

- Teacher distributes a link to a digital “Feedback Form for Poster Presentations” (Self-assessment and Peer-assessment) via Google Forms. 

- Teacher goes through the criteria (Delivery, Design of the poster, Content) to make sure students are familiar with them.

Step 2: Students perform learning tasks

- Groups collaboratively prompt the AI generator (E.g. “A vintage 1980s street in Vietnam with bicycles and old houses”) and arrange their digital poster. 

- Individual students open the Google Forms link on their devices to prepare for assessment.

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

Step 3: Reporting and Discussion

- Teacher invites 2 – 3 groups to cast their digital posters to the smart TV and give their presentations to the class.

- While a group is presenting, the rest of the class listens, asks questions, and submits their evaluations via the Google Forms.

- The presenters complete their digital Self-assessment checklists after finishing their presentation.

Step 4: Evaluation

- Teacher projects the auto-generated charts from Google Forms to show the class's collective feedback for each group.

- Teacher gives praise, constructive feedback, and final marks.

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data by distributing digital evaluation forms (Google Forms) and projecting the auto-generated feedback charts to the class.

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

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by prompting an AI Image Generator to create vintage historical images to visually represent their neighborhood 40 years ago.

* HOMEWORK

- Review all vocabulary and grammar structures (Past continuous & Wish clauses) of Unit 4.

- Complete the “Now I can...” self-assessment table in the textbook.

- Prepare for Unit 5_Getting Started.