Giáo án NLS Tiếng Anh 9 Global Success Unit 4 Skills 1: Reading: How English people keep their cuisine alive, Speaking: A typical traditional Vietnamese dish

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

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

UNIT 4: REMEMBERING THE PAST

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

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

• Reading: Read for specific information in a text about a traditional dish of England (Fish and chips).
• Speaking: Talk about traditional Vietnamese dishes, including their ingredients, origins, and occasions they are eaten.
• Guess the meaning of new words from context (deep-rooted, appeared, basic, associated).

2. Competences

General competences:

• Self-control and independent learning: actively read and extract information from the text.
• Communication and collaboration: work in pairs or groups to discuss cultural topics and present about traditional food.

Specific competences:

• Develop scanning skills for reading comprehension.
• Use appropriate vocabulary to describe recipes and culinary traditions.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to verify vocabulary definitions.
• [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 ideas and completing matching tasks.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by designing digital promotional posters.
• [5.2.TC2b]: Select digital tools and technological solutions to independently complete drag-and-drop matching tasks and quizzes.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI for brainstorming presentation outlines and creating images.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.

3. Attributes

• Pride: Feel proud of Vietnamese traditional cuisine and cultural heritage.
• Respect: Show respect for the traditions and customs of other countries (E.g. England).

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Map of the UK, pictures of traditional dishes (Fish and chips, Banh Chung, Pho, Spring rolls).
• Digital tools (Padlet, Quizizz, Canva, Miro/Google Jamboard) and AI tools (Generative AI for text/images, AI video generator).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, activate students' prior knowledge about global cuisine, and smoothly lead into the reading topic.

b. Content: Teacher organizes a visual quiz game called “Where is it from?”.

c. Product: Students successfully identify the origin countries of famous dishes.

d. Organization:

Step 1: Teacher assigns learning tasks

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

- Teacher divides the class into 2 teams.

- Teacher explains the rule: Teacher will show a picture of a famous traditional dish on the smart TV screen. The fastest team to raise their hand and say the correct country wins 1 point.

Step 2: Students perform learning tasks

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

- In the game:

+ Students observe images sequentially: Sushi (Japan), Pizza (Italy), Kimchi (Korea), Pho (Vietnam), and Fish and Chips.

+ Students discuss quickly and shout out the answers.

- 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, when “Fish and Chips” is shown, teacher asks students: What is this dish? Where is it from?

→ Expected answer: England/The UK.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the winning team in the game, and leads into the lesson: “Every country has its own deep-rooted traditions, especially in food. Today, we will read about England's most famous dish and then talk about our amazing Vietnamese cuisine in Skills 1.”

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in visually representing global cuisines and engaging them in the topic.

2. PRESENTATION

Activity 1: Work in groups, and discuss the following question: What do you know about England?

a. Objective: To activate students' knowledge of the topic of the reading text.

b. Content: Students brainstorm and discuss facts about England (geography, culture, food).

c. Product: Students share spoken ideas and facts about England.

d. Organization:

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Activity 2: Read the text and write the underlined words in the box

a. Objective: To help students develop the skill of predicting the meaning of new words using context; to learn new vocabulary.

b. Content: Students read the passage about “Fish and chips” and match the underlined words (deep-rooted, appeared, basic, associated) with their definitions.

c. Product: Correct matching of words and definitions.

d. Organization:

Activity 3: Read the text again and tick (✓) T (True) or F (False) for each sentence

a. Objective: To help students develop their reading skill for details (scanning).

b. Content: Students scan the text to decide if 6 statements are True or False.

c. Product: Correct T/F answers based on the text.

d. Organization:

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Activity 4: Work in pairs, and match 1-5 in column A with a-e in column B

a. Objective: To remind students of a typical Vietnamese dish; to help students revise the vocabulary related to traditional dishes.

b. Content: Students match descriptions of “Banh Chung” (name, history, ingredients, occasion, type).

c. Product: Correct matching of the dish's profile.

d. Organization:

Activity 5: Work in groups, match the Vietnamese dishes with their names in English, then choose a typical traditional dish and talk about it

a. Objective: To help students get to know/revise names of traditional dishes in English; To practise talking about a traditional Vietnamese dish.

b. Content: Students match pictures a-e with English names (pancake, sticky rice, etc.), then prepare a short-spoken presentation about one dish.

c. Product: Correct matching and a short oral presentation.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the new vocabulary (deep-rooted, appeared, basic, associated) and reinforce scanning skills.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Fill in the blanks with the correct words from the box.

Step 1: Teacher assigns learning tasks

- Teacher sets up a digital drag-and-drop activity on a collaborative whiteboard (E.g. Miro or Google Jamboard).

- Teacher assigns the task: Fill in the blanks with the correct words from the box.

Step 2: Students perform learning tasks

- Students work in pairs on their devices, collaboratively discussing, dragging, and dropping the digital sticky notes containing the words into the correct blanks.

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

Step 3: Reporting and Discussion

- Teacher projects the shared board on the smart TV and invites pairs to read the completed sentences.

1. basic

2. associated

3. deep-rooted

4. appeared

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

Step 4: Evaluation

- Teacher confirms the answers and corrects mistakes.

- Teacher moves to the next mission.

[2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a shared digital workspace (E.g. Miro or Google Jamboard) on their devices to collaboratively discuss, drag, and drop digital sticky notes to complete the sentences.

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 multiple-choice exercise.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to solve the exercise.

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

Step 3: Reporting and Discussion

- Teacher shares the class analytics on the smart TV and invites students to give 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 participating in a timed digital multiple-choice quiz, managing their time and tracking their own scores.

4. APPLICATION

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