Giáo án NLS Tiếng Anh 9 Global Success Unit 5 A closer look 1: Vocabulary: Experiences, Adjectives describing experiences; Pronunciation: /j/ and /w/

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

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

UNIT 5: OUR EXPERIENCES

A CLOSER LOOK 1

I. OBJECTIVES

1. Knowledge and skills

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

• Identify and use new phrases related to experiences (learning by rote, touring a campus, etc.).
• Learn and correctly use adjectives to talk about experiences (exhilarating, embarrassing, helpless, etc.) in context.
• Identify and pronounce the sounds /j/ and /w/ correctly in isolated words and in sentences.

2. Competences

General competences:

• Self-control and independent learning: actively engage in vocabulary building and pronunciation practice.
• Communication and collaboration: work in pairs or groups to discuss personal experiences, complete matching tasks, and interview peers.

Specific competences:

• Infer the meaning of new phrases and adjectives from visual clues and context.
• Accurately produce the consonant sounds /j/ and /w/ in connected speech.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently explore and verify the definitions of new adjectives.
• [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 by uploading digital mini-reports to collaborative platforms.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes in completing drag-and-drop matching tasks.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access, play, and control pronunciation audio tracks.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with AI speech recognition tools for real-time pronunciation scoring.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI to brainstorm interview questions.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated video content.

3. Attributes

• Hard work: Be diligent in practicing new vocabulary and pronunciation patterns.
• Confidence: Feel confident when sharing personal experiences, whether they are amazing or embarrassing.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Digital tools (Liveworksheets, Padlet, Miro/Google Jamboard, Quizizz, etc.) and AI tools (ChatGPT, Elsa Speak/Google Pronunciation, AI video generator, etc.).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones or tablets with internet access and headsets (with microphones).

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, energize the class, and lead into the new vocabulary about experiences.

b. Content: Teacher organizes a “Mime the Experience” (Charades) game.

c. Product: Students successfully guess the actions/experiences through non-verbal communication.

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 2 teams.

- Then, teacher explains the rule: Teacher projects some cards with different experiences written on them (E.g. riding a horse, taking photos, getting lost, singing on stage) on the smart TV screen. One student from each team will come up, choose a card, and mime the action. The team has 30 seconds to guess the exact experience in English.

Step 2: Students perform learning tasks

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

- In the game:

+ Students from each team take turns acting out the experiences without speaking.

+ The rest of the team shouts out their guesses in English.

- The teacher observes, acts as the timekeeper, and supports if a word is too hard.

Step 3: Reporting and Discussion

- Teacher invites some students to answer the questions from the AI video.

- In the game:

+ Teacher tallies the points on the board.

+ Teacher asks students the following questions: 

• How did you feel when you were acting?
• Was it embarrassing or exhilarating?

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher declares the winning team in the game, and leads into the new lesson: “In our lives, we go through many different events. Today, we will learn special phrases and adjectives to describe those experiences vividly, and we will practice two new sounds: /j/ and /w/ in A closer look 1.”

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in visually representing various human experiences to support the lesson.

2. PRESENTATION

Activity 1: Write an activity next to each picture

a. Objective: To introduce new phrases that are related to experiences.

b. Content: Students match the given phrases (learning by rote, touring a campus, giving a performance, putting up tents, going snorkelling) with 5 pictures.

c. Product: Students correctly label all 5 pictures.

d. Organization:

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Activity 2: Complete each sentence with an adjective in the box

a. Objective: To allow students learn new adjectives that are used to talk about experiences.

b. Content: Students fill in the blanks using adjectives: amazing, helpless, exhilarating, embarrassing, unpleasant.

c. Product: Completed sentences using the correct adjectives in context.

d. Organization:

Activity 3: Choose the correct answer A, B, C, or D

a. Objective: To allow students to use the learnt words and phrases in context.

b. Content: Students complete 5 multiple-choice questions to reinforce vocabulary.

c. Product: Students select the accurate word/phrase for each given context.

d. Organization:

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Activity 4: Listen and repeat the words, pay attention to the sounds /j/ and /w/

a. Objective: To help students identify the sounds /j/ and /w/ and practise them in words.

b. Content: Students listen to the recording and repeat words containing /j/ and /w/.

c. Product: Students can accurately articulate the sounds /j/ and /w/ in isolated words.

d. Organization:

Activity 5: Listen to the sentences, underline the words with /j/, circle the words with /w/, and practise the sentences

a. Objective: To help students be aware of the pronunciation of words with sounds /j/ and /w/; to help Ss practise saying sentences with these sounds.

b. Content: Students listen to sentences, identify the target sounds, and practice speaking.

c. Product: Correctly underlined and circled words; clear sentence pronunciation.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary (phrases and adjectives related to experiences) 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 situations with the correct adjectives describing the experience.

Step 1: Teacher assigns learning tasks

- Teacher sets up a digital matching activity on a collaborative whiteboard (E.g. Miro or Padlet Sandbox).

- Teacher assigns the task: Match the situations in Column A with the correct adjectives describing the experience in Column B.

- Teacher sets a strict time limit of 6 minutes.

Step 2: Students perform learning tasks

- Students work in pairs on their devices, collaboratively discussing, dragging, and dropping lines to match the situations with the adjectives.

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

Step 3: Reporting and Discussion

- Teacher projects the shared board and asks some students to read the full matched sentences:

1 – D

2 – E

3 – A

4 – C

5 – B

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

Step 4: Evaluation

- Teacher confirms the answers and praises good work.

- 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) on their devices to collaboratively discuss, drag, and drop digital elements to match situations with adjectives.

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.

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

Step 3: Reporting and Discussion

- Teacher invites students to share 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 on a learning management system.

4. APPLICATION

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