Giáo án NLS Tiếng Anh 9 Global Success Unit 5 A closer look 2: Grammar: The present perfect
Giáo án NLS Tiếng Anh 9 Global Success Unit 5 A closer look 2: Grammar: The present perfect. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 9.
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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 5: OUR EXPERIENCES
A CLOSER LOOK 2
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Understand the uses and form of the present perfect tense.
- Revise the past simple and past participle forms of irregular verbs.
- Apply the present perfect tense to express experiences and unstated past actions.
2. Competences
General competences:
- Self-control and independent learning: actively study grammar rules and complete exercises independently.
- Communication and collaboration: work in pairs/groups to ask and answer questions about personal experiences.
Specific competences:
- Use appropriate grammar structures (present perfect vs past simple) in written and spoken contexts.
Digital competences:
- [1.1.TC2b]: Organize searches using digital tools to independently verify the spelling and forms of irregular verbs.
- [2.1.TC2a]: Select multiple digital technologies to interact by inputting answers and highlighting text on interactive web-based platforms.
- [2.2.TC2a]: Apply suitable digital technologies to share data by projecting compiled digital data grids.
- [2.4.TC2a]: Select digital tools and technologies for collaborative processes in completing drag-and-drop matching tasks and editing errors.
- [3.1.TC2a]: Apply methods to create and edit digital content in various formats by designing a digital survey grid.
- [5.2.TC2b]: Select digital tools and technological solutions to independently access and complete multiple-choice exercises.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with AI speech recognition tools to transcribe spoken answers.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI for instant grammar checking and brainstorming interview questions.
- [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.
3. Attributes
- Hard work: Be diligent in memorizing irregular verb forms and practicing grammar rules.
- Confidence: Feel confident when speaking and sharing personal experiences with classmates.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 9, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Digital tools (Mentimeter, Miro/Google Jamboard, Nearpod, Quizizz, etc.) and AI tools (ChatGPT/Grammarly, AI speech-to-text, AI video generator, etc.).
2. Students' aids
- Textbook, notebooks, pens, mini-boards.
- Smartphones or tablets with internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1: Write the correct forms of the verbs in the table
a. Objective: To revise the past form and teach the past participle form of some verbs.
b. Content: Students fill out a table with the past simple and past participle forms of regular and irregular verbs (work, join, play, be, go, do).
c. Product: A fully completed table of verb forms.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Before doing Acticity 1: Teacher has students individually read the Remember! box about the present perfect tense, then asks students when they should use the present perfect. - Teacher asks students to work individually. - Teacher has students to open the textbook on the website hoclieu.vn, look at the table in Activity 1 and type the correct forms of the verbs. - Teacher encourages students to use a digital dictionary app to verify the irregular forms. Step 2: Students perform learning tasks - Students work independently to read and recall the structure: S + have/has + Past Participle (V3/ed). - Students look and typethe correct forms of the verbs to complete the table individually on their devices. - Students check digital dictionaries if unsure. - The teacher observes, and supports if needed. Step 3: Reporting and Discussion - Teacher asks some students to give an example for the uses of present perfect tense. - Teacher invites some students to share their answers. - Teacher has several students to read aloud the verb forms. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks the answers as a class, and corrects students' pronunciation if needed. - Teacher reminds students of the verb forms in the present perfect. - Teacher moves on to the next content. | Students' answers: + join - joined - joined + play - played - played + be - was/were - been + go - went - gone + do - did - done | [1.1.TC2b]: Students organize searches using digital tools (online dictionary applications) to independently explore and verify the past participle forms of irregular verbs. |
Activity 2: Complete the sentences with the correct forms of the verbs in the present perfect
a. Objective: To help students use the correct verb forms in the present perfect.
b. Content: Students conjugate verbs (join, play, work, be, go) into the present perfect tense to complete 5 sentences.
c. Product: Correctly conjugated present perfect sentences.
d. Organization:
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Activity 3: Choose the correct answer A, B, C, or D to complete each sentence
a. Objective: To give students further practice with the present perfect in various situations.
b. Content: Students choose the best option to complete sentences, distinguishing between present perfect and other tenses based on context clues.
c. Product: Correct multiple-choice answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher provides a link to an interactive platform (E.g. Nearpod or Classkick) containing the multiple-choice questions. - Teacher has students work individually on their devices to digitally to read and underline the words/phrases denoting which verb tense to use. Example: once, several times, never...before, etc.). - After analyzing the clues, students click the correct answers (A, B, C or D) to complete the sentences and submit them. Step 2: Students perform learning tasks - Students work individually to use the digital annotation tools to highlight clues and select the best options on the platform. - The teacher observes the students' real-time progress on the teacher dashboard, guiding those who struggle with the clues. Step 3: Reporting and Discussion - Teacher projects the submitted digital annotations and poll results on the smart TV. - Teacher calls on some students to explain their choices based on the words they highlighted. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks the answers as a class, and correct students' pronunciation if necessary. - Teacher moves on to the next content. | Students' answers: 1. B 2. A 3. D 4. C 5. C | [2.1.TC2a]: Students select multiple digital technologies to interact by using digital annotation tools to highlight context clues and submitting their multiple-choice answers on an interactive web-based platform. |
Activity 4: Write sentences about Mai's experiences, using the information in the table
a. Objective: To help students practise using present perfect tense to write sentences about Mai's experiences.
b. Content: Students use a table with ticks (✓) and crosses (✗) to write positive or negative present perfect sentences.
c. Product: 5 complete sentences describing Mai's experiences.
d. Organization:
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Activity 5: Work in pairs, ask and answer questions about your experiences using the present perfect
a. Objective: To enable students practise asking each other about their experiences; To create a lively atmosphere of playing and learning.
b. Content: Students ask “Have you ever...?'”questions based on the vocabulary learned.
c. Product: Pair conversations applying the present perfect in spoken English.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has students work in pairs to ask and answer questions about experiences using the present perfect. - Teacher reminds students that they can start with “Have you ...?”. - Teacher asks students to use an AI speech recognition tool (E.g. Google Voice Typing) on their devices to transcribe their conversation. Step 2: Students perform learning tasks - Student work in pairs to take turns asking and answering. - Students read the live AI-generated transcript on their screen to visually check if they used “Have you...?” correctly. - The teacher monitors the class, encouraging them to ask follow-up questions. Step 3: Reporting and Discussion - Teacher asks some pairs to demonstrate in front of the class. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher corrects any grammar and pronunciation mistakes if necessary. - Teacher moves on to the next content. | Suggested answers: A: Have you visited a village of an ethnic group? B: Yes, I have. / No, I haven't. | [6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI speech recognition tool to transcribe their spoken conversations into text. |
3. PRACTICE
a. Objective: To consolidate the distinction between the Past Simple and the Present Perfect tenses, and to revise the past participle of irregular verbs.
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 apply the present perfect tense to express real-life experiences in a communicative setting.
b. Content: Students carry out a group survey and report task “Find Someone Who...”.
c. Product: A completed survey table and an oral report to the class.
d. Organization:
Step 1: Teacher assigns learning tasks
- Instead of a paper grid, teacher asks students to design a digital “Find Someone Who...” survey grid (E.g. using Google Sheets/Forms) containing 4 items:
+ ...has eaten a strange food.
+ ...has visited a foreign country.
+ ...has won a competition.
+ ...has lost their keys.
- Task:
+ Stand up, walk around the class, and ask your classmates “Have you ever...?” questions.
+ When a classmate answers “Yes, I have”, write their name down and type their name down.
- Teacher asks students to use a Generative AI tool to brainstorm one interesting Past Simple follow-up question for each item:
- When did you do it?
- What did you eat?, etc.
Step 2: Students perform learning tasks
- Students prompt the AI for follow-up questions.
- Students mingle and interview each other using their devices to record data.
- The teacher monitors closely, ensuring students switch between Present Perfect (for the experience) and Past Simple (for the specific detail).
Step 3: Reporting and Discussion
- Teacher invites 2 – 3 students to report back to the class by projecting their digital grids.
Example report: I found out that Lan has eaten a strange food. She ate fried insects last summer when she went to Thailand.
- Other students listen, and gives comment.
Step 4: Evaluation
- Teacher praises the class for using the grammar structures accurately in a real context.
- Teacher summarizes the lesson and assigns homework.
[3.1.TC2a]: Students apply methods to create and edit digital content in various formats by designing a digital data collection grid.
[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by prompting Generative AI to brainstorm engaging Past Simple follow-up questions.
* HOMEWORK
- Summarise what they have learnt in the lesson (when to use the present perfect and the verb forms).
- Write 5 sentences about your own experiences (3 things you have done, 2 things you have never done).
- Prepare for Communication.
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