Giáo án NLS Tiếng Anh 9 Global Success Unit 5 Communication: Everyday English: Apologising and responding; Experiences of your class camping day

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

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

UNIT 5: OUR EXPERIENCES

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

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

• Learn and use two ways to apologise and respond to apologies in everyday English (formal and informal).
• Read and understand texts about classmates' experiences on a school camping trip.
• Practice asking and answering questions about personal travel experiences.

2. Competences

General competences:

• Self-control and independent learning: actively participate in role-playing and group discussions.
• Communication and collaboration: work in pairs and groups to create conversations and interview each other.

Specific competences:

• Use appropriate communicative functions to apologise politely and accept apologies naturally.
• Synthesize information to ask and answer Wh-questions about past events and feelings.

Digital competences:

• [2.1.TC2a]: Apply multiple digital technologies to interact by inputting responses and recording role-plays on interactive web-based platforms.
• [2.2.TC2a]: Apply suitable digital technologies to share data by uploading personal trip photos and stories to a collaborative digital wall.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to collaboratively complete matching and reordering tasks.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by designing a digital script for a role-play using collaborative word processors.
• [5.2.TC2b]: Apply different digital tools and technological solutions to solve learning needs by accessing digital audio via QR codes and completing auto-graded quizzes.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting Generative AI to brainstorm creative follow-up questions and role-play scenarios.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content used in the lesson.

3. Attributes

• Hard work: Be diligent in practicing communicative structures.
• Politeness and Respect: Show good manners by knowing how to apologize appropriately in different contexts.

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 (Padlet, Google Jamboard, hoclieu.vn, etc.) and AI tools (ChatGPT, AI video creator, etc.).

2. Students' aids

• Textbook, notebooks, pens, draft paper for surveys.
• Smartphones or tablets with internet access and headsets.

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, activate prior knowledge of the present perfect, and introduce the context of making mistakes.

b. Content: Teacher organizes a fast-paced game called “The Excuse Generator”.

c. Product: Students use English creatively to explain mistakes, leading to the topic of apologizing.

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 teams, then projects a funny picture of a “mistake” on the smart TV screen.

Example: a broken vase, a burnt pizza, arriving to class very late, sleeping in...

- Then, teacher assigns the task: Teams have 30 seconds to come up with the funniest but most polite reason/excuse for the mistake. Students must start their sentence with “I have...” (using Present Perfect).

Step 2: Students perform learning tasks

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

- In the game, students discuss and brainstorm in their groups.

Example: Picture of a burnt pizza → I have talked on the phone for too long!

Step 3: Reporting and Discussion

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

- In the game:

+ Representatives from each team read their excuses aloud.

+ The class votes for the funniest and most logical excuse.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the creativity and leads into the new lesson: “When we make mistakes like these, we must know how to say sorry properly. Today, we will learn how to apologise and respond, and then share our past experiences in Communication.”

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in visually recreating the funny mistake scenarios.

2. PRESENTATION

Activity 1: Listen and read the conversations, pay attention to the highlighted parts

a. Objective: To introduce two ways to apologise and respond (formal and informal).

b. Content: Students listen to track 30 and identify the structures used to apologize and respond in two different contexts.

c. Product: Students can read the conversations with proper intonation and identify the target phrases.

d. Organization:

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Activity 2: Work in pairs, and make similar conversations with the following situations

a. Objective: To help students practise apologising and responding.

b. Content: Students role-play two situations (submitting a project late, coming home late) using the structures from Activity 1.

c. Product: Students successfully create and perform short dialogues.

d. Organization:

Activity 3: Read the posts by three friends about their camping activities and match their names with the experiences

a. Objective: To provide students with reading input and vocabulary about experiences of a class camping day.

b. Content: Students read short posts/notes written by characters about their class camping trip.

c. Product: Students understand the main ideas and specific details of the camping experiences.

d. Organization:

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Activity 4: Work in pairs, ask and answer questions about the experiences in the reading

a. Objective: To help students practise asking and answering questions to extract information based on reading cues.

b. Content: Students use question cues to ask about Mai's, Tom's, and Minh's experiences.

c. Product: Pair conversations correctly reflecting the information from Activity 3.

d. Organization:

Activity 5: Work in groups, take turns to ask and answer about one another's experiences of a trip he/she has taken, using similar questions to those in Activity 4

a. Objective: To help students practise asking and answering questions about their own experiences in groups.

b. Content: Students personalize the topic by sharing their own real-life trip experiences using guided questions.

c. Product: A fluent, interactive group discussion about personal trips.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the communicative functions of apologising and responding, and help students understand the logical flow of a conversation.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Rearrange the sentences in the correct order to make two logical conversations about apologizing and responding.

Step 1: Teacher assigns learning tasks

- Teacher sets up a shared collaborative digital document (E.g. Google Docs or Padlet Sandbox) containing the jumbled sentences (A-D) for both conversations.

- Teacher groups students into pairs, assigns each pair a specific workspace on the documen, and task: Rearrange the sentences (A-D) in the correct order to make two logical conversations about apologizing and responding. Pay attention to the context (formal or informal).

Step 2: Students perform learning tasks

- Students log into the shared digital document on their devices.

- Students work in pairs to collaboratively select, drag, drop, and rearrange the text blocks in real-time within their assigned workspace. 

- The teacher observes the live edits on the master screen, monitors progress, and supports students who face technical or language difficulties. 

Step 3: Reporting and Discussion

- Teacher projects the completed digital document on the screen.

- Teacher invites pairs of students to stand up and read the reordered conversations aloud:

+ Conversation 1: 1 – D, 2 – B, 3 – A, 4 – C

+ Conversation 2: 1 – B, 2 – A, 3 – C, 4 – D

- Other students observe the shared document, comment, or offer alternative opinions. 

Step 4: Evaluation

- Teacher confirms the final answers directly on the digital board, briefly reviews the structures, and praises good teamwork. 

- 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 document to drag, drop, and rearrange 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 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 apply different digital tools and technological solutions to solve needs by completing interactive exercises on a learning management system, allowing the teacher to use auto-grading analytics.

4. APPLICATION

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