Giáo án NLS Tiếng Anh 9 Global Success Unit 5 Looking back: Vocabulary, Grammar; Project: Your most memorable experience

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

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

UNIT 5: OUR EXPERIENCES

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 experiences (adjectives and specific phrases).
• Review and accurately use the present perfect tense in various contexts.
• Give an oral presentation about their most memorable experience using a prepared 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 present their posters and objectively evaluate peers.

Specific competences:

• Grammar and Vocabulary application in written sentences and paragraphs.
• Presentation and public speaking skills.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently explore and verify the nuances of adjectives.
• [2.1.TC2a]: Select multiple digital technologies to interact by inputting answers and rewritten sentences into interactive web-based platforms.
• [2.2.TC2a]: Apply suitable digital technologies to share data by projecting digital posters and distributing digital assessment forms.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes in completing grammar tasks on a shared workspace.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by designing digital presentation posters.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access and complete timed multiple-choice quizzes.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI for instant grammar checking and generating custom images for posters.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.

3. Attributes

• Confidence: Be confident in sharing personal stories and presenting in front of the class.
• Respect & Empathy: Listen respectfully to classmates' experiences and provide constructive peer feedback.

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 (Nearpod, Google Forms, Google Jamboard, Quizizz, etc.) and AI tools (ChatGPT/Grammarly, AI video generator, Canva AI Image Generator, etc.). 

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Use the adjectives in the box to describe the experiences, and add any other adjectives you can think of

a. Objective: To help students revise the adjectives used to describe experiences.

b. Content: Students match appropriate adjectives (brilliant, exhilarating, exciting, special, embarrassing, etc.) to 5 different experiences.

c. Product: Students' appropriate adjective choices for each context.

d. Organization:

Activity 2: Complete the sentences with the phrases in the box

a. Objective: To help students revise the vocabulary about experiences.

b. Content: Students fill in the blanks using: went blank, an eco-tour, exploring a site, learnt it by rote, team building activities.

c. Product: Students' correctly completed sentences.

d. Organization:

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Activity 3: Complete the sentences with the correct present perfect forms of the verbs in brackets

a. Objective: To help students revise the present perfect tense.

b. Content: Students conjugate the verbs in brackets into the present perfect tense.

c. Product: Correct verb forms in the present perfect.

d. Organization:

Activity 4: Put the verbs in brackets in the present perfect to complete the letter

a. Objective: To help students revise the present perfect to complete a letter.

b. Content: Students read a letter from Akiko and conjugate 6 verbs into the present perfect.

c. Product: Students' grammatically correct verb forms within the context of a letter.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate both vocabulary and the present perfect tense through a high-level sentence transformation exercise suitable for Grade 9 students.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Rewrite the sentences keeping the same meaning.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to an interactive response platform (E.g. Nearpod or Padlet).
- Teacher assigns the task: Rewrite the following sentences keeping the same meaning, using the provided cues.

Step 2: Students perform learning tasks

- Students work individually to transform the sentences and submit their answers digitally onto the platform.

- The teacher monitors the submissions in real-time.

Step 3: Reporting and Discussion

- Teacher projects the submitted answers on the smart TV:

1. I have learnt this poem by rote for two hours.

2. They haven't organized team building activities since 2022.

3. She has never had a more embarrassing experience than this. (OR: She has never had such an embarrassing experience.)

4. It is the first time he has gone on an eco-tour.

- Teacher highlights a few answers and asks students to explain the structure.

Step 4: Evaluation

- Teacher provides the exact answers and explains the grammar rules (E.g. changing “started V-ing” to “have V3/ed”, “The last time” to “haven't V3/ed”), and praises good work.

- Teacher moves to the next mission.

[2.1.TC2a]: Students select multiple digital technologies to interact by typing and submitting their rewritten sentences into an interactive web-based platform (E.g. Nearpod) for real-time display and review.

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 on their devices.

- 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 an interactive platform.

4. APPLICATION

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