Giáo án NLS Tiếng Anh 9 Global Success Unit 6 A closer look 2: Grammar: Verbs + to-infinitive, Verbs + V-ing

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

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

UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW

A CLOSER LOOK 2

I. OBJECTIVES

1. Knowledge and skills

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

• Revise and properly use verbs followed by to-infinitive (want, promise, decide, agree, learn, plan).
• Revise and properly use verbs followed by V-ing (enjoy, fancy, finish, mind, avoid, suggest).
• Apply these grammatical structures in context to talk about lifestyle, plans, and preferences.

2. Competences

General competences:

• Self-control and independent learning: actively study grammar rules and complete exercises.
• Communication and collaboration: work in pairs or groups to ask and answer questions about personal plans and preferences.

Specific competences:

• Identify grammatical errors related to verb forms and correct them.
• Construct complex sentences using target grammar structures correctly.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to verify correct verb patterns independently.
• [2.1.TC2a]: Select multiple digital technologies to interact by recording and sharing spoken sentences.
• [2.1.TC2b]: Select the most appropriate digital communication means by submitting answers via interactive polling tools.
• [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 error correction tasks.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by typing sentences on collaborative platforms.
• [3.1.TC2b]: Express themselves through the creation of digital media by designing a digital mini-poster.
• [5.2.TC2b]: Select digital tools and technological solutions to complete exercises and get instant feedback.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated grammar video.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI for custom poster design and generating sentence examples.

3. Attributes

• Hard work: Be diligent in practicing grammar rules.
• Confidence: Actively express personal ideas and future plans.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital tools (Mentimeter, Quizizz, Padlet, Liveworksheets, Canva, Google Jamboard/Docs, etc.), and AI tools (ChatGPT, Canva AI Image Generator, AI Video Generator, etc.).

2. Students' aids

• Textbook, notebooks, pens, markers.
• Smartphones, tablets, or laptops (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere in the class, activate students' prior knowledge of verb forms, and smoothly introduce the grammar topic.

b. Content: Teacher organizes an interactive game called “Grammar Flags: TO-V or V-ING”.

c. Product: Students correctly identify which verb form follows the given main verbs.

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. Each team uses their smartphones/tablets to access an interactive polling tool (E.g. Mentimeter)..

- Then, teacher explains the rule: Teacher will call out a main verb (e.g., enjoy, want). Students have 5 seconds to submit the correct form (TO-V or V-ING) on their devices. If the team is correct, they get 1 point. For a bonus point, make a quick sentence using that structure about Vietnamese lifestyle.

Step 2: Students perform learning tasks

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

- In the game:

+ Students listen to the verbs from the teacher: enjoy, decide, fancy, learn, mind, plan, suggest, agree, etc.

+ Teams quickly discuss and submit their choices digitally.

Example: Teacher says “fancy”. Students raise “V-ING”. Bonus sentence: “I fancy eating pho.”

Step 3: Reporting and Discussion

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

- After the game, teacher views the real-time analytics on the smart TV, keeps score, and briefly explains why certain answers were correct based on what they learned in Grades 6, 7, and 8.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the winning team in the game, and leads into the new lesson: “Today, we will take a deeper look at verbs followed by to-infinitive and V-ing, and apply them in writing and speaking in A closer look 2.”

[2.1.TC2b]: Students select the most appropriate digital communication means by submitting their answers (“TO-V” or “V-ING’) on their mobile devices via an interactive polling tool (E.g. Mentimeter).

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated grammar video and answering the embedded questions.

2. PRESENTATION

Activity 1: Write the correct form of the verbs in brackets

a. Objective: To help students focus on the use of to-infinitive and V-ing after certain verbs.

b. Content: Students fill in the blanks with the correct form of the given verbs.

c. Product: Correct verb forms written in the blanks.

d. Organization:

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Activity 2: Underline the correct verb form for each sentence

a. Objective: To give students some practice focusing on the forms of the verbs following certain verbs they have learnt in Activity 1 and the Remember! box.

b. Content: Students choose between to-infinitive and V-ing to complete 5 sentences.

c. Product: Sentences with correctly underlined verb forms.

d. Organization:

Activity 3: Complete each sentence with the correct form of a verb from the box

a. Objective: To give students further practice with to-infinitive and V-ing.

b. Content: Students choose verbs (make, work, learn, teach, give) and put them in the correct form to complete the sentences.

c. Product: Sentences completed with correct verb meanings and forms.

d. Organization:

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Activity 4: Choose the incorrect underlined word or phrase in each sentence

a. Objective: To allow students higher-level practice with to-infinitive and V-ing by identifying errors.

b. Content: Students analyze 5 sentences to find the grammatical mistake regarding verb patterns.

c. Product: Identification and correction of incorrect verb forms.

d. Organization:

Activity 5: Work in pairs, and take turns to complete the sentences

a. Objective: To provide students with real-life practice with to-infinitive and V-ing.

b. Content: Students personalize the grammar structures by completing open-ended sentences about their plans and preferences.

c. Product: Personalized sentences spoken in pairs.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the correct use of verbs followed by to-infinitive or V-ing in sentence building.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Write the complete sentences using the given words/phrases.

Step 1: Teacher assigns learning tasks

- Teacher assigns the task: Write the complete sentences using the given words/phrases on a collaborative document (E.g. Google Docs) assigned to each group. Make sure to conjugate the verbs properly and add prepositions/articles if necessary.

Step 2: Students perform learning tasks

- Students work in groups to type the complete sentences directly into the collaborative document, ensuring proper conjugation.

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

Step 3: Reporting and Discussion

- Teacher displays the Google Docs on the screen:

Expected answers:

1. My grandfather enjoys telling stories about the past.

2. We plan to visit Hue Imperial City next summer.

3. She avoids eating fast food because it is unhealthy.

4. They decided to learn how to make traditional Chung cake.

5. Do you mind helping me with this history project?

- The rest of the class comments and corrects any mistakes directly on the document using the ‘Suggesting” mode.

Step 4: Evaluation

- Teacher confirms the answers, gives feedback, and praises good work.

- Teacher moves to the next mission.

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by typing and formatting their complete sentences on a collaborative digital platform (E.g. Google Docs).

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 online.

- 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]: The teacher selects digital tools and technological solutions to conduct a multiple-choice exercise and uses the real-time analytics to address students' common mistakes.

4. APPLICATION

a. Objective: To apply the grammar structures (to-V / V-ing) in a communicative, interactive speaking and presentation task about future plans and pastimes.

b. Content: Students carry out a group task “My Future & My Pastimes Mini-Interview”.

c. Product: A mini-poster summarizing group interviews and an oral presentation.

d. Organization:

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