Giáo án NLS Tiếng Anh 9 Global Success Unit 6 Looking back: Vocabulary, Grammar; Project: I know my ... well!

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

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

UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW

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 family types, lifestyle changes, and characteristics (e.g., extended family, privacy, generation gap).
• Review and correctly use the verb forms: to-infinitive and V-ing after certain verbs.
• Give an oral presentation to introduce a family member using a prepared poster.

2. Competences

General competences:

• Self-control and independent learning: assess their own progress through revision exercises and self-assessment tables.
• Communication and collaboration: work collaboratively to participate in learning activities, present the poster, and objectively evaluate peers.

Specific competences:

• Grammar and Vocabulary application in written sentences and paragraph contexts.
• Oral communication, interview skills, and public speaking.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to verify spelling and grammatical forms independently.
• [2.1.TC2b]: Select the most appropriate digital communication means by submitting answers via a real-time interactive polling tool.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital posters to the smart TV and submitting peer assessments online.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital document for vocabulary and grammar exercises.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by typing and formatting texts on digital worksheets.
• [3.1.TC2b]: Express themselves through the creation of digital media by designing a digital family poster using graphic design software.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by using online quizzes and digital forms with auto-grading analytics.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated vocabulary and grammar quiz.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting an AI assistant to check sentence structures and utilizing Generative AI for poster visuals.

3. Attributes

• Family love and Respect: Show appreciation for family members, their jobs, hobbies, and bridging the generation gap.
• Responsibility: Be accountable for completing the project and actively participating in class.

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, Google Docs, Google Forms, Liveworksheets, Canva, etc,) and AI tools (ChatGPT, Grammarly, Canva AI Image Generator, etc.).

2. Students' aids

• Textbook, notebooks, pens, project posters/photos of family members.
• Smartphones, tablets, or laptops (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

a. Objective: To create an energetic and competitive atmosphere, and quickly revise the verb patterns (to-infinitive vs V-ing) before the lesson.

b. Content: Teacher organizes a “Sound Detective” game.

c. Product: Students guess the correct means of transport by listening to their typical sounds.

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. Instead of a physical board, teacher projects an interactive digital sorting game (E.g. Wordwall or Quizizz) on the smart TV. 

- Teacher explains the rule: The screen will display random verbs (E.g. mind, decide, enjoy, promise, avoid, plan, want, suggest, hope, learn, etc.). Students use their smartphones to quickly select whether the verb is followed by [+ TO-V] or [+ V-ING].

Step 2: Students perform learning tasks

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

- In the game:

+ Students compete individually on their devices to sort the verbs as fast as possible within 2 minutes. The team with the highest average score wins.

+ The teacher acts as a timekeeper and cheerleader.

Step 3: Reporting and Discussion

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

- After the game, teacher displays the final leaderboard and the overall class accuracy on the smart TV to see which verbs caused the most confusion.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher counts the correct verbs, declares the winning team in the game, and leads into the new lesson: “Great job! You remember the verb patterns well. Today, we will look back at all the vocabulary and grammar of Unit 6, and present your family posters in Looking Back and Project.”

[2.1.TC2b]: Students select the most appropriate digital communication means by using their smartphones to submit their verb categorizations via a real-time interactive game platform (E.g. Wordwall or Quizizz).

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

2. PRESENTATION

Activity 1: Choose the correct answer A, B, C, or D to complete each sentence

a. Objective: To help students revise the vocabulary they have learnt in the unit.

b. Content: Students read 5 sentences and choose the correct word/phrase to fill in the blanks.

c. Product: Students' correct choices of vocabulary.

d. Organization:

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Activity 2: Complete the sentences with the correct forms of the words in brackets

a. Objective: To help students use the correct form of a word in each sentence.

b. Content: Students transform the word in brackets (noun, verb, adjective) to fit the grammatical context of the sentence.

c. Product: Students' correctly spelled word forms.

d. Organization:

Activity 3: Circle the correct words or phrases to complete the following sentences

a. Objective: To help students revise the to-infinitive and V-ing after certain verbs.

b. Content: Students choose between a to-infinitive and a gerund (V-ing) for 5 sentences.

c. Product: Correct verb patterns identified.

d. Organization:

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Activity 4: Make complete sentences from the clues, then make any changes and add more words if necessary

a. Objective: To provide students with a writing task to revise the grammar points they have learnt in the lesson.

b. Content: Students construct full sentences using provided clues and appropriate verb patterns.

c. Product: Students' grammatically correct sentences.

d. Organization:

3. PRACTICE

a. Objective: To deeply consolidate both the vocabulary and the target grammar (verb patterns) of Unit 6 through a comprehensive paragraph completion exercise suitable for Grade 9.

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 provide students with an opportunity to develop their interview skills, to get to know more about their families, and to practise giving an oral presentation.

b. Content: Students deliver an oral presentation of their poster introducing a family member, followed by self/peer assessments.

c. Product: Students' oral presentations and completed Feedback Forms.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains that since students have had time to prepare for the project throughout the unit, the focus of this lesson is on the final product: a digital poster introducing a family member (relation, age, job, hobbies, characteristics). 

- Teacher shares a link to a digital Peer Assessment form (E.g., Google Forms) containing the criteria: Delivery, Design of the poster, Content (pictures, information about relation, age, job, hobbies, personal characteristics).

- Teacher explains that the audience will fill out the Google Form on their devices while listening to presentations. 

Step 2: Students perform learning tasks

- Students prepare to present by casting their digital posters (created previously using graphic design tools and AI image generators) from their devices to the smart TV. 

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

Step 3: Reporting and Discussion

- Teacher invites 2 – 3 students (or groups) to step up, present their digital posters to the class.

- While a student is presenting, the rest of the class listens, asks questions at the end, and fills out the digital Peer Assessment Google Form on their smartphones. - Presenters complete their Self-assessment checklists.

Step 4: Evaluation

- Teacher reviews the real-time data from the Google Forms to summarize peer feedback.

- Teacher gives praise and constructive feedback on both their English speaking skills and their digital design skills. 

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data and information by casting their digital posters to the smart TV for presentation and submitting structured peer assessments via Google Forms.

[3.1.TC2b]: Students express themselves through the creation of digital media by presenting a digital family poster designed using graphic design software (E.g., Canva).

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by having utilized Generative AI (E.g., AI Image Generators) to enhance their family posters with custom, creative illustrations.

* HOMEWORK

- Review all vocabulary and verb patterns (to-infinitive vs V-ing) of Unit 6.

- Complete the “Now I can...” self-assessment table in the textbook. Identify any difficulties and provide further practice if needed.

- Prepare for Review 2_Language.