Giáo án NLS Tiếng Anh 9 Global Success Unit 7 A closer look 1: Vocabulary: Natural wonders, Pronunciation: /sl/ and /sn/

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

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

UNIT 7: NATURAL WONDERS OF THE WORLD

A CLOSER LOOK 1

I. OBJECTIVES

1. Knowledge and skills

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

• Identify and use words related to the topic of natural wonders (permit, paradise, annual, diversity, access, urgent).
• Understand and form noun derivatives from verbs (discover → discovery, locate → location, etc.).
• Identify and pronounce the consonant blends /sl/ and /sn/ correctly in isolated words and in sentences.

2. Competences

General competences:

• Self-control and independent learning: actively engage in vocabulary building and pronunciation practice.
• Communication and collaboration: work in pairs or groups to discuss definitions, share answers, and perform speaking tasks.

Specific competences:

• Guess the meaning of new words through context and definitions.
• Accurately articulate the consonant sounds /sl/ and /sn/ to ensure clear communication.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently explore and verify word families and derivations.
• [2.1.TC2b]: Select the most appropriate digital communication means by submitting descriptive words 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 for presentation.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital workspace to match vocabulary definitions.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by typing and formatting words into a digital table and worksheet.
• [3.1.TC2b]: Express themselves through the creation of digital media by recording audio of their pronunciation and designing a promotional eco-tour poster.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by completing an interactive reading/filling task and online quiz with auto-grading analytics.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video about natural wonders.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by utilizing AI speech recognition to self-evaluate word pronunciation and employing Generative AI to create custom visuals for posters.

3. Attributes

• Hard work: Be diligent in practicing new vocabulary and pronunciation patterns.
• Love and Respect: Cultivate an appreciation for the beauty of natural wonders and understand the urgency of preserving biological diversity.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Pictures of famous landscapes in Viet Nam and the world (if needed).
• Digital tools (Mentimeter, Google Jamboard/Docs, Liveworksheets, Quizizz, Canva, Vocaroo, etc.), and AI tools (AI Video Generator, AI Speech Recognition App/Dictation, Canva AI Image Generator, etc.).

2. Students' aids

• Textbook, notebooks, pens.
• 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 before the lesson, activate students' background knowledge of landscapes, and lead into the new lesson.

b. Content: Teacher organizes a visual and vocabulary game called “Wonder Reveal & Describe”.

c. Product: Students successfully identify the landscapes and brainstorm related descriptive words.

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 organizes a game. Teacher divides the class into 4 teams.

- Teacher uses a presentation tool to slowly reveal a picture of a famous landscape (in Viet Nam or the world) piece by piece (Example: Son Doong Cave, Ha Long Bay, Mount Fuji, The Amazon Rainforest, etc.). When a team guesses the place, they shout it out. If correct, all team members must use their smartphones to type TWO adjectives or nouns to describe it into a live word-cloud tool (E.g. Mentimeter).

Step 2: Students perform learning tasks

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

- In the game: 

+ Students observe the screen closely. 

+ Upon guessing correctly, students quickly type their descriptive words (beautiful, cave, island, massive, etc.) on their devices.

- The teacher observes, and supports if needed.

Step 3: Reporting and Discussion

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

- After the game:

+ Teacher projects the generated digital word cloud on the smart TV, highlighting the most popular descriptive words.

+ Teacher asks: “Are these places easy to visit? How can we protect them?”.

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 learn more advanced vocabulary to talk about these amazing landscapes, including how to form nouns from verbs, and we will practice the sounds /sl/ and /sn/ in A closer look 1.”

[2.1.TC2b]: Students select the most appropriate digital communication means by submitting their descriptive vocabulary via a real-time interactive word-cloud tool (E.g. Mentimeter) on their mobile devices.

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video showcasing global natural wonders.

2. PRESENTATION

Activity 1: Match the words in A with their definitions / explanations in B

a. Objective: To help students know the definitions/explanations of some new words related to the topic of the unit.

b. Content: Students match 6 words (permit, paradise, annual, diversity, access, urgent) with their corresponding definitions (a-f).

c. Product: Correctly matched vocabulary definitions.

d. Organization:

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Activity 2: Complete the following table

a. Objective: To provide students with some noun derivatives from verbs.

b. Content: Students form nouns from verbs.

c. Product: A completed table of verb-noun pairs.

d. Organization:

Activity 3: Complete the following sentences with the words from the box

a. Objective: To give students practice in how to use some words related to the topic of the unit in context.

b. Content: Students fill in the blanks using words from the box: located, hesitation, permit, urgent, diversity.

c. Product: Completed sentences with accurate vocabulary choice.

d. Organization:

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Activity 4: Listen and repeat the words, pay attention to the sounds /sl/ and /sn/

a. Objective: To teach students revise how to pronounce the sounds /sl/ and /sn/ and practise pronouncing these sounds in words correctly.

b. Content: Students listen to the audio and repeat words starting with /sl/ and /sn/.

c. Product: Accurate pronunciation of the target consonant clusters in isolated words.

d. Organization:

Activity 5: Listen and repeat the sentences, pay attention to the underlined words

a. Objective: To help students pronounce the sounds /sl/ and /sn/ correctly in sentences.

b. Content: Students listen to Track 43 and repeat sentences focusing on words with the target sounds.

c. Product: Clear pronunciation of sentences with proper articulation and intonation.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the new vocabulary related to natural wonders, exploration, and environmental preservation.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Read, write the correct noun form of the verbs, then find, underline ONE word with the sound /sl/ and circle ONE word with the sound /sn/ .

Step 1: Teacher assigns learning tasks

- Teacher assigns the task on a digital document: Read the short paragraph below. First, type the correct noun form of the verbs in brackets. Second, use the highlight tool to mark ONE word with the sound /sl/ and ONE with /sn/. in the text.

- Teacher sets a time limit of 5 minutes.

Step 2: Students perform learning tasks

- Students work individually to complete the exercise on their devices.

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

Step 3: Reporting and Discussion

- Teacher invites a student to read the completed paragraph aloud.

- Teacher asks another student to identify the /sl/ and /sn/ words they found.

+ Word forms: 

1. exploration

2. location

3. admiration

4. discovery.

+ Sounds: Underline “slippery” (/sl/), Circle “snack” (/sn/).

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher confirms the answers, corrects mistakes, and praise 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 the correct noun forms and using digital highlighting tools to identify target sounds in a text.

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 projects the results, and 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 solve needs by conducting an online quiz and utilizing real-time auto-grading analytics to monitor class performance.

4. APPLICATION

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