Giáo án NLS Tiếng Anh 9 Global Success Unit 7 Getting started: Meeting on the corridor
Giáo án NLS Tiếng Anh 9 Global Success Unit 7 Getting started: Meeting on the corridor. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 9.
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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 7: NATURAL WONDERS OF THE WORLD
GETTING STARTED
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Set the context for the introductory conversation about natural wonders.
- Introduce the topic of the unit, the vocabulary related to natural wonders and preserving nature, and the sounds /sl/ and /sn/.
2. Competences
General competences:
- Self-control and independent learning: listen and share personal opinions with partners and teacher.
- Communication and collaboration: work in pairs or groups to complete the learning tasks and discuss natural wonders.
Specific competences:
- Read and listen for specific information about a contest and natural wonders of the world.
- Identify and use vocabulary related to landscapes, exploration, and sustainable development.
Digital competences:
- [1.1.TC2b]: Organize searches using digital tools to independently explore and verify the meanings of new vocabulary.
- [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 pinning locations on a digital interactive map and casting digital posters to the smart TV.
- [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital workspace.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by typing and formatting text on digital worksheets.
- [3.1.TC2b]: Express themselves through the creation of digital media by designing an Eco-tour promotional poster.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by completing online quizzes with auto-grading analytics.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting AI chatbots to explain collocations and using Generative AI for poster visuals.
3. Attributes
- Hard work: Actively participate in class activities and discussions.
- Love and respect: Appreciate the beauty of nature and develop awareness of preserving natural wonders and supporting sustainable development.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 9, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Flashcards or pictures of famous natural wonders (Ha Long Bay, Mount Everest, Grand Canyon, etc.).
- Digital tools (Mentimeter, Padlet Map, Google Jamboard, Quizizz, Canva, etc.), and AI tools (AI Video Generator, ChatGPT, 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
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2. PRESENTATION
Activity 1: Listen and read
a. Objective: To set the context for the introductory conversation and introduce the topic of the unit.
b. Content: Students look at the picture, listen to the recording (Track 41), and read the conversation between Lan and Tom.
c. Product: Students understand the context and can read the conversation aloud with correct pronunciation.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students some following questions: + Have you ever been to Ha Long Bay? + Do you know that it is a famous natural wonder? + Have you heard of / read about other wonders: Mount Everest, the Dead Sea, etc.? - Teacher has students look at the picture and title “Meeting on the corridor”, then guess what the conversation between Lan and Tom is about.
- Teacher plays the recording, and asks students to listen and read along. - Teacher encourages students to use digital dictionaries on their phones if they encounter unfamiliar words. Step 2: Students perform learning tasks - Students work independently to answer the teacher's questions. - Students listen to the audio and read the conversation silently. - Students use online dictionary apps to independently look up words like charming, sustainable, preserve. - The teacher observes, and supports if needed. Step 3: Reporting and Discussion - Teacher has some pairs of students read the conversation aloud. - Teacher asks students some questions about the conversation to check understanding. - Teacher has students say the words in the text that they think are related to the topic of the unit: natural wonders, landscapes, charming rivers, preserve, sustainable development, etc. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms the correct answers and corrects students' pronunciation. - Teacher has students pronounce the words containing the sounds /sl/ and /sn/ if they appear. - Teacher moves on to the next content. | Suggested answers: Lan and Tom are talking about famous natural wonders. | [1.1.TC2b]: Students organize searches using digital tools (E.g. online dictionary applications) on their devices to independently explore and verify the meanings of new vocabulary related to nature. |
Activity 2: Read the conversation again and tick (✓) T (True) or F (False) for each sentence
a. Objective: To help students understand the text and read for specific information.
b. Content: Students read 4 statements and decide whether they are True (T) or False (F).
c. Product: Students' correct True/False answers based on the text.
d. Organization:
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Activity 3: Complete each sentence with a word or a phrase from the box
a. Objective: To help students learn the new vocabulary of the unit in context.
b. Content: Students fill in the blanks using the words/phrases: explore, support, couldn't help, development, landscape.
c. Product: Completed sentences with correct vocabulary.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher shares a collaborative digital workspace (E.g. Google Jamboard or Padlet Canvas) where the sentences and vocabulary words are presented as draggable digital sticky notes. - Teacher assigns the task: Work in pairs. Read the sentences. Drag the correct word/phrase into the corresponding blank to complete the sentence. - Teacher reminds students to pay attention to the context and part of speech needed. Step 2: Students perform learning tasks - Students co-edit the shared workspace on their tablets/phones, discussing the context and moving the words into place. - The teacher observes and provides support if needed. Step 3: Reporting and Discussion - Teacher has students share their answers before discussing it as a class. - Teacher projects a completed board on the screen. - (If time permits) Teacher calls on some students to read the full sentences aloud. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher confirms the correct answers and explains the meanings of “couldn't help” and “sustainable development” clearly. - Teacher moves on to the next content. | Students' answers: 1. landscape 2. couldn't help 3. explore 4. support 5. development | [2.4.TC2a]: Students select digital tools and technologies for collaborative processes by co-editing a shared digital workspace (E.g. Google Jamboard) to collaboratively drag and drop vocabulary into context. |
Activity 4: Underline the correct answer to complete each sentence
a. Objective: To help students revise and learn the vocabulary related to the topic of the unit, focusing on collocations and word choice.
b. Content: Students choose the correct word between two options given in brackets for 5 sentences.
c. Product: Sentences with correctly underlined vocabulary choices.
d. Organization:
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Activity 5: Game - Natural Wonders Knowledge
a. Objective: To help students learn about some famous natural wonders of the world and their locations in a fun way.
b. Content: Students work in groups to list natural wonders and state where they are located.
c. Product: A list of natural wonders and their correct geographical locations.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher shares a link to an interactive “Padlet Map”. - Teacher divides class into groups of 3 – 4. - Teacher assigns the task: In 4 minutes, search your memory or the internet for natural wonders. Drop a location pin on the Padlet Map for each wonder, type its name, and specify its country/continent. Example: The Amazon Rainforest – in Brazil / in South America. Step 2: Students perform learning tasks - Students work in groups to navigate the digital map, drop pins, and input the names and locations. - The teacher monitors the map populating in real-time. Step 3: Reporting and Discussion - Teacher projects the completed Padlet Map on the smart TV, clicking on various pins around the globe. - Groups briefly introduce the pins they dropped. Step 4: Evaluation - The group with the most accurate and descriptive pins wins. - Teacher provides notes if necessary. Example: Mount Everest: the highest mountain in the world, located on the border between China and Nepal. - Teacher moves on to the next content. | Suggested answers: + Ha Long Bay (Vietnam) + Mount Fuji (Japan) + Victoria Falls (Zambia / Zimbabwe) + Sahara Desert (Africa) | [2.2.TC2a]: Students apply suitable digital technologies to share data and information by dropping location pins and inputting text onto a collaborative interactive map (E.g. Padlet Map). |
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:
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4. APPLICATION
a. Objective: To apply the vocabulary and concepts of natural wonders and sustainable development in a creative, persuasive speaking and design task.
b. Content: Students carry out a group project “The Eco-Travel Agent Pitch”.
c. Product: A promotional mini-poster and a short persuasive speech.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher divides the class into groups of 4.
- Task:
+ Imagine your group is an Eco-Travel Agency. Choose ONE natural wonder in Vietnam or the world.
+ Create a digital mini-poster (using Canva) to promote an eco-tour to this destination, including the name, the beautiful landscape features, and ONE strict rule for tourists to “support sustainable development” (E.g. No plastic bottles, Do not touch the coral reefs).
+ Use a Generative AI Image tool (E.g. Canva Magic Media or Bing Image Creator) to generate a unique, stunning visual of their chosen wonder for the poster.
+ Prepare a 1-minute persuasive pitch to convince the class to book your tour.
Step 2: Students perform learning tasks
- Students collaborate on Canva, writing prompts for the AI to generate images.
Example: A majestic limestone karst in Ha Long Bay at sunset, digital art.
- Students format the text and layout, then draft their speech.
- Teacher circulates to help with vocabulary and phrasing (“We suggest you visit...”, “You will be crazy about...”, etc.).
Step 3: Reporting and Discussion
- Groups cast their digital posters from their devices to the smart TV.
- Groups deliver their 1-minute pitch to the class.
Example: Welcome! We invite you to explore the Great Barrier Reef. You will see amazing marine landscapes. However, to support sustainable development, you must not use toxic sunscreen!
- The class votes for the most attractive and eco-friendly tour.
Step 4: Evaluation
- Teacher praises the creativity, fluency, and proper use of lesson vocabulary alongside 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 finalized digital posters to the smart TV for their oral presentations.
[3.1.TC2b]: Students express themselves through the creation of digital media by designing a digital Eco-tour promotional poster using graphic design software (E.g. Canva).
[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing descriptive prompts in a Generative AI tool to create custom, high-quality visuals of natural wonders for their posters.
* HOMEWORK
- Review the new vocabulary learned in the lesson.
- Write a short paragraph (50 – 60 words) describing a natural wonder you want to visit and why. Submit the paragraph to the class digital forum (E.g. Google Classroom).
- Prepare for the next lesson A closer look 1.
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