Giáo án Tiếng Anh 9 Global Success

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

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

UNIT 1: LOCAL COMMUNITY

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;
• Introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.

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.

Specific competences:

• Read and listen for specific information about a local community.
• Identify and guess the meaning of vocabulary related to community, facilities and phrasal verbs.

Digital competences:

• [1.1.TC2b], [1.1.TC2c]: Organize searches and navigate digital textbooks (ebooks) and online dictionaries to access information.
•  [2.2.TC2a], [2.4.TC2a]: Apply digital tools (Padlet, Google Docs, Azota) to interact, collaborate, and share learning products.
• [5.2.TC2b]: Select conventional digital tools (Quizizz, Google Forms) to solve learning needs.

3. Attributes

• Hard work: Be ready and excited for the new lesson, actively participate in class activities.
• Love: Love their local community, neighbours, and facilities.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Website hoclieu.vn.

2. Students' aids

• Textbook, notebooks, pens, smartphones (for digital activities).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge and create a friendly, engaging atmosphere before starting the new lesson.

b. Content: Teacher organizes a quick game "Brainstorming" about places and facilities in a neighbourhood.

c. Product: Students' correct vocabulary related to places in a community.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into 2 teams.

- Teacher asks students to write down as many places or facilities found in a neighbourhood as possible in 2 minutes on the board.

Step 2: Students perform learning tasks

- Students from each team run to the board and write the words.

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

Step 3: Reporting and Discussion

- Teacher calls time out and counts the correct words:

Expected vocabulary on the board: park, hospital, school, market, cinema, stadium, museum, etc.

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

Step 4: Evaluation

- Teacher checks spelling, declares the winning team, and leads into the new lesson: "Today we will learn about Local Community and the places around us".

2. PRESENTATION

Activity 1: Listen and read

a. Objective: To set the context for the introductory conversation; to introduce the topic, vocabulary, sounds, and grammar points.

b. Content: Students look at the pictures, listen to the recording, and read the conversation along.

c. Product: Students understand the context and can read the conversation aloud with correct pronunciation.

d. Organization:

Activity 2: Read the conversation again. Fill in each blank with no more than TWO words from the conversation.

a. Objective: To help students understand the conversation details.

b. Content: Students read 5 sentences and fill in the blanks without reading the conversation first, then check.

c. Product: Students' correct words in the blanks.

d. Organization:

Activity 3: Match each word or phrase with its definition.

a. Objective: To help students guess the meaning of some vocabulary items in the conversation.

b. Content: Students match words/phrases 1-5 with definitions a-e.

c. Product: Correct matching of vocabulary and definitions.

d. Organization:

Activity 4: Complete each sentence with a word or phrase from 3.

a. Objective: To help students practise using the vocabulary learnt in Activity 3.

b. Content: Students fill in the blanks in 5 sentences using the words/phrases from Activity 3.

c. Product: Completed sentences with the correct words/phrases.

d. Organization:

Activity 5: QUIZ - What is the place?

a. Objective: To introduce to students some places of interest in a community.

b. Content: Students read descriptions and identify the places.

c. Product: Correct names of the places.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary and phrasal verbs learned in the lesson.

b. Content: Students complete two practice exercises designed to reinforce language.

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

d. Organization:

Mission 1: Complete Worksheet 1.

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet 1.

- Teacher sets a time limit of 5 minutes.

Step 2: Students perform learning tasks

- Students work individually to solve the exercise.

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

Step 3: Reporting and Discussion

- Teacher invites some students to share their answers with the class:

1. B (facilities)

2. A (get on with)

3. C (reminds)

4. D (suburb)

5. A (community)

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next mission.

Mission 2: Fill in the blanks with suitable words.

Step 1: Teacher assigns learning tasks

- Teacher asks the students to work in pairs.

- Teacher assigns the task: Read the short paragraph and fill in each blank with ONE suitable word from the box.

Step 2: Students perform learning tasks

- Students work in pairs to read the paragraph and choose the correct words.

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

Step 3: Reporting and Discussion

- Teacher invites some students to share their answers with the class:

1. fewer

2. community

3. neighbours

4. stadium

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

4. APPLICATION

a. Objective: To help students apply the vocabulary learned into a creative, communicative real-life context.

b. Content: Students carry out a creative writing and speaking task: "My Ideal Neighbourhood".

c. Product: Students' mini-posters (drawings) and short presentations.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks students to work in groups of 3-4 and take out a piece of A4 paper and colored pencils.

- Teacher assigns the task: Draw a quick map of your "Ideal Neighbourhood". Include at least 4 facilities (e.g., park, hospital, mall, stadium). Then, write 3-4 sentences to describe your neighbourhood and the people there, using words like: facilities, suburb, community, get on with.

- Teacher asks Ss to capture the drawings and upload them to a shared Padlet for class presentation and voting.

Step 2: Students perform learning tasks

- Students discuss, draw, and write their sentences in groups.

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

Step 3: Reporting and Discussion

- Teacher invites 2-3 groups to present their "Ideal Neighbourhood" in front of the class.

Example sentences:

+ We live in a quiet suburb with great facilities like a big stadium and a modern hospital.

+ We have a beautiful park where children can play.

+ We love our community because we get on well with our neighbours.

- Other students can comment and vote for the most beautiful neighbourhood.

Step 4: Evaluation

- Teacher praises students' creativity, correct use of vocabulary, and teamwork.

- Teacher draws students' attention to the objectives on the board to confirm what has been learnt.

- Teacher summarizes the lesson and assigns homework.

(2.2.TC2a: Students apply appropriate digital technologies.)

* HOMEWORK

- Learn the new vocabulary and phrasal verbs by heart.

- Do exercises in the Workbook.

- Project Preparation: Open the book to page 17. Interview 2 classmates about their community using the questions provided. Record their answers in a table to prepare for the final project.

- Prepare for the next lesson: A closer look 1.