Giáo án tiếng Anh 9 Global Success tích hợp Năng lực số

Date of planning:..…/ 9 / 202

Date of teaching: ………..…

WEEK: 1

Period 2: UNIT 1 : LOCAL COMMUNITY

Lesson 1: GETTING STARTED

I really I love where I live now

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives: - To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organization : Teacher’s instructions …

Teacher’s and Student’s activities

Content

+ Greeting

+ Teacher (T) asks Ss some questions about the previous lessons,

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

- Before Ss open their books, Tasks some Ss about their neighbourhood:
+ Where do you live?
+ What are your neighbours like?
+ What do you like about your neighbourhood?

- Summarise Ss' answers and ask them what another name for a neighbourhood is.
- Elicit the phrase local community. Tell Ss that a local community includes all the
people living in a particular area or is the place where people live. Write the unit title on the board Local Community.
- Share with Ss the objectives of the lesson and have them open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there or put them on a slide to show Ss.

For students with disabilities

- Student looks at neighbourhood/community pictures and says or points to 1 familiar place with teacher's help.

- Student answers 1 simple question: Where do you live? using a word cue or L1 support.

+ Greeting

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12’- 15’)

* Objectives: - To set the context for the introductory dialogue;

- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.

* Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points…

* Expected outcomes: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points. Students know the topic of the unit and be ready for the conversation.

* Organisation : Teacher’s instructions.

Teacher’s and Student’s activities

Content

1. Listen and read :/ Page 8

* Teach vocabulary:

+ Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

- providing the pictures

- eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

**Ask ss to look at the pictures on page 8 - 9 and answer the questions below:

- What do you see in each picture?

- What would life in the place in the picture be like?

- Elicit answers from ss.
- Introduce the two characters: Mi and Ann.

- Explain that they are friends, and they meet each other after a long time.
- Play the recording twice for Ss to listen and read along.

- Have Ss underline the words that are related to the unit topic while they are listening and reading.
- Invite some pairs of Ss to read the conversation aloud.
- Have Ss say the words in the text that they think are related to the topic Local community.
- Quickly write the words on one part of the board. Comment on Ss' answers.

For students with disabilities

- Student repeats 3 words: community, suburb, facilities, with teacher's help.

- Student points to the correct picture for 1-2 new words.

- T_Ss

*Vocabulary:

1. suburb (n) /ˈsʌbɜːb/ vùng ngoại ô

2. facilities (n) /fəˈsɪlətiz/ cơ sở vật chất

3. community (n) /kəˈmjuːnəti/ cộng đồng

4. craft village (n) /ˌkrɑːft ˈvɪlɪdʒ/ Làng nghề thủ công

5. look for (phrasal verb) tìm kiếm

6. get on with (phrasal verb) có quan hệ tốt với

7. remind (sbd) of Nhắc nhở ai về

8. stuff (n) /stʌf/ đồ đạc (trong nhà)

- Open the book and write the tittle of the lesson.

ACTIVITY 2. PRACTICE ( 15’)

* Objectives:

+ To help Ss understand the conversation.

+ To help Ss guess the meaning of some vocabulary items in the conversation.

+ To help Ss practise using the vocabulary learnt in 3.

* Content: Listen and read the conversation. Do the filling; Do the Matching; Complete the sentences with correct word or phrases.

* Expected outcomes: Ss understand the content of the conversation and know how to use the vocabulary related to the topic correctly.

* Organisation :

Teacher’s and Student’s activities

Content

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

- First, ask Ss to read the sentences and fill in the blanks without reading the conversation again.
- Elicit the answers from Ss. Quickly write these answers on the board.
- Now have them read the conversation again to check their answers.
- Allow them to share answers with a partner before discussing the answers.
- Ask Ss for their answers again, referring to the answers that have been written on the board before.
- Confirm the correct answers.

For students with disabilities

- Student reads the sentence with a partner and finds 1 key word in the conversation.

- Student fills or chooses 1-2 blanks from a short word bank.

- T_Ss

- Work individually.

- Students work independently to do the activity.

* Key:
1. last month
2. fewer people
3. craft village
4. neighbours
5. useful advice

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

- Ask Ss to read the words and phrases in the first column and locate them in the conversation.
- Ask them to read around each word or phrase to guess its meaning. For example, Ss can guess the meaning of suburb by reading the sentence where the word appears in line 4 of the conversation.

- Model the skill with this word.
- Have Ss work individually to match the words and phrases with their definitions.
- Have them compare their answers with a partner.
- Invite some Ss to share their answers.
- Confirm the correct answers.
+ Have Ss practise saying the words and phrases.

For students with disabilities

- Student matches 2 words/phrases with simple Vietnamese meanings or pictures.

- Student repeats the matched words after the teacher.

- T_ Ss

- Ss to work individually.

* Key:

1. d 2. e 3. a 4. c 5. b

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

- Have Ss work in pairs and fill in each blank with a word or phrase from 3.
- Ask for Ss answers and confirm the correct ones.
- For a more able class, have Ss work in groups.

- Each group makes sentences with the words/phrases.

+Ask Ss to read aloud these sentences.

For students with disabilities

- Student chooses 1 suitable word/phrase to complete one sentence.

- Student copies one correct sentence about local community.

- T_ Ss.

- Work in pairs.

* Key:

1. suburb

2. get on with

3. facilities

4. remind ….. of

5. community.

ACTIVITY 3 : PRODUCTION/ FURTHER PRACTICE ( 8’)

* Objectives:

- To introduce to Ss some places of interest in a community.

* Content: Do the QUIZ. What is the place?

* Expected outcomes: Do the quiz correctly.

* Organisation :

Teacher’s and Student’s activities

Content

TASK 5: QUIZ: What is the place? Do the following quiz.

- Set a time limit of 3-5 minutes for Ss to take the quiz in pairs.
- Invite some pairs to share their answers with the class.
- Confirm the correct answers.
- Ask Ss to work in groups and brainstorm all the places of interest in a community that they know. After 3 minutes, they are invited to share their answers with the whole class. The group with the most correct answers wins.
** Do the following quiz.
1. People watch sports such as football there
2. People go there for health check-ups.
3. Parthither they can have fun.
4. Children learn to read and write them
5. Visitors see objects from the past here
* What are some other places in a neighbourhood you know?

PROJECT LAUNCH: "Local Community Products"

- Deliver the task: T organizes Ss into groups. The unit project requires them to research a specific local product from their community, evaluate its pros and cons, and present the analysis to the class.

- Digital Homework Instruction: T explains that groups must use Google Search to find real information about a local product (e.g., Bat Trang pottery, Vong village green sticky rice). At home, the Group Leader must create a Zalo/Messenger group. Members must search for information (using filters like quotation marks "" for exact terms or site:.vn) and share the links/images in their chat group to collaboratively process the data and build a pros and cons analysis using Google Sheets or MS Excel.

DIGITAL PROJECT EVIDENCE / ASSESSMENT

- Minh chứng: each group submits a product name, 2 source links/images and one Google Sheets/Excel row: Product - Place - 1 pro - 1 con.

- Đánh giá: teacher checks 4 points: relevant local product, valid source/link, at least one pro and one con, and respectful online collaboration.

- Project checkpoint: group leader saves screenshots/links in the Zalo/Messenger group and brings the spreadsheet link to Lesson 5.

For students with disabilities

- Student chooses 1 place or product from picture cards, with teacher's help.

- Student says or copies one simple project sentence: It is com/pottery.

- Students work in pairs to do the quiz.

* Key:
1. stadium
2. hospital
3. playground
4. school
5. museum
+ Ss’ answers.

* EXTRA ACTIVITY
+ Have Ss work in their groups again to write 3-5 sentences about the places of interest they have brainstormed in 5. Divide the class into two large groups. A student from the first group reads aloud a sentence for a student from the second group to answer. The group with more correct answers wins.)

5. WRAP-UP & HOME WORK (2’)

+ Ask one or two Ss to tell the class what they have learnt. Draw Ss' attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt.

Ask Ss to say aloud some words they remember from the lesson.

If there is a projector in the classroom, then T should show the conversation and highlight the keywords related to the topic. It would be helpful if T also highlights in the conversation the sentences with question words before for-infinitives {We didn't know where to buy stuff for our house.) and the phrasal verbs {get on, remind... of) together with the words with the sounds /as/, /a:/, and /e/.Tell Ss that they will learn these language points in the upcoming lessons.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .

===========================================

Form

Pronunciation

Meaning

Vietnamese equivalent

1. suburb (n)

/ˈsʌbɜːb/

vùng ngoại ô

2. facilities (n)

/fəˈsɪlətiz/

cơ sở vật chất

Anticipated difficulties

Solutions

Students may lack experience of group/ teamwork.

- Encourage students to work in groups so that they can help each other.

- Give short, clear instructions and help if necessary.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Brainstorming

- Teacher divides the class into 2 teams.

- Teacher asks students to close the books, shows a picture of a neighbourhood and asks them to write down as many things they can see in the picture in 1 minute. The team who has more correct answers is the winner.

- Teacher sets the context for the listening and reading text: Write the title on the board I really love where I live now.

- Students work in 2 teams and follow the teacher's instruction to play the game.

Questions:

What can you see in this neighbourhood?

Suggested answers:

- cinema

- buildings

- …

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary by showing pictures or giving explanations.

- Students guess the meaning of words.

New words:

1. suburb (n)

2. facilities (n)

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and read. (7 mins)

- Ask Ss to look at the pictures on pages 8 – 9 and answer the

questions below:

Elicit answers from Ss.

– Introduce the two characters: Mi and Ann. Explain that they are friends, and they meet each other

after a long time.

– Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related

to the unit topic while they are listening and reading.

– Invite some pairs of Ss to read the conversation aloud.

– Have Ss say the words in the text that they think are related to the topic Local community.

Quickly write the words on one part of the board. Comment on Ss’ answers.

- Students look at the pictures and answer the questions.

- Students listen to the recording and read along.

- Students read the conversation aloud.

- Students say the words.

Questions:

1. What do you see in each picture?

2. What would life in the place in the pictures be like?

The dialogue on page 8

Task 2: Read the conversation again. Fill in each blank with no more than two words from the conversation. (7 mins)

- Teacher tells students to read the conversation again and work independently to find the answers. Remind students to underline the information they can find in the conversation.

- Teacher has a student pair compare before checking with the whole class.

- Teacher calls some students to give the answers.

- Students work independently to do the activity.

- Students compare the answers in pairs.

- Students give answers.

Answer key:

1. last month

2. fewer people

3. craft village

4. neighbours

5. useful advice

Task 3: Match each word or phrase with its definition. (7 mins)

- Ask Ss to read the words and phrases in the first column and locate them in the dialogue.

- Ask them to read around each word or phrase to guess its meaning. For example, Ss can guess the meaning of ‘suburb’ by reading the sentence where the word appears in line 4 of the dialogue. Model the skill with this word.

- Have Ss work individually to match the words and phrases with their definitions.

- Have them compare their answers with a partner.

- Invite some Ss to share their answers.

- Confirm the correct answers.

- Have Ss practise saying the words and phrases.

- Students read the conversation again and work independently to do the activity.

- Students share and check the answers.

- Ss practise saying the words and phrases.

Answer key:

1. d

2. e

3. a

4. c

5. b

Task 4: Complete each sentence with a word or phrase from 3. (7 mins)

- Have Ss work in pairs and fill in each blank with a word or phrase from 3.

- Ask for Ss’ answers and confirm the correct ones.

- For a more able class, have Ss work in groups. Each group make sentences with the words/phrases. Then they read aloud these sentences.

- Students work in pairs and do the activity.

- Students give answers and check them.

Answer key:

1. suburb

2. get on … with

3. facilities

4. remind … of

5. community

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 5: What is the place? Do the following quiz. (10 mins)

- Set time (3-5 minutes) for Ss to do the quiz in pairs.

- Invite some Ss to share their answers with the class. Confirm the correct answers.

- Ask Ss to work in groups and brainstorm all the places of interest in a community that they know. After 3 minutes, they are invited to share their answers with the whole class. The group with the most correct answers wins.

- Students work in pairs to do the quiz.

- Students work in groups of three or four to follow the teacher's instruction.

- Students may ask the teacher if they don’t know the names of the items.

- Students share their answers with the whole class.

1. stadium

2. hospital

3. playground

4. school

5. museum