Giáo án tiếng Anh 9 Global Success học kì 1 tích hợp Năng lực số

Date of planning:..…/ 9 / 202

Date of teaching: ………..…

WEEK: ..

Period ….: UNIT 2 : CITY LIFE

Lesson 1: GETTING STARTED

HOW IS YOUR CITY

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: - Think!

+ 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: Students can answer some questions of the teacher about some cities. 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, ask Ss to name some big cities in Viet Nam and in the world. Ask some of them to tell the class what they know about those cities (population, traffic, tourist attractions, etc.). Ask them if they want to live there. Write their ideas on the board.

If Ss are living in a town or city, ask them to describe it (population, traffic, tourist attractions, etc.). Ask them if they like or dislike living there.

Otherwise,! can:

+ Show pictures of famous cities in Viet Nam and in the world very quickly.

+ Hide the pictures and ask Ss to name the cities. Show all pictures again to check. Ask Ss if they have been to any of these listed cities and if they want to live there.

+ Tell Ss that this unit is about city life, and they will learn about both the pros and cons of living in a city. - Write the unit title on the board. Ask Ss to open their books and start the lesson.

+ Share with Ss the objectives of the lesson by displaying them on a projector. Alternatively, write the objectives in a corner of the board and leave them there and tick the objective off when the class finishes with them.

For students with disabilities

Teacher:

- Shows pictures of big cities, traffic jams, shopping malls and construction sites.

- Asks only 2 simple questions: “City or village?” and “Do you like the city?”.

- Lets the student answer by pointing to a picture or saying one short word.

Students:

- Look at the city pictures and point to one picture they know.

- Answer 1 simple question with one word: “city”, “village”, “yes” or “no”.

- Copy the lesson title or one city word with teacher's help.

+ 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 & Student’s activities

Student’s activities ; Content

1. Listen and read :/ Page 18

* 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 pages 18-19 and answer the questions below:

1. What do you see in each picture?

2. Are the things in the pictures common in your home town?

* Elicit the answers from Ss. Possible answers for Question 1 are traffic jam / traffic congestion, a construction site/some construction workers, the cinema.

- Ask Ss to read the first part of the exchange in the introductory conversation. Elicit from Ss that Trang and Ben are living in different cities, and Ben is in London.

- Tell Ss that they will listen to and read the conversation. Play the recording twice for Ss to listen and read along. The second time, have Ss underline the words that are related to the topic of the unit.

- 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 City Life.

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

For students with disabilities

Teacher:

- Uses picture cards for traffic jam, underground, shopping mall and construction site.

- Reads the new words slowly and gives Vietnamese support when needed.

- Reduces the listening task to finding 2 words in the conversation.

Students:

- Point to 2 vocabulary pictures after listening.

- Repeat 3 city-life words after the teacher.

- Underline or point to 1 word in the conversation with teacher's help.

- T_Ss

*Vocabulary:

1. traffic jam (n) /ˈtræf.ɪk ˌdʒæm/ kẹt xe

2. congested (adj) /kənˈdʒes.tɪd/ tắc đường

3. construction site (n) /kənˈstrʌk.ʃn saɪt/ công trường xây dựng

4. grand (adj) /ɡrænd/ hoành tráng

5. pricey (adj) /ˈpraɪ.si/ đắt đỏ

6. underground (n) /ˌʌndəˈɡraʊnd/ hệ thống tàu điện ngầm

7. unreliable (adj) /ˌʌn.rɪˈlaɪə.bəl/ không đáng tin

8. itchy (adj) /ˈɪtʃi/ ngứa, gây ngứa

9. downtown (n) /ˌdaʊnˈtaʊn/ khu trung tâm thành phố, thị trấn

ACTIVITY 2. PRACTICE ( 15’)

* Objectives:

+ To help Ss understand the conversation.

+ To introduce some vocabulary items related to the topic.

+ To remind Ss of some more words / phrases related to the topic.

* Content:

- Task 2: Read the conversation again and tick T (True) or F (False).

- Task 3: Match the words/ phrases with their pictures.

- Task 4: Choose the correct answer A, B, C, or D

* Expected outcomes: Students understand the conversation and topic of the lesson and can complete the tasks successfully.

* Organisation :

Teacher’s & Student’s activities

Content

TASK 2: Read the conversation again and tick T (True) or F (False).

- Ask Ss to read the statements and choose either True or False for what they remember after their listening and reading.

- Elicit the answers from Ss. Write their answers on the board.

- Tell them to read the conversation again to check their answers.

- Confirm the correct answers.

For students with disabilities

Teacher:

- Reads each statement slowly and underlines key words for the student.

- Uses T/F cards so the student can choose instead of writing full answers.

- Allows the student to work with a supportive classmate.

Students:

- Listen and choose T or F for 2 simple statements.

- Point to the sentence in the conversation with teacher's help.

- Copy one correct answer if needed.

- T_Ss

- Work individually.

- Students work independently to do the activity.

* Key:
1. T 2. F 3. T 4. F 5. T

TASK 3: Match the words/phrases with their pictures.

- Ask Ss to look at the pictures and guess the words and phrases that describe them.

- Flave Ss work individually to match words and the phrases with the appropriate pictures.

- Have them compare their answers with a partner.

- Invite some Ss to go to the board and write their answers.

- Confirm the correct answers.

- Have some Ss practise saying the words and phrases again.

- For a stronger class, have Ss work in groups. Each group makes sentences with the words / phrases.Then they read aloud these sentences. Give comments.

For students with disabilities

Teacher:

- Shows the pictures clearly and names each word one by one.

- Reduces the matching task to 2 pictures: traffic jam and underground.

- Models how to match the first item.

Students:

- Match 2 words or phrases with pictures.

- Repeat the matched words after the teacher.

- Say or copy one word about city life.

- T_ Ss

- Ss to work individually.

* Key:

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

TASK 4: Choose the correct answer A, B, C, or D

- Go over the choices for each question and make sure Ss understand them.

- Ask Ss to complete the task with a partner.

- Check answers as a class. Confirm the correct answers and explain (or ask Ss to explain) them.

For students with disabilities

Teacher:

- Reads the four options aloud and explains difficult words in Vietnamese.

- Covers unnecessary options if needed and lets the student choose from 2 options.

- Gives one model answer before the student works.

Students:

- Choose 1-2 correct answers with teacher's help.

- Circle or point to the answer instead of writing a full sentence.

- Copy one correct word into the notebook.

- T_ Ss.

- Work in pairs.

* Key:

1. A 2. C 3. B 4. C 5. D

ACTIVITY 3 : PRODUCTION/ FURTHER PRACTICE ( 8’)

* Objectives:

- To help Ss identify some common differences between living in a city and in a village.

* Content:

Task 5: Complete a quiz to guess which type of life suits more, city life or village life.

* Expected outcomes: Students can know which type of life suits them more, city life or village life.

* Organisation :Teacher’s guide

Teacher’s & Student’s activities

Content

TASK 5: Quiz: A lifestyle survey: City life or Village life?

- Set a time limit of 3 - 4 minutes for Ss to do this activity individually.

- Have Ss compare their choices with their friends. They can ask each other to guess which type of life suits them more, city life or village life.

- Tell Ss that in general, Options A in all sentences describe common things in a city while Options B are more often related to life in a village.

- Take a show of hands to see which option is more popular.

- Draw a table with City life in one column and Village life in the other column. Ask Ss to add more ideas to each column.

- For a stronger class, ask Ss to work in groups and talk about the differences between living in the city and living in the countryside. They may make comparison about accommodation, means of transport, facilities, neighbourhood, and outdoor activities

* What are some other places in a neighbourhood you know?

PROJECT LAUNCH: "Future City Solutions"

- Ask Ss to open their books to the last page of Unit 2, look at the pictures and say what the topic of the project is (A city in the future).

- Digital Task Assignment: Explain that instead of a traditional poster, Ss will design an E-Newsletter or a Multimedia Article using Canva or Google Sites.

- Their digital product must address current city problems and present solutions for a future city (e.g., population, housing, transportation, public amenities).

- Group Setup: Put Ss into groups and have them choose their group leader. Tell them they must create a shared Google Doc to collect, evaluate, and synthesize news articles about real city problems before designing their newsletter.

- Help Ss set a deadline for each task and support them throughout the process

For students with disabilities

Teacher:

- Explains the quiz with pictures showing city life and village life.

- Lets the student choose only 2-3 quiz items.

- Helps the student choose one simple project idea for a future city.

Students:

- Choose A or B for 2-3 survey questions.

- Point to one thing in a future city, such as bus, park or school.

- Copy or say one project sentence: “My future city has more trees.”

DIGITAL TASK - Project Launch & Source Evaluation

- T shows the Source Evaluation Checklist infographic and explains “keyword - source - evidence - note”.

- Groups create a shared Google Doc named Unit 2 - Future City Solutions.

- Each group searches for one real city problem and saves the title, link and one short note.

Digital evidence/assessment:

- Minh chứng: shared Google Doc, search keyword, 1-2 URLs, screenshot/source note and group-task list.

- Đánh giá: teacher checks reliable source, relevance to city problems, clear note and equal group roles.

- Students work in pairs to do the quiz.

* Key:
- Mostly A: City life suits you more.

- Mostly B: Village life suits you more.

Project Requirements:

- Name of the future city.

- Population and types of houses.

- Means of transportation and public amenities.

- Digital Tools: Google Docs (for drafting and evaluating sources); Canva/Google Sites (for the final E-Newsletter layout)

* WRAP-UP

- 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 and phrases they remember from the lesson.

- If there is a projector in the classroom, then show the conversation and highlight some words / phrases related to the topic. Highlight the words that contain the diphthong sounds /au/, /au/, and /ea/ such as slow, around, there and tell Ss to say them out loud. Alternatively, - T can open the interactive version of Unit 2 - Getting Started on hoclieu.vn and have these key language items highlighted on the screen.

* Name of the future city

- The population of the future city

- The types of house people will live in

- The means of transportation that people will use -The kinds of school and number of schools

in the city -The kinds and / or places of entertainment in the city

- If they find it difficult to come up with ideas for the plan, show them some photos or videos from science fiction films about future cities.

- Put Ss into groups and have them choose their group leader. Have them discuss and decide on their product. Then ask them to assign tasks to each group member, making sure that all group members contribute to the project work.

- Help Ss set a deadline for each task and support them throughout the process.

- In each of the next lessons, spend a few minutes checking Ss'progress, helping them with any topic- related or functional language they need, e.g. crowded, skyscrapers, tree house, well-organised public transport, computer games, etc., and solving any other .

(See TEACHER’S BOOK )
5. HOME WORK (2’)

- Do more exercises in workbook.

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

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