Giáo án tiếng Anh 9 Global Success học kì 2 tích hợp Năng lực số

Date of planning:.../…/ 202

Date of teaching: ……….

WEEK: ..

Period ….: UNIT 7 : NATURAL WONDERS

OF THE WORLD

Lesson 1: GETTING STARTED

Meeting on the corridor

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 activities

Student’s activities + Content

+ Greeting

* Option 1: Think!

- Begin the lesson by talking about the beauty around us. Ask students to identify/ talk about the most beautiful places in their own community.

- T introduces the topic natural wonders of the world. Show Ss some photos of famous natural wonders, such as Ha Long Bay, Sahara Desert, Great Barrier Reef, ...

- Ask Ss to open their books.

- Draw their attention to the box and introduce what they are going to learn in this unit

* 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

** 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 3 photos of natural wonders: Ha Long Bay, Sahara Desert and Great Barrier Reef.

Asks 1-2 simple questions and lets the student answer by pointing or saying one word.

Uses Vietnamese support when needed.

Students:

Look at the pictures.

Point to 1 natural wonder they know.

Say 1 word or short phrase: “Ha Long Bay” or “beautiful place”.

+ Greeting

- T_Ss.

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

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

* Objectives:

+ To create an active atmosphere in the class before the lesson;

+ To lead Ss into the new unit.

* 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.

+ Students can have some ideas about Natural Wonders.

* Organisation : Teacher’s instructions.

Teacher’s and Student’s activities

Content

1. Listen and read :/ Page 72

* 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.

+ To begin with, ask Ss some 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.

+ Set the context for the listening and reading by asking Ss to look at the picture.

+ Then ask Ss to look at the title and guess what the conversation between Lan and Tom is about.

- Play the recording for Ss to listen and read along. - Then have some Ss read the conversation aloud.

+ Ask Ss some questions about the conversation.

+ Confirm the correct answer. (They are talking about famous natural wonders.)

+ Have Ss say the words in the text that they think are related to the topic of the unit.

+ Have them pronounce the words containing the sounds /sl/ and /sn/.

For students with disabilities

Teacher:

Pre-teaches 4 words with picture cards: coral, peak, landscape, explore.

Reads the conversation slowly and pauses after key lines.

Lets the student underline or point to 2 words related to natural wonders.

Students:

Repeat 3-4 words after the teacher.

Point to the picture/word when hearing it.

Read 1 short line of the conversation with teacher’s help.

- T_Ss

*Vocabulary:

1. crazy (adj) about sb/sth /ˈkreɪzi/ thích mê

2. coral (n,adj) /ˈkɒrəl/ san hô

3. landscape (n)/ ˈlænd.skeɪp / phong cảnh

4. peak (n) / piːk / đỉnh, đỉnh núi

5. charming (adj) / ˈtʃɑː.mɪŋ / đẹp

6. sustainable (adj) /səˈsteɪnəbl/ bền vững

7. location (n) /ləʊˈkeɪʃn/ địa điểm, nơi chốn

8. possess (v) /pəˈzes/ có, sở hữu

ACTIVITY 2. PRACTICE ( 15’)

* Objectives:

+ To help Ss understand the text.

+ To help Ss learn the new vocabulary of the unit.

+ To help Ss revise and learn the vocabulary related to the topic of the unit

* Content:

- Task 2: Read the conversation again and tick (√) T (True) of F (False) for each sentence.

- Task 3: Complete each sentence with a word or a phrase from the box

- Task 4: Underline the correct answer to complete each sentence.

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

* Organisation : Teacher’s instructions.

Teacher’s Student’s activities

Content

TASK 2: Read the conversation again and tick (√) T (True) of F (False) for each sentence.

+ Have Ss work individually.Tell them to read the statements and decide whether they are true (T) or false (F) without reading the conversation again.

- If Ss find the task difficult, ask them to read the conversation again and find the information in it.

+ Check their answers and explain if necessary.

For students with disabilities

Teacher:

Reads each T/F statement slowly and underlines keywords.

Reduces the task to 2 statements first.

Lets the student choose T or F cards.

Students:

Listen and look at the statements.

Choose T or F for 2 statements.

Say “True” or “False” after the teacher.

- T_Ss

* Answer key:

1. T.

2. F

3. T

4. F

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

+ Ask Ss to read the sentences and find the words from the box to fill in the gaps.

+ Have Ss share answers before discussing it as a class.

+ Have some Ss write the correct answers on the board. If there's time, call on some Ss to read the sentences.

For students with disabilities

Teacher:

Gives a reduced word bank with 3 words only.

Points to the blank and reads the sentence aloud.

Allows copying the correct word.

Students:

Look at 3 words in the box.

Complete 1-2 sentences with teacher’s help.

Copy one correct answer into the notebook.

- T_ Ss

* Answer key:

1. landscape

2. couldn’t help

3. explore

4. support

5. development

TASK 4: Underline the correct answer to complete each sentence.

+ Have Ss work independently. Ask them to read the sentences, paying attention to the words given in brackets and their collocations.

+ Tell Ss that most of these words appear in the conversation, so they can look back and find the words.

- Have Ss share answers before discussing it as a class.

- For more able Ss, have them make up sentences with these words.

For students with disabilities

Teacher:

Reads the options aloud and explains them with pictures or gestures.

Models one example: “landscape”.

Lets the student underline or circle only 2 answers.

Students:

Listen to the teacher.

Circle 1-2 correct words.

Read one completed sentence with help.

- T_ Ss.

* Answer key:

1. crazy

2. landscape

3. explore

4. suggest

5. contributes

ACTIVITY 3 : PRODUCTION/ FURTHER PRACTICE ( 8’)

* Objectives: To help Ss learn about some famous natural wonders of the world.

* Content: Task 5: GAME.Natural Wonders Knowledge.

* Expected outcomes: Ss can know more about Natural Wonders

* Organisation :

Teacher’s Student’s activities

Content

TASK 5: GAME: Natural Wonders Knowledge

+ Ss work in groups of three or four. Explain to them what they are going to do.

- Give Ss some time (3-4 minutes) to do the task.

+ T may call on some groups to write their answers on the board.

+ The group that has the most correct answers wins.

+ Suggested answers:

- The Grand Canyon, USA

- The Great Barrier Reef, Australia

- Ha Long Bay, Vietnam

- Northern Lights, Arctic and Antartic.

* Key:

B. PROJECT PREPARATION

- The project is at the end of the unit, but it is recommended that T assigns tasks and instructs Ss to start preparing for it in the first lesson. The aim of this activity is to inform Ss about the final product of the project (A Digital Travel Brochure) and how they can prepare for it using digital tools.

- Ask Ss to open their book to the last page of the unit, the Project section, look at the pictures and say what the topic of the project is (Natural wonders of the world).

- Explain the project requirements: In groups, Ss will have to design a Digital Travel Brochure of a natural wonder of the world using design software like Canva, and then give an oral presentation of their brochures in the last lesson of the unit. Explain that a digital brochure is a concise and visual way to promote a tourist attraction. Their brochures should be aesthetic and engaging, with a balanced mixture of descriptive text and high-quality images. Crucially, emphasize Digital Ethics (CDS): Ss must include a citation (source link) for every image used to respect copyright. In the last lesson, groups will project their digital brochures on the screen for the class to study, evaluate, and vote for the most attractive design.

- Put Ss into groups of 4-6 and have them choose their group leader. Then ask the group leaders to assign digital roles to each group member, ensuring that all group members contribute to the project work. Suggested roles include Designer (using Canva), Content Writer (drafting text), and Image Manager (finding photos and saving source links).

- T may suggest some steps for Ss to follow:

· Step 1. Collecting information and pictures (searching the Internet, filtering reliable sources, brainstorming ideas about a natural wonder, and saving links for image citations).

· Step 2. Organizing ideas and visuals and designing the brochure on Canva (Ss can use the paragraph written in Lesson 6 as the main content).

· Step 3. Practicing explaining their brochures using the digital file as a visual aid.

- 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, and solving any technical or copyright problems that may arise with their projects.

5. WRAP-UP & HOME WORK (2’)

- Ask one or two Ss to tell the class what they have learnt.

- Ask Ss to say aloud some words / phrases and the grammar points they remember from the lesson. Tell Ss that they will learn these language points in the upcoming lessons.
Notes:

Mount Everest: the highest mountain in the world (8,849m), located on the border between China and Nepal

* HOME WORK:

- Do more exercises in workbook.

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

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