Self-control and independent learning: actively listen and write the diary entry individually.
Communication and collaboration: work in pairs to ask and answer questions about their best friends.

Specific competences:

Identify physical features and character traits through listening tasks.
Brainstorm and organize ideas to write a cohesive diary entry.

Digital competences:

[2.1.TC2a]: Select multiple digital technologies to interact by inputting text describing actions and matching listening answers directly into interactive web-based platforms.
[2.2.TC2a]: Apply suitable digital technologies to share data and information by casting device screens to the smart TV to share brainstorming notes and AI portraits.
[2.4.TC2a]: Select digital tools and technologies for collaborative processes by uploading digital diary entries to a shared digital workspace for a peer review gallery walk.
[3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type missing words, grammatical corrections, and word processing tools to format a digital diary entry.
[3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to layout an AI-generated image into a digital poster.
[5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on web-based quiz platforms to assess listening details and grammar mastery.
[6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated educational video, listening to an AI Voice Generator for a sketching task, and using an AI voice chatbot to practice conversational role-plays.
[6.2.TC2a]: Optimize the use of AI tools for higher efficiency by writing specific, descriptive text prompts based on appearance adjectives to visually create an avatar of their best friend using a Generative AI tool.

3. Attributes

Love: Express affection and appreciation for their friends.
Hard work: Actively engage in listening and writing activities.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 6, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Digital tools (Google Docs/Word, Padlet, Canva, etc.), and AI tools (AI Video Generator, AI Voice Generator/Text-to-Speech, ChatGPT Voice, Canva Magic Media / Bing Image Creator, etc.).

2. Students' aids

Textbook, notebooks, pens, blank paper.
Smartphones, tablets, or laptops with headsets (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate prior knowledge, create an engaging atmosphere, and revise vocabulary about appearance.

b. Content: Teacher organizes the “Listen and Sketch” game.

c. Product: Students' quick drawings based on the teacher's description.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher organizes a game. Teacher explains the rules:

+ Students have to listen carefully and quickly draw exactly what teacher says. Students have 1 minute.

+ The teacher uses an AI Voice Generator (Text-to-Speech) on the smart TV to dictate the description of a funny person.

→ Example AI audio: He is a boy. He has a big head. He has short curly hair. He has big eyes and a very big mouth.

Step 2: Students perform learning tasks

- Students watch and answer the questions from the AI video.

- In the game, students listen attentively to the AI audio and sketch the face on their paper quickly.

Step 3: Reporting and Discussion

- Teacher invites some students to answer the questions from the AI video.

- AfteR the game:

+ Teacher says “Time's up!” and asks students to hold up their drawings.

+ Teacher praises the funniest or most accurate drawings.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher leads into the new lesson: “You all listened very well to draw the appearance. Today, we will practice listening for specific details about friends and write a diary about our best friend in Skills 2.”

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video and listening to an AI Voice Generator to process descriptive clues for a sketching task.

2. PRESENTATION

Activity 1: What are the students doing in each picture?

a. Objective: To activate students' knowledge of the topic and prepare them for the listening text.

b. Content: Students look at three pictures and describe the actions using the present continuous tense.

c. Product: Students' correct answers describing the actions.

d. Organization:

…………………………………………..

Activity 2: Listen to Mi and Minh talking about their best friends, look at the picture below and say which one is Lan and which one is Chi

a. Objective: To develop students' skill of listening for specific information (appearance).

b. Content: Students listen to the audio and identify the characters in the picture based on their clothes and appearance.

c. Product: Students correctly identify Lan and Chi.

d. Organization:

Activity 3: Listen to the talk again, and fill each blank with a word/number you hear.

a. Objective: To further develop the skill of listening for specific details.

b. Content: Students listen again and fill in the missing words or numbers in 5 sentences.

c. Product: Students' correctly completed sentences.

d. Organization:

…………………………………………..

Activity 4: Work in pairs, ask and answer about your best friend, use these questions to help you

a. Objective: To help students brainstorm ideas and gather information for their writing task.

b. Content: Students work in pairs to interview each other using 4 guiding questions about their best friends.

c. Product: Students successfully answer the questions with relevant vocabulary.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher tells that they are going to write a diary entry about their best friends.

- Teacher asks students to look at the following questions:

+ What's his/her name?

+ What does he/she look like?

+ What's he/she like?

+ Why do you like him/her?

- Teacher assigns the task:

+ Open an AI Voice chatbot (E.g. ChatGPT Voice). Spend 2 minutes practicing asking these questions to the AI and answering its responses to warm up your English speaking.

+ Work in pairs. Take turns interviewing each other. Open a digital note-taking app (E.g. Google Keep, Notes) on your device and type your answers in full sentences to prepare for the writing task.

Step 2: Students perform learning tasks

- Students practice with the AI Voice bot first.

- Students then interview their human partners.

- Students use their keyboards to type their own answers into their digital notes.

- The teacher moves around to observe and provide vocabulary help if needed.

Step 3: Reporting and Discussion

- Teacher asks 1 – 2 students to cast their digital notes to the smart TV to share their brainstormed ideas.

- Teacher elicits some interesting expressions from students and writes them on the board.

Step 4: Evaluation

- Teacher checks students' notes to ensure they have enough ideas for the next writing activity.

- Teacher moves on to the next content.