Giáo án NLS Tiếng Anh 9 Global Success Review 1 Skills

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

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

REVIEW 1 (UNITS 1 – 2 – 3)

SKILLS

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

• Reading: Read for specific information in short texts about different workshops for teens.
• Speaking: Ask and answer about the kind of workshop they would like to have at their school.
• Listening: Listen for specific information about a student's life in the city and countryside.
• Writing: Write a paragraph (about 100 words) about three things that make them proud of their community.

2. Competences

General competences:

• Self-control and independent learning: actively review skills and systematize knowledge.
• Communication and collaboration: work in pairs or groups to complete the speaking and project-based tasks.

Specific competences:

• Synthesize information from multiple sources (reading, listening) to apply in productive skills (speaking, writing).

Digital competences:

• [2.1.TC2a]: Select multiple digital technologies to interact by inputting answers into interactive web-based platforms.
• [2.2.TC2a]: Apply suitable digital technologies to share data, information, and digital content on collaborative platforms.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes in brainstorming, taking notes and inputing the combined sentences.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by designing digital posters.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access and control learning materials.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by receiving instant feedback on writing drafts and generating images.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.

3. Attributes

• Hard work: Be ready and excited to review the lessons, actively participate in class activities.
• Responsibility: Take responsibility for their community and personal development through workshop activities.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Digital tools (Padlet, Liveworksheets, Canva, etc.) and AI tools (ChatGPT/Grammarly, Canva AI Image Generator, etc.).

2. Students' aids

• Textbook, notebooks, pens, large A3 paper (optional as backup), colored markers.
• Smartphones or tablets with internet access and headsets.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge related to the themes of Units 1 – 3 and create a highly engaging atmosphere.

b. Content: Teacher organizes a fast-paced game called “Hot Seat - The Describer”.

c. Product: Students use English to describe and guess keywords related to Local Community, City Life, and Healthy Living.

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 divides the class into 2 big teams (Team A & Team B).

- Teacher explains the rules of the game: 

+ One student from Team A sits in the “Hot Seat” facing the class, with their back to the board. 

+ Teacher writes a keyword from Units 1 – 3 on the board (artisan, traffic jam, well-balanced, suburb, physical health, etc.). 

+ Team A members have 1 minute to describe the word to the student in the Hot Seat WITHOUT saying the word itself or translating it into Vietnamese. If the student guesses correctly, the team gets 1 point. Then, it's Team B's turn.

Step 2: Students perform learning tasks

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

- Students in the teams describe and guess the keyword from the teacher in fast-paced the game. 

- The teacher observes, guides, and supports the students if needed.

Step 3: Reporting and Discussion

- Teacher invites some students to answer the questions from the AI video and comment on how well the AI summarized the vocabulary.

- Students actively brainstorm synonyms, definitions, and examples to help their teammate guess in the game.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher totals the scores in the game, declares the winning team, and leads into the lesson: “You have a great memory of our vocabulary! Today, we will apply these words to practice our 4 skills in Review 1.”

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in summarizing the vocabulary from Units 1 – 3.

2. PRESENTATION

Activity 1: Read parts of the notices about different workshops for teens, and tick (✓) the appropriate box(es) to show which workshop has the following features

a. Objective: To help students practise reading for specific information.

b. Content: Students read 3 short workshop notices (A, B, C) and match them with 5 descriptive features.

c. Product: Students' correct ticking of boxes A, B, or C for each statement.

d. Organization:

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Activity 2: Work in groups, discuss with your partners to decide what kind of workshop you would like to have at your school, using the following questions as cues, take notes of your answers and report them to the class

a. Objective: To help students practise asking and answering about the kind of workshop they would like to have at their school and report back.

b. Content: Students discuss in groups using 4 guiding questions and prepare a short report.

c. Product: Group discussions and short oral reports presented to the class.

d. Organization:

Activity 3: Listen to Demi, a student from the Netherlands, talking about her life in the city and in the countryside, and fill in each blank with no more than TWO words

a. Objective: To help students practise listening for specific information.

b. Content: Students listen to an audio track and fill in 5 blanks based on what they hear.

c. Product: Correctly filled blanks with the exact words from the audio.

d. Organization:

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…………………………………………..

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Activity 4: Write a paragraph (about 100 words) about three things that make you proud of your community.

a. Objective: To help students write a paragraph about three things that make them proud of their community.

b. Content: Students outline and write a structured paragraph using linking words (Firstly, Secondly, Thirdly).

c. Product: A complete, logical paragraph of about 100 words written by each student.

d. Organization:

3. PRACTICE

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

b. Content: Students complete two practice exercises.

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

d. Organization:

…………………………………………..

…………………………………………..

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4. APPLICATION

a. Objective: To integrate writing, speaking, and creative design skills in a real-world project context.

b. Content: Students carry out a group task “Community Workshop Pitch”.

c. Product: A visual workshop poster and a persuasive spoken pitch.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into groups of 4 – 5, and provides A3 paper, markers.

- Task: Imagine your group is organizing a new workshop for teenagers in your community. 

  + Step A (Writing/Design): Instead of drawing on paper, use graphic design tools (E.g. Canva) and AI Image Generators to create a digital poster. Include the name, activities, leader, and benefits.

  + Step B (Speaking): Prepare a 2-minute “Pitch” to persuade your classmates to join your workshop.

Step 2: Students perform learning tasks

- Students brainstorm, and draft their pitch.

- Students use Canva to format their digital posters and generate custom illustrative elements using an AI image generator tool.

- The teacher circulates to help with layout ideas and persuasive vocabulary.

Step 3: Reporting and Discussion

- Students export their digital posters and upload them to a shared Padlet wall.

- Groups come to the front, project their digital poster on the smart TV, and deliver their pitch to the class.

- After all pitches, the class acts as “investors/students” and votes for the best workshop via a live digital poll.

Step 4: Evaluation

- Teacher praises the creativity, teamwork, digital design, and presentation skills of the students.

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data by uploading their digital workshop posters to a collaborative digital wall (E.g. Padlet) for peer voting.

[3.1.TC2a]: Students apply methods to create and edit digital content in various formats by designing a digital workshop poster using graphic design applications (E.g. Canva).

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by using Generative AI (E.g. Canva AI Image Generator) to create custom illustrative elements for their posters.

* HOMEWORK

- Complete any unfinished writing tasks in the notebook.

- Prepare for the upcoming 45-minute test (Unit 1 - Unit 3).