Giáo án NLS Tiếng Anh 9 Global Success Review 2 Skills

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

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

REVIEW 2 (UNITS 4 – 5 – 6)

SKILLS

I. OBJECTIVES

1. Knowledge and skills

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

• Reading: Read for specific information through multiple-choice questions about open-air markets and supermarkets.
• Speaking: Talk about familiar things around them and how they have changed over time.
• Listening: Listen for specific information about children's entertainment in the past.
• Writing: Write correct, complete sentences from provided clues.

2. Competences

General competences:

• Self-control and independent learning: actively read and listen to extract information independently.
• Communication and collaboration: work in pairs or groups to discuss cultural objects and their changes.

Specific competences:

• Develop scanning skills to locate answers in reading texts.
• Synthesize grammar points (wish clauses, present perfect, past continuous) to construct meaningful sentences.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently explore and verify unfamiliar words.
• [2.1.TC2b]: Select the most appropriate digital communication means by submitting answers via an interactive polling tool.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital posters to the smart TV.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing shared digital documents and workspaces.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by typing sentences into digital platforms.
• [3.1.TC2b]: Express themselves through the creation of digital media by designing a digital presentation poster.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by completing online quizzes and interactive worksheets with auto-grading analytics.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated stimulus video.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by utilizing AI speech-to-text, prompting AI grammar checkers, and generating images.

3. Attributes

• Hard work: Be diligent in practicing the four language skills.
• Respect and Love: Appreciate traditional values (E.g. conical hats, traditional games) while adapting to modern conveniences.

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 (Mentimeter, Padlet, Google Jamboard/Docs, Liveworksheets, Canva, etc.), and AI tools (ChatGPT, AI Video Generator, AI Speech-to-Text, Canva AI Image Generator, etc.).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or laptops (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Read the passage and choose the correct answer A, B, C, or D

a. Objective: To help students practise reading for specific information through multiple-choice questions.

b. Content: Students read a text comparing open-air markets and supermarkets, then answer 5 questions.

c. Product: Correct multiple-choice answers based on the reading.

d. Organization:

Activity 2: Work in groups, choose ONE of the things below and discuss it, using the cues, then present it to your class

a. Objective: To provide students with an opportunity to talk about familiar things around them.

b. Content: Students discuss pictures (1. conical hat, 2. smart TV, 3. open wood fire) regarding their era and changes over time.

c. Product: Group discussions and a short presentation about the chosen object.

d. Organization:

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Activity 3: Listen to a talk about entertainment for Vietnamese children in the past and complete each sentence with ONE word

a. Objective: To give students practice in listening for specific information about children's entertainment in the past.

b. Content: Students listen to the recording and fill in the blanks with ONE word.

c. Product: 5 sentences completed with the correct words.

d. Organization:

Activity 4: Make complete sentences from the clues, make any changes and add more words if necessary

a. Objective: To help students practise writing correct sentences from provided clues.

b. Content: Students use grammatical knowledge (wish, past continuous, to-V, present perfect, V-ing) to form 5 complete sentences.

c. Product: 5 grammatically correct, complete sentences.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the reading and writing skills by synthesizing information into a logical paragraph structure.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Rearrange the sentences in the correct, logical order.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to a shared digital document (E.g. Google Docs or a Jamboard frame for each group).

- Teacher assigns the task: The following sentences make up a paragraph about how shopping habits have changed. Rearrange the sentences (A-E) in the correct, logical order.

- Teacher sets a time limit of 3 minutes.

Step 2: Students perform learning tasks

- Students work in groups to read the sentences on their devices, identify transitional words, and collaboratively drag and drop (or copy-paste) the sentences to reorder them on the shared digital workspace. 

- The teacher observes, monitors, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher projects a group's completed document on the smart TV.

- Teacher invites a student to read the reordered paragraph aloud:

Expected answer: B → E → A → D → C (First of all, shopping habits in my hometown have changed significantly over the years. Not long ago, my mother and grandmother used to buy fresh food from the local open-air market every morning. In contrast, nowadays people prefer going to large, modern supermarkets. At the supermarkets, shoppers can enjoy a cool environment and a wide range of goods. Furthermore, with the rise of online shopping, buying things has become easier than ever.)

- Other groups cross-check their own digital documents. 

Step 4: Evaluation

- Teacher confirms the answers, briefly reviews paragraph structure, and praise good work.

- Teacher moves to the next mission.

[2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a shared digital workspace (E.g. Google Docs or Jamboard) to drag, drop, and logically reorder the sentences as a team.

Mission 2 (OPTIONAL): Choose the best answer A, B, C, or D.

Step 1: Teacher assigns learning tasks

- Teacher asks students to use their own devices to access the link https://kenhhoctap.edu.vn/and complete the multiple-choice exercise.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to solve the exercise online, tapping the correct options on their screens.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher projects the class analytics on the smart TV. 

- Teacher invites some students to share their answers.

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the application stage.

[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing an interactive platform with auto-grading analytics to conduct the practice test.

4. APPLICATION

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