Giáo án NLS Tiếng Anh 9 Global Success Unit 1 Skills 2: Listening: A community helper, Writing: A community helper

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

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

UNIT 1: LOCAL COMMUNITY

SKILLS 2

I. OBJECTIVES

1. Knowledge and skills

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

• Listen for specific information about a community helper and their work.
• Write a paragraph of about 100 words about their favourite community helper.
• Brainstorm and organize ideas effectively before writing.

2. Competences

General competences:

• Self-control and independent learning: actively engage in listening tasks and independent writing.
• Communication and collaboration: work effectively in pairs to discuss ideas, peer-review writings, and conduct interviews.

Specific competences:

• Identify key information and details from a radio broadcast (listening for specific information).
• Describe a person's appearance, personality, responsibilities, and express personal feelings in writing.

Digital competences:

• [1.1.TC2b]: Organize the search for digital information effectively using online dictionaries.
• [2.1.TC2a]: Select multiple digital technologies to interact and submit answers via live polling.
• [2.4.TC2a]: Collaborate and interact on shared digital workspaces.
• [3.1.TC2a]: Develop digital content by drafting and organizing ideas using digital mind-mapping tools.
• [5.2.TC2b]: Select digital tools to receive immediate automated feedback on learning tasks.
• [6.1.TC2b]: Recognize and analyze AI-generated content (images) for creative projects.
• [6.2.TC2b]: Manage the deployment of AI tools (E.g. chatbots, grammar checkers) to optimize the writing and editing process.

3. Attributes

• Hard work: Actively participate in class activities, complete listening and writing tasks diligently.
• Love: Develop a deep appreciation and respect for the dedication and contributions of various community helpers.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Website hoclieu.vn.
• Digital tools and platforms (E.g. Padlet/Jamboard, Quizizz/Kahoot) and AI platforms (E.g. Canva AI/Midjourney, Grammarly/ChatGPT).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones or tablets connected to the internet.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge of vocabulary related to describing people (appearance and personality) and create an energetic atmosphere before the listening and writing tasks.

b. Content: Teacher organizes a board game called “Adjective Relay Race”.

c. Product: Students' brainstormed list of adjectives describing community helpers.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into 2 teams.

- Teacher shares a link/QR code to a shared digital whiteboard (E.g. Padlet).

- Teacher asks students to input as many adjectives as possible to describe community helpers’ appearance and personality in 2 minutes.

Step 2: Students perform learning tasks

- Students from each team use their devices to quickly type and submit adjectives to the digital board.

- The teacher observes the live updates on the smart TV screen.

Step 3: Reporting and Discussion

- Teacher locks the board when time’s up and counts the correct adjectives for each team.

Expected words: tall, slim, friendly, hard-working, helpful, kind, brave, responsible, careful, etc.

Step 4: Evaluation

- Teacher corrects spelling on the digital board and announces the winning team.

- Teacher leads into the new lesson: “We have found many great adjectives. Today, we will listen to a broadcast about a community helper, then use these words to write about your favourite one in Skills 2.”

[2.4.TC2a]: Students collaborate on a shared digital whiteboard (E.g. Padlet) using their smartphones to simultaneously input and display adjectives.

2. PRESENTATION

Activity 1: Work in pairs and discuss the questions

a. Objective: To prepare students for the listening text and introduce some key vocabulary.

b. Content: Students look at pictures of garbage collectors and answer questions. Teacher pre-teaches keywords.

c. Product: Students understand the context and grasp the new vocabulary.

d. Organization:

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Activity 2: Listen and fill in each blank with no more than TWO words

a. Objective: To help students develop the skill of listening for specific information (nouns and adjectives).

b. Content: Students listen to a radio broadcast about a community helper and fill in 4 blanks.

c. Product: Students' correct words filled in the blanks.

d. Organization:

Activity 3: Listen again and tick (v) T (True) or F (False)

a. Objective: To further develop listening for specific and detailed information.

b. Content: Students listen again and decide if 4 statements are True or False.

c. Product: Correct T/F choices for the statements.

d. Organization:

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Activity 4: Work in pairs and choose a community helper you like and answer the following question

a. Objective: To brainstorm ideas and make an outline for students' writing.

b. Content: Students answer 5 guiding questions about their favourite community helper.

c. Product: An outline/notes for the writing task.

d. Organization:

Activity 5: Write a paragraph (about 100 words) about your favourite community helper.

a. Objective: To help students practice writing a paragraph about their favourite community helper based on their outline.

b. Content: Students write the paragraph using their answers from Activity 4.

c. Product: A complete, coherent paragraph of about 100 words.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and sentence structures related to describing community helpers.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Complet WORKSHEET 1.

Step 1: Teacher assigns learning tasks

- Teacher asks students to use their own devices and complete the following exercise via Quizizz or Kahoot.

Step 2: Students perform learning tasks

- Students work individually to solve the exercise.

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

Step 3: Reporting and Discussion

- Teacher invites some students to share their answers with the class:

1. A (garbage collector)

2. B (reflective)

3. C (recyclable)

4. A (friendly)

5. B (goods)

- 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 next mission.

[5.2.TC2b]: Students independently complete the multiple-choice exercise on the platform to receive immediate automated grading and performance feedback.

Mission 2: Match the helper in column A with their correct responsibilities in column B.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to a shared digital workspace (E.g. Google Jamboard or Padlet) and asks students to work in pairs.

- Teacher assigns the task: Match the helper in column A with their correct responsibilities in column B.

Step 2: Students perform learning tasks

- Students work in pairs, discussing and interacting with the digital platform to match the helper with their correct responsibilities.

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

Step 3: Reporting and Discussion

- Teacher invites some pairs to share their final matched results:

1. D (A garbage collector takes people's rubbish away to keep the area clean.)

2. A (A delivery person delivers goods and parcels to people's houses.)

3. E (A firefighter puts out fires and saves people from danger.)

4. B (A police officer prevents crimes and makes people obey the law.)

5. C (An electrician puts in, checks and repairs electrical wires.)

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

Step 4: Evaluation

- Teacher checks and confirms the answers, ensuring students understand all phrases.

- Teacher moves to the application stage.

[2.4.TC2a]: Students interact with the digital platform interface by dragging and dropping elements on their touchscreens to correctly match the community helpers with their responsibilities.

4. APPLICATION

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