Giáo án NLS Tiếng Anh 9 Global Success Unit 2 Skills 1: Reading: A competition to find solutions to city problems, Speaking: City problems and their solutions

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

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

UNIT 2: CITY LIFE

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

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

• Read for gist and specific information about city problems and solutions.
• Talk about city problems and suggest solutions.

2. Competences

General competences:

• Self-control and independent learning: actively read and find information.
• Communication and collaboration: work in pairs or groups to complete reading and speaking tasks.

Specific competences:

• Develop reading comprehension skills (skimming and scanning) effectively.
• Enhance public speaking skills and organizing ideas logically.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to explore new vocabulary meanings effectively.
• [2.1.TC2a]: Select multiple digital technologies to interact through digital annotation tools.
• [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 and matching tasks.
• [3.1.TC2b]: Express oneself through the creation of digital content by designing digital posters.
• [5.2.TC2b]: Select digital tools and technological solutions to get instant feedback and analyze learning data.
• [6.1.TC2a]: Apply basic principles of AI by prompting an AI chatbot to generate innovative solutions for urban problems.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using AI speech recognition to self-assess pronunciation and fluency.

3. Attributes

• Hard work: Actively participate in class activities and engage in group discussions.
• Responsibility: Be aware of current city problems and show responsibility in finding solutions to make the community a better place.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Website hoclieu.vn.
• Digital tools (E.g. Padlet, Canva, Quizizz) and AI tools (E.g. ChatGPT/Gemini, ELSA Speak).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere in the class before the lesson, and lead into the new lesson.

b. Content: Teacher organizes a game called “Hot Potato Mind Map” about city problems.

c. Product: A mind map drawn on the board containing various vocabulary words related to problems of living in the city.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher projects a collaborative blank mind map (E.g. Padlet/Miro) with “City Problems” in the centre on the smart TV.

- Teacher explains the rules: Teacher will play a song. Students will pass a small ball (the “hot potato”) around the class. When the music stops, the student holding the ball must quickly use their smartphone/tablet to add one city problem to the digital mind map.

Step 2: Students perform learning tasks

- Students listen to the music carefully.

- The student holding the ball types and submits their idea to the shared board.

- The teacher observes, ensures safety and fairness.

Step 3: Reporting and Discussion

- Teacher has the whole class look at the digital mind map on the smart TV.

- Teacher asks some students to explain their submitted words.

Expected ideas: traffic jam, air pollution, noise, crime, overpopulation, etc.

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher corrects spelling directly on the digital board if needed and praises students' ideas. 

- Teacher leads into the lesson: “Today we are going to read and speak about some problems of city life and their solutions in Skills 1.”

[2.4.TC2a]: Select digital tools and technologies for collaborative processes (Students use their smartphones to scan a QR code and access a shared digital whiteboard like Padlet or Jamboard to collaboratively build the “City Problems” mind map in real-time).

2. PRESENTATION

Activity 1: Match the words / phrases with their pictures

a. Objective: To activate students' vocabulary of the topic of the reading text.

b. Content: Students work in pairs and match the given words/phrases (1-4) with the pictures (a-d).

c. Product: Students correctly match the vocabulary to the corresponding images.

d. Organization:

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Activity 2: Read part of an announcement about the Teenovator competition and match the topics in the competition with their winners.

a. Objective: To help students develop the skill of reading for gist.

b. Content: Students read the announcement and match the winners (Central School, Bookworm Team, Helena Wilson) with the corresponding topics.

c. Product: Students correctly match the winners to the topics and identify the city problems.

d. Organization:

Activity 3: Read the announcement again and choose the correct answer

a. Objective: To help students develop the skill of reading for specific information.

b. Content: Students read the text carefully to answer 5 multiple-choice questions.

c. Product: Students' correct multiple-choice answers.

d. Organization:

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Activity 4: Make a list of city problems and some solutions to them

a. Objective: To help students prepare ideas to talk about city problems and solutions

b. Content: Students work in pairs to brainstorm and list city problems along with possible solutions.

c. Product: A comprehensive list of problems and solutions noted by pairs.

d. Organization:

Activity 5: Work in pairs, talk to your friends about the city problems and suggest solutions to them and report your discussion to the class 

a. Objective: To help students practise talking about city problems and solutions and speaking in front of other people (public speaking).

b. Content: Students use their notes from Activity 4 and the provided speaking template to deliver a short talk.

c. Product: Spoken presentations by students demonstrating coherent structure and relevant content.

d. Organization:

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3. PRACTICE

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

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.

- Teacher sets a time limit of 3 – 5 minutes.

Step 2: Students perform learning tasks

- Students work individually to solve the exercise online.

- 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 (solutions)

2. B (teen-friendly)

3. A (food waste)

4. C (cars)

5. B (rubbish)

- 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]: Select digital tools and technological solutions to get instant feedback and analyze learning data (Students complete the multiple-choice worksheet on a digital learning platform, allowing the teacher to use auto-grading analytics to address common mistakes instantly).

Mission 2: Complete the paragraph with the words from the box.

Step 1: Teacher assigns learning tasks

- Teacher asks students to open a shared digital document (E.g. Google Docs) or interactive platform and complete the exercise in pairs.

- Teacher asks the students to work in pairs.

- Teacher assigns the task: Complete the paragraph with the words from the box.

- Teacher sets a time limit of 5 minutes.

Step 2: Students perform learning tasks

- Students work in pairs using dual-input mode or shared screen to discuss and fill in the blanks.

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

Step 3: Reporting and Discussion

- Teacher invites some pairs to share their answers:

1. traffic

2. pollution

3. authorities

4. solutions

5. public

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

Step 4: Evaluation

- Teacher gives feedback, confirms the correct answers, and highlights how these words connect to the lesson's topic.

- Teacher moves to the application stage.

[2.4.TC2a]: Select digital tools and technologies for collaborative processes (Students work in pairs using a shared digital workspace or dual-input mode on their devices to collaboratively discuss and complete the fill-in-the-blank paragraph).

4. APPLICATION

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