Giáo án NLS Tiếng Anh 9 Global Success Unit 2 Skills 2: Listening: Life in some cities, Writing: What you like or dislike about city life
Giáo án NLS Tiếng Anh 9 Global Success Unit 2 Skills 2: Listening: Life in some cities, Writing: What you like or dislike about city life. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 9.
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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 2: CITY LIFE
SKILLS 2
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Listen for main ideas and specific information about advantages and disadvantages of city life.
- Write a paragraph about what they like or dislike about living in a city.
2. Competences
General competences:
- Self-control and independent learning: listen and share personal opinions with partners and teacher.
- Communication and collaboration: work in pairs or groups to complete the learning tasks.
Specific competences:
- Develop the skill of listening for specific information and main ideas.
- Develop the skill of brainstorming ideas, making outlines, and writing a paragraph.
Digital competences:
- [2.1.TC2a]: Select multiple digital technologies to interact and participate in real-time polls.
- [2.2.TC2a]: Select appropriate digital technologies to share data, information, and digital content on collaborative platforms.
- [2.4.TC2a]: Select digital tools and technologies for collaborative processes in categorizing and brainstorming tasks.
- [3.1.TC2b]: Express oneself through the creation of digital content by drafting and editing paragraphs digitally.
- [5.2.TC2b]: Select digital tools and technological solutions to get instant feedback and analyze learning data.
- [6.1.TC2a]: Analyze how AI works in specific applications by using AI-powered speech-to-text transcription.
- [6.2.TC2a]: Develop and use customized AI applications (E.g. AI grammar checkers or smart prompts) to solve specific learning problems like writing improvement.
3. Attributes
- Hard work: Actively participate in class activities, complete listening and writing tasks.
- Love: Develop an appreciation for their hometown/city while being aware of its drawbacks, leading to a sense of responsibility to make it a better place.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 9, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Photos/Video clips of modern cities.
- Website hoclieu.vn.
- Dgital tools (Mentimeter, Quizizz, Padlet, Google Jamboard/Docs) and AI tools (AI Speech-to-Text transcriber, AI Writing Assistant).
2. Students' aids
- Textbook, notebooks, pens, markers.
- 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: Work in pairs, tick (✓) the things that you want in your home town and add more ideas if you have any.
a. Objective: To prepare students for the listening text.
b. Content: Students read the phrases and tick the things they want in their hometown.
c. Product: Students' ticked choices and new ideas.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher provides a link to a shared collaborative digital workspace (E.g. Padlet or shared Google Doc) linked via the website hoclieu.vn. - Teacher has students work in pairs. - Teacher asks students to open the textbook on the website hoclieu.vn to complete the ticking exercise and has them type additional ideas on the given link. - Teacher tells students that these phrases will appear in the listening. Step 2: Students perform learning tasks - Students read the list and digitally tick their choices individually. - Students brainstorm additional ideas and type them into the shared document. - The teacher observes, guides, and supports the students. Step 3: Reporting and Discussion - Teacher displays the shared document on the smart TV and invites some students to share their answers and added ideas. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher acknowledges students' answers and transitions to the listening task. - Teacher moves on to the next content. | Students' ticked answers and ideas (Depends on students' preferences): a. Nice parks b. Modern cinemas c. Air-conditioned buses d. Free sports facilities e. Convenient food stalls f. Wide roads | [2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a shared digital workspace on their devices to collectively tick choices and brainstorm additional vocabulary in real-time. |
Activity 2: Listen to an interview with three teenagers about life in their cities and decide if the statements are true (T) or false (F).
a. Objective: To help students develop the skill of listening for specific information.
b. Content: Students listen to Tom, Elena, and Chi talking about what they like and dislike about their cities, then do a T/F exercise.
c. Product: Correct T/F answers.
d. Organization:
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Activity 3: Listen again and choose the correct answer A, B, or C
a. Objective: To help students develop the skill of listening for main ideas and specific information.
b. Content: Students read multiple-choice questions, listen to the recording again, and choose the correct answers.
c. Product: Correct multiple-choice answers and completed transition table.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students to read the questions and underline the keywords. - Teacher plays the recording again, and simultaneously activates an AI Speech-to-Text tool on the main screen (muted) so it generates a live transcript of the audio. - Teacher has students open the textbook on the website hoclieu.vn, listen and choose the correct answer. Step 2: Students perform learning tasks - Students read the questions and underline the keywords. - Students listen again and choose the correct answer A, B, or C individually. - If students miss a detail, they can briefly consult the AI-generated live transcript to verify what they heard. - The teacher observes, guides, and supports. Step 3: Reporting and Discussion - Teacher has work in pairs to compare their answers. - Teacher checks the answers with the class and asks students to explain their choices, referencing the AI transcript if necessary. Step 4: Evaluation - Teacher confirms the correct answers. - Transition to writing: Teacher asks students to work in pairs and recall information about Tom, Elena, and Chi, noting down what each person likes and dislikes about life in their city. | - Students' answers: 1. A 2. A 3. B 4. C - Suggested transition table: + Tom: Likes good parks, libraries, cinemas. Dislikes worse traffic, old/uncomfortable buses. + Elena: Likes shopping mall. Dislikes costly mall, lack of free sports facilities. + Chi: Likes convenient food stalls. Dislikes teens being too lazy to cook. | [6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-powered speech-to-text transcription tool, comparing the AI's real-time text output with human speech to verify specific listening details. |
Activity 4: Work in pairs and put the phrases from the box in the correct column
a. Objective: To brainstorm ideas and make an outline for students' writing.
b. Content: Students categorize phrases into “What I like about city life” and “What I dislike about city life”.
c. Product: Correctly categorized phrases in the table.
d. Organization:
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Activity 5: Write a paragraph (about 100 words) about what you like OR dislike about living in a city
a. Objective: To help students practise writing a paragraph about what they like or dislike about living in a city.
b. Content: Students use the provided outline to write a complete paragraph.
c. Product: A well-structured paragraph of about 100 words.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has students look at the outline in Activity 5 in the textbook. - Teacher asks students to write their paragraph individually based on the table in Activity 4 and the outline. - Teacher instructs students to type their paragraph on a digital document (Google Docs) and use an AI Writing Assistant (E.g. Grammarly or a guided AI chatbot prompt like “Check my grammar”) before submitting. Step 2: Students perform learning tasks - Students draft their paragraph individually on their devices. - Students do not need to use all suggested ideas and can add their own. - Students run their draft through the AI tool to identify and correct basic spelling and grammar errors. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher projects 1 – 2 digital submissions on the screen and asks the class to review them together. - Students discuss the feedback the AI provided and whether they accepted the changes. Step 4: Evaluation - Teacher gives feedback on structure, vocabulary, and grammar. - Teacher collects some digital links to correct at home. - Teacher moves on to the next content. | Suggested answer: We think that there are several problems in our city. First, some streets are dirty. Many people put rubbish on the pavement or near the walls. Second, the city looks like a concrete jungle. It lacks green space and the air is not fresh. To solve these problems, the city authority should instruct people to throw away rubbish properly. Another solution is to plant more trees even on the roofs of high buildings. By doing so, the city can be a more liveable place. | [3.1.TC2b]: Students express themselves through the creation of digital content by drafting and editing their writing digitally.
[6.2.TC2a]: Students develop and use customized AI applications by formulating prompts for an AI writing assistant to self-correct grammar and vocabulary issues, optimizing efficiency. |
3. PRACTICE
a. Objective: To consolidate the vocabulary and structures learned in the Listening and Writing sections.
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 help students apply the vocabulary and ideas learned into a creative, real-life context (speaking and surveying).
b. Content: Students carry out a role-play survey: “City Council Meeting”.
c. Product: A short survey report presented to the class.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher sets the context: “Imagine we are at a City Council Meeting.”
- Task: Work in groups of 4. Interview your group members to find out ONE thing they love about the city, and ONE change they want to make. Then, prepare a mini-report.
- Teacher provides a Padlet link and asks groups to record a short audio/video of their final mini-report and upload it.
Step 2: Students perform learning tasks
- Students work in groups, take turns asking and answering the target questions:
+ What do you like most about our city?
+ What should the city council change?
- The group leader types notes, and the group practices their mini-report.
- Students use their smartphones to record their report and upload the media file to the class Padlet.
- The teacher observes, guides, and supports if necessary.
Step 3: Reporting and Discussion
- Teacher plays 2 – 3 digital media submissions from the Padlet wall on the smart TV.
Example Report: “In our group, most people love the convenient food stalls and green parks. However, we think the city is too noisy. We suggest the city council should plant more trees and widen the roads to reduce traffic.”
- Other groups can ask questions in the Padlet comment section or directly in class.
Step 4: Evaluation
- Teacher praises students' speaking skills, digital collaboration, and correct use of vocabulary.
- Teacher summarizes the lesson and assigns homework.
[2.2.TC2a]: Students select appropriate digital technologies to share data, information, and digital content by recording and publishing their multimedia survey reports onto a collaborative platform (E.g. Padlet) for peer feedback.
* HOMEWORK
- Review the vocabulary and structures about city life.
- Perfect the writing paragraph (Activity 5) in the notebook.
- Prepare for Looking back & Project.
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