Giáo án NLS Tiếng Anh 9 Global Success Unit 3 Communication: Everyday English: Asking for repetition and responding; Tips for being happy on school days

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

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

UNIT 3: HEALTHY LIVING FOR TEENS

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

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

• Ask for repetition and respond appropriately in everyday conversations.
• Read and scan for specific information about tips for being happy on school days.

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 communicative learning tasks.

Specific competences:

• Practice Everyday English in contextualized role-plays.
• Develop reading comprehension skills (scanning for details).

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently explore and verify the meanings and pronunciation of new communication phrases.
• [2.1.TC2a]: Select multiple digital technologies to interact by inputting answers into an interactive web-based platform to assess understanding instantly.
• [2.2.TC2a]: Apply suitable digital technologies to share data by uploading and publishing their digital posters to a collaborative Padlet wall.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to collaboratively brainstorm ideas and fill in the blanks.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by designing a digital "Happiness Action Plan" poster using graphic design tools.
• [5.2.TC2b]: Select digital tools and technological solutions to get instant feedback and analyze learning data from interactive reading and practice tasks.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-driven voice chatbot to role-play everyday conversations and practice asking for repetition.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI to create custom illustrative elements for their posters.

3. Attributes

• Hard work: Be ready and excited to participate in class activities.
• Responsibility & Optimism: Learn to take care of themselves, maintain a positive attitude, and support classmates.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Small pieces of paper or index cards

2. Students' aids

• Textbook, notebooks, pens.

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, introduce the topic of communication breakdowns, and lead into the new lesson.

b. Content: Teacher organizes a quick game “The Mumble Game” (Broken Telephone variant) about mishearing information.

c. Product: Students realize the need to ask for repetition and recall some basic English phrases for this purpose.

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 stands at the front of the class and intentionally mumbles a sentence very quickly and quietly (E.g. “Please open your books to page 32 and read the first paragraph”), then asks the students: “Did you hear what I said clearly? What should you say to me in English if you want me to repeat it?”.

- Teacher asks students to use their devices to access a shared digital workspace (E.g. Mentimeter or Padlet) to brainstorm their answers.

Step 2: Students perform learning tasks

- Students watch an AI-generated video designed and answer the questions.

- Students try to guess the sentence and collaboratively submit ways to ask the teacher to repeat (E.g. “What?”, “Can you repeat?”, “Pardon?”) on the shared digital board.

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

Step 3: Reporting and Discussion

- Teacher calls on some students to answer the questions in the AI-generated video.

- Teacher projects the digital board on the smart TV, inviting a few students to share their submitted phrases aloud. 

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

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher acknowledges the students' ideas, points out the most polite ones, and leads into the new lesson: “Today we will learn the formal and polite ways to ask for repetition and respond in Communication.”

[2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace (E.g. Mentimeter) on their devices to brainstorm ways to ask for repetition.

[6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video to support the lesson's context.

2. PRESENTATION

Activity 1: Listen and read the conversations. Pay attention to the highlighted sentences

a. Objective: To introduce ways of asking for repetition and responding.

b. Content: Students listen to and read two short conversations at the same time, paying attention to the highlighted phrases.

c. Product: Students understand the context and can identify structures used to ask for repetition.

d. Organization:

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Activity 2: Work in pairs and make similar conversations for the following situations

a. Objective: To help students practice asking for repetition and responding.

b. Content: Students work in pairs to role-play two given situations (passing a book, asking for directions).

c. Product: Students' correct and fluent role-play conversations.

d. Organization:

Activity 3: Read the text and complete each sentence that follows with a suitable word

a. Objective: To help students learn about tips to make students feel happy on school days; develop reading skill for specific information (scanning).

b. Content: Students read the text about happiness tips and complete 4 sentences with suitable words.

c. Product: Students' correct words for the gaps.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the phrases and vocabulary from the reading text.

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 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 displays the auto-grading analytics on the screen to identify common mistakes.

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

1. B (I beg your pardon)

2. B (Can you open the door, please?)

3. C (delay)

4. B (happiness)

5. A (nice)

- 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 by completing interactive worksheets on a learning management system, allowing the teacher to use auto-grading analytics.

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

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 groups of four.

- Teacher assigns the task: Fill in each blank with a suitable word/phrase from the box to complete the paragraph.

Step 2: Students perform learning tasks

- Students work in groups of four, sharing a digital screen to read, discuss, and collaboratively drag/type the words into the paragraph.

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

Step 3: Reporting and Discussion

- Teacher invites some groups to read the completed sentences aloud:

(1) nice

(2) delay

(3) take care of

(4) optimistic

(5) overcome 

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

Step 4: Evaluation

- Teacher confirms the correct answers and explains the grammatical rules violated if any.

- Teacher moves to the application stage.

[2.4.TC2a]: Select digital tools and technologies for collaborative processes by working in groups using a shared digital workspace on their devices to collaboratively complete the gap-fill paragraph.

4. APPLICATION

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