Giáo án NLS Tiếng Anh 9 Global Success Unit 3 Skills 2: Listening: How some students manage their time, Writing: How to manage time effectively

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

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

UNIT 3: HEALTHY LIVING FOR TEENS

SKILLS 2

I. OBJECTIVES

1. Knowledge and skills

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

• Listen for specific information about how teens manage their time effectively.
• Write a paragraph about how to manage time effectively.

2. Competences

General competences:

• Self-control and independent learning: reflect on personal time management habits.
• Communication and collaboration: work in pairs or groups to complete tasks and share ideas.

Specific competences:

• Develop listening skills (listening for main ideas and specific details).
• Develop writing skills (brainstorming, structuring, and writing a logical paragraph).

Digital competences:

• [2.1.TC2a]: Select multiple digital technologies to interact by inputting answers into interactive web-based platforms.
• [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 rearranging tasks.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by designing digital cards.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access and control learning materials.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by receiving instant feedback on writing drafts.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.

3. Attributes

• Hard work: Be diligent in organizing daily routines and studying.
• Responsibility: Take responsibility for managing personal time and avoiding distractions.

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 (Padlet, Quizizz, Canva) and AI tools (ChatGPT/Grammarly, AI video generator).

2. Students' aids

• Textbook, notebooks, pens, colored pencils, draft paper.
• Smartphones or tablets with internet access and headsets.

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, activate students' prior knowledge about time usage, and lead into the new lesson.

b. Content: Teacher organizes a physical engagement game called “Stand Up If...”.

c. Product: Students' physical responses and short discussions about their time habits.

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 asks all students to remain seated and listen carefully to the statements, then explains the rule: I will read a statement. If it is true for you, you must stand up quickly. If it is false, stay seated.

Step 2: Students perform learning tasks

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

- Students listen to the reads statements.

Example:

+ Stand up if you stayed up past midnight to do homework this week.

+ Stand up if you spend more than 2 hours a day on social media.

+ Stand up if you use a calendar or a to-do list.

+ Stand up if you sometimes feel you don't have enough time to play.

- Students perform the action based on their reality.

Step 3: Reporting and Discussion

- Teacher invites some students to answer the questions in the AI-generated video and give brief reviews of the video's accuracy.

-After each statement, teacher asks 1 – 2 standing students: “Why did you do that?” or “How does that affect you?”.

- Other students listen and reflect on common habits.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher summarizes the class's general time habits and leads into the new lesson: “Today we will listen to how some teens manage their time and learn to write a paragraph about time management tips Skills 2.”

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in summarizing and presenting teen time management habits.

2. PRESENTATION

Activity 1: Work in pairs and discuss the following question

a. Objective: To help student understand and activate their knowledge of the topic.

b. Content: Students discuss: “How is a well-balanced life important for students?”.

c. Product: Students' ideas and opinions about the importance of a balanced life.

d. Organization:

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Activity 2: Listen to Trang, Phong, and Tom, and choose the opinion (A - C) each of them expresses

a. Objective: To help student develop their skill of listening for specific information.

b. Content: Students listen to the recording and match each speaker (Trang, Phong, Tom) with their opinion.

c. Product: Students' correct matching answers.

d. Organization:

Activity 3: Listen again and choose the correct answer A, B, or C

a. Objective: To help students further develop the skill of listening for specific details.

b. Content: Students read 5 incomplete sentences, listen to the recording again, and choose the best option (A, B, or C) to complete them.

c. Product: Correct answers for the multiple-choice questions.

d. Organization:

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Activity 4: Match the time management tips in column A with the explanations and/or reasons in column B

a. Objective: To help students prepare ideas and vocabulary for their writing.

b. Content: Students match tips (1-3) with explanations (a-c) to understand how to structure writing points.

c. Product: Correct matching of tips and explanations.

d. Organization:

Activity 5: Write a paragraph (about 100 words) about how to manage your time effectively, usng se the tips in 4 or your own ideas

a. Objective: To help students practise writing a paragraph about how to manage their time effectively.

b. Content: Students brainstorm, draft, and write a full paragraph using transition words and the ideas from the previous activities.

c. Product: A well-structured paragraph about time management written by each student.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the linguistic tools (transition words) and logical structuring needed for paragraph writing.

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 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to solve the exercise.

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

Step 3: Reporting and Discussion

- Teacher invites students to share their answers:

1. A (Firstly)

2. B (Secondly)

3. A (so that)

4. C (In conclusion)

5. A (according to)

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

Step 4: Evaluation

- Teacher gives feedback and praises good work.

- Teacher moves on to the next mission.

[2.1.TC2a]: Students select multiple digital technologies to interact by inputting their answers for Worksheet 1 and the unscrambling task into an interactive web-based learning platform.

Mission 2: Unscramble the sentences to form a logical paragraph.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to a shared digital workspace (E.g. Google Jamboard or Padlet Canvas) and asks students to complete the reordering task in pairs. 

- Teacher assigns the task: Reorder the sentences (A-E) to form a logical paragraph.

Step 2: Students perform learning tasks

- Students work in pairs on their devices, collaboratively discussing, dragging, and dropping the sentences (A-E) to form a logical paragraph.

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

Step 3: Reporting and Discussion

- Teacher projects the shared board and invites pairs to read the full paragraph:

Expected answer: B - C - E - A - D 

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

Step 4: Evaluation

- Teacher confirms the logical flow of a paragraph: Topic sentence → Ideas → Conclusion.

- Teacher moves to the application stage.

[2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a shared digital workspace on their devices to collaboratively discuss, drag, and drop sentences into the correct order.

4. APPLICATION

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