Giáo án NLS Tiếng Anh 9 Global Success Unit 4 Skills 2: Listening: Old school days, Writing: Old school days

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

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

UNIT 4: REMEMBERING THE PAST

SKILLS 2

I. OBJECTIVES

1. Knowledge and skills

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

• Listen for general and specific information about school days in the past.
• Write a paragraph (100 – 120 words) about school days in the past using appropriate vocabulary and past tenses.

2. Competences

General competences:

• Self-control and independent learning: actively listen to extract information and structure writing ideas independently.
• Communication and collaboration: work in pairs to discuss school life in the past and share writing ideas.

Specific competences:

• Develop listening skills (listening for keywords, scanning for details).
• Develop writing skills (brainstorming, outlining, and writing a coherent paragraph in the past tense).

3. Attributes

• Hard work: Be focused and diligent in completing listening and writing tasks.
• Respect and empathy: Understand and appreciate the hardships and simplicity of older generations' school days.

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 by uploading audio recordings to collaborative platforms.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes in correcting grammatical errors on a shared workspace.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by typing and formatting digital paragraphs.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access, play, and control audio tracks and digital sorting games.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-driven voice chatbot to practice role-play interviews.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI for grammar checking and writing feedback.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.

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 (Wordwall, Padlet, Google Jamboard/Miro, Liveworksheets, etc.) and AI tools (Generative AI for text/grammar, ChatGPT Voice, AI video generator, etc.).

2. Students' aids

• Textbook, notebooks, pens, markers.
• Smartphones, tablets, or laptops with internet access and headsets.

III. PROCEDURES

1. WARM-UP

…………………………………………..

…………………………………………..

…………………………………………..
 

2. PRESENTATION

Activity 1: Match each phrase with the right picture

a. Objective: To activate students' vocabulary of life in the past.

b. Content: Students match three phrases (walking barefoot, talking face to face, playing a traditional game) with three pictures (a, b, c).

c. Product: Correct matching of phrases and pictures.

d. Organization:

Activity 2: Listen to the talk between Thanh and his grandma and tick (✓) the things you hear

a. Objective: To help students practise listening for specific information.

b. Content: Students listen to the audio and tick the items mentioned by Thanh’s grandma.

c. Product: Students correctly identify the heard items from the list.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 3: Listen again and choose the correct answers

a. Objective: To help students practise listening for general and specific information.

b. Content: Students listen again and choose the correct options (A, B, C) for 4 questions about the audio.

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

d. Organization:

Activity 4: Work in pairs, and ask and answer about school days in the past 

a. Objective: To help students practise asking and answering about school days in the past, and prepare for the writing task in Activity 5.

b. Content: Students use cues (school time, subjects, leisure activities, summer holiday, transport) to ask and answer in pairs.

c. Product: Pair conversations sharing information about past school days.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 5: Write a paragraph (100 – 120 words) about school days in the past

a. Objective: To help students write a paragraph about school days in the past.

b. Content: Students use the ideas discussed in Activity 4 to write a complete paragraph.

c. Product: A well-structured paragraph about past school days written by each student.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary and sentence structures (past tense) related to school days in the past.

b. Content: Students complete two practice exercises.

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

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

4. APPLICATION

a. Objective: To help students actively apply listening and writing skills into a creative speaking and reporting task.

b. Content: Students carry out a role-play interview “The Time-Travel Reporter”.

c. Product: A dynamic role-play interview and an oral report.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into pairs. One student plays the role of a “Modern Teen Reporter” and the other plays a “Grandparent from the 1970s”.

- Teacher introduces an AI voice chatbot (E.g. ChatGPT Voice). Before interviewing each other, the “Reporters” can ask the AI chatbot a few questions about the 1970s to get ideas.

- Task: Conduct the interview, record it using a voice recording app, and upload the audio file to the class Padlet. 

Step 2: Students perform learning tasks

- Students interact briefly with the AI Voice tool to gather historical context.

- Pairs conduct and record their role-play interview on their smartphones.

- Pairs upload the MP3/M4A file to Padlet.

- The teacher goes around the class, listening and encouraging students to add emotions and details (E.g. “'Oh, walking barefoot was so tough!”, “I really miss those traditional games!”).

Step 3: Reporting and Discussion

- Teacher asks 2 – 3 reporters to stand up and orally report their findings.

- Teacher randomly plays one of the uploaded audio files from Padlet for the class to listen to.

Example report: I interviewed Mr. Nam from the 1970s. He told me that his school days were very different. He didn't have iPads. He walked barefoot to school and played hide-and-seek. He thinks life was harder but happier.

Step 4: Evaluation

- Teacher praises the creativity, fluency, and proper use of the past tense.

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data by recording their role-play interviews and uploading the audio files to a collaborative Padlet wall.

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-driven voice chatbot (E.g. ChatGPT Voice) to gather ideas and practice role-play context.

* HOMEWORK

- Review the vocabulary and structures learned in the lesson.

- Complete the paragraph (Activity 5) perfectly in your notebook.

- Ask your real grandparents or parents about their school days and see if it's similar to the lesson.

- Prepare for Looking Back & Project.