Giáo án NLS Tiếng Anh 9 Global Success Unit 5 Getting started: Experiences in Đà Lạt

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

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

UNIT 5: OUR EXPERIENCES

GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills

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

• Set the context for the introductory conversation about memorable experiences in Da Lat.
• Introduce the topic of the unit, the vocabulary related to travel experiences and describing activities.

2. Competences

General competences:

• Self-control and independent learning: listen and share personal travel experiences with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete the learning tasks and carry out a survey.

Specific competences:

• Read and listen for specific information about a trip to Da Lat.
• Identify and use vocabulary related to travel activities (taking an eco-tour, riding a jeep) and adjectives describing experiences (thrilling, magnificent).

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently explore and verify the definitions of vocabulary.
• [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 projecting survey charts and uploading digital videos to collaborative platforms.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes in completing drag-and-drop matching tasks.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by designing digital surveys and recording travel vlog videos.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access, play, and control audio tracks and timed quizzes.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting Generative AI to brainstorm and structure a vlog script.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.

3. Attributes

• Hard work: Be ready and excited to learn about new places, actively participate in class activities.
• Love: Develop a love for traveling, exploring nature, and discovering local cultures.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Pictures of Da Lat (Langbiang Mountain, Cu Lan Village, etc.).
• Digital tools (Google Forms, Quizizz, Nearpod, Padlet, Miro, etc.) and AI tools (ChatGPT, AI video generator, etc.).

2. Students' aids

• Textbook, notebooks, pens, markers, colored pencils, A4 paper for survey.
• Smartphones or tablets with internet access, headsets, and cameras.

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Listen and read

a. Objective: To set the context for the introductory conversation; to introduce the topic of the unit.

b. Content: Students look at the title, pictures, listen to the recording, and read the conversation between Tom and Mi.

c. Product: Students understand the context and can read the conversation aloud with correct pronunciation.

d. Organization:

Activity 2: Read the conversation again and tick (✓) T (True) or F (False)

a. Objective: To help students understand the conversation.

b. Content: Students read 5 statements and decide whether they are True (T) or False (F) based on the text.

c. Product: Students' correct True/False answers.

d. Organization:

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Activity 3: Write activities under the pictures

a. Objective: To help students learn phrases related to different experiences.

b. Content: Students match the phrases in the box with the 6 corresponding pictures.

c. Product: Correct phrases labeled under each picture.

d. Organization:

Activity 4: Read the conversation again and match the activities with the adjectives 

a. Objective: To help students use the correct adjectives to match the activities based on the text.

b. Content: Students match activities (1-5) with descriptive adjectives (a-e).

c. Product: Correct collocations/matches of activities and adjectives.

d. Organization:

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Activity 5: Work in groups, carry out a survey, then report your group's findings to the class 

a. Objective: To help students have more interactions and use phrases related to experiences; to create a fun atmosphere.

b. Content: Students survey their classmates about what activities they like doing (climbing a mountain, taking an eco-tour, exploring the seabed, etc.) and report the results.

c. Product: Completed survey tables and oral reports from groups.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary (action verbs and adjectives) learned in the lesson.

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 apply the vocabulary and expressions into a creative and personal speaking task.

b. Content: Students carry out a role-play inteview “The Travel Vlogger”.

c. Product: A short, dynamic oral presentation describing a past trip.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks students to work in pairs.

- Task: Imagine you are a famous Travel Vlogger. Prepare a 1-minute video script reviewing your best travel experience using the verbs and adjectives learned today (riding a jeep, magnificent, thrilling, etc.).

- Teacher encourages pairs to use a Generative AI tool (E.g. ChatGPT) to brainstorm engaging opening hooks and logical vlog structures.

- After finalizing the script, students must use their smartphone cameras to record the vlog and upload it to a class Padlet.

Step 2: Students perform learning tasks

- Students prompt the AI: "Give me a catchy 1-minute YouTube vlog script outline about a trip to Da Nang using adjectives like thrilling and magnificent."

- Students review the AI ideas, adapt the script, and practice speaking.

- One student acts as the “Vlogger” speaking to the camera, and the other acts as the “Camera person”. Pairs record the video and upload it.

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

Step 3: Reporting and Discussion

- Teacher opens the class Padlet wall on the smart TV.

- Teacher plays 2 – 3 video vlogs for the whole class to watch.

Example: Hi guys! Welcome back to my channel. Last week I went to Da Nang. The trip was amazing! We explored the Ba Na Hills... It was absolutely thrilling!

- Other students listen, give a “thumbs up” (like) on Padlet, and comment on their favorite vlog.

Step 4: Evaluation

- Teacher praises students for their digital creativity, fluency, and energetic tone.

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data by uploading and publishing their recorded video vlogs to a collaborative Padlet wall for peer review.

[3.1.TC2a]: Students apply methods to create and edit digital content in various formats by recording a 1-minute travel vlog video using their smartphone cameras.

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by prompting Generative AI (e.g., ChatGPT) to brainstorm catchy hooks and structure a logical outline for their vlog scripts.

* HOMEWORK

- Review the vocabulary learned in the lesson.

- Write a short paragraph (50 – 60 words) about a trip you recently took, using the adjectives from Activity 4.

- Prepare for A closer look 1.