Giáo án NLS Tiếng Anh 9 Global Success Unit 5 Skills 1: Reading: Different summer course experiences, Speaking: A friend's experience of a course
Giáo án NLS Tiếng Anh 9 Global Success Unit 5 Skills 1: Reading: Different summer course experiences, Speaking: A friend's experience of a course. 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 5: OUR EXPERIENCES
SKILLS 1
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Reading: Read for general ideas and specific details about teenagers' experiences participating in different courses (an army course and a summer course).
- Speaking: Ask and answer questions about a course they have attended, and report their partner's experiences to the class.
2. Competences
General competences:
- Self-control and independent learning: actively read texts, underline keywords, and extract information.
- Communication and collaboration: work in pairs to interview each other and summarize information to report to the class.
Specific competences:
- Develop scanning and skimming skills in reading comprehension.
- Accurately use the past simple to recount specific past events and the present perfect for general experiences.
Digital competences:
- [2.1.TC2a]: Select multiple digital technologies to interact by inputting answers into live polls and interactive worksheets.
- [2.2.TC2a]: Apply suitable digital technologies to share data by uploading digital posters 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 promotional posters.
- [5.2.TC2b]: Select digital tools and technological solutions to independently complete multiple-choice reading tasks on a digital platform.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI speech recognition tool to transcribe spoken answers.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI to create custom images for advertising posters.
- [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.
3. Attributes
- Hard work: Be willing to participate in extra-curricular courses to improve soft skills and life experiences.
- Confidence: Feel confident when sharing personal experiences in front of the class.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 9, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Digital tools (Mentimeter, Liveworksheets, Miro/Google Jamboard, Padlet, etc.) and AI tools (AI video generator, AI speech-to-text, Canva AI Image Generator, etc.).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones, tablets, or laptops with internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1: Tick (✓) the experiences you have had
a. Objective: To introduce students to some types of experiences before reading.
b. Content: Students reflect on their own lives and tick the experiences they have participated in.
c. Product: Ticked boxes based on students' personal experiences.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher provides a link/QR code to a live digital polling tool (e.g., Mentimeter). - Teacher asks students some questions: + Have you ever gone camping? + Have you ever travelled to a new place without your parents? + Have you ever attended an army course / joined any performances? - Teacher has students submit their “Yes/No” answers via their smartphones to generate a live class experience chart. Step 2: Students perform learning tasks - Students work individually to reflect and tap/submit the experiences they have had on the digital platform. - The teacher observes, and supports if needed. Step 3: Reporting and Discussion - Teacher projects the live poll results on the smart TV. - Teacher calls on some students who voted “Yes” to share their answers: How do you feel about the experiences or what are the experiences like? - Other students listen and gives comment. Step 4: Evaluation - Lead to the reading: Teacher tells students that they will read about Duong and Akiko's experiences. Then, teacher writes the objectives on the board. - Teacher moves on to the next content. | Students share their own experiences and visualize the whole class’s experience rate. | [2.1.TC2a]: Students select multiple digital technologies to interact by submitting their personal experiences into a live digital polling tool (E.g. Mentimeter) to generate a class experience chart. |
Activity 2: Read the texts and choose the correct answer A, B, C, or D
a. Objective: To improve students' skill of reading for general ideas and for details.
b. Content: Students read two short passages (about Duong and Akiko) and answer 5 multiple-choice questions.
c. Product: Correct multiple-choice answers backed by evidence from the text.
d. Organization:
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Activity 3: Read the texts again and tick (✓) Duong or Akiko
a. Objective: To improve students' skill of reading for details.
b. Content: Students scan the texts to match 5 specific experiences with either Duong or Akiko.
c. Product: Correctly ticked table distinguishing Duong's and Akiko's activities.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students to stay on the interactive platform. - Teacher has students read the 5 statements, scan the texts again, and tick (✓) either Duong or Akiko digitally. - Teacher reminds students to read each passage in turn and underline the evidence for the answers. Step 2: Students perform learning tasks - Students work individually to locate information and click the corresponding checkboxes. - The teacher observes, guides, and supports if needed. Step 3: Reporting and Discussion - Teacher has students work in pairs to swap or check answers together. - Teacher projects the results on the board. - Teacher calls on some students to read aloud their ticked answers. - Teacher asks students to show the parts in the reading where they find the answers. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks and confirms the answers as a class. - Transition: + Teacher asks students “Have you ever attended an army course or a course in a foreign country?, How did you feel?”. + Teacher tells them they will now practice asking and answering about a course they attended. - Teacher moves on to the next content. | Students' answers: 1. Akiko 2. Duong 3. Duong 4. Akiko 5. Duong | [2.1.TC2a]: Students select multiple digital technologies to interact by ticking the correct options and submitting their reading comprehension answers via an interactive web-based worksheet. |
Activity 4: Match the questions in A with the answers in B
a. Objective: To have students practise asking and answering questions for information about their summer courses; To prepare students for Activity 5.
b. Content: Students match 5 questions about attending a course with 5 appropriate responses.
c. Product: Correct matching of Q&A pairs.
d. Organization:
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Activity 5: Work in pairs, ask and answer about a course you have experienced, using se the questions in 4 as cues, then report your partner's answers to the class
a. Objective: To have students practise talking about one's experiences; To give students an opportunity to practise reporting; To improve confidence.
b. Content: Students interview a partner about a past course and then orally report the findings to the class.
c. Product: Pair interviews and a coherent spoken report.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has students work in pairs to take turns asking and answering about their partner's summer course or any course they have attended. - Teacher asks students to use a built-in AI speech-to-text tool (E.g. Google Voice Typing or Siri Dictation) to record their partner's answers. This will act as their interview notes. - Teacher tells students that they can use the given questions in Activity 4 and add more if possible. Step 2: Students perform learning tasks - Student work in pairs to take turns asking and answering questions based on the prompts in Activity 4. - Students use the AI tool to transcribe the conversation to easily recall information for the report phase. - The teacher monitors the class, encouraging them to ask follow-up questions. Step 3: Reporting and Discussion - Teacher invites some students to stand up and report their partner's experiences to the whole class using the AI-transcribed notes. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher gives feedback on students' reports in terms of language, verb forms (past simple vs present perfect), and pronunciation. - Teacher moves on to the next content. | Suggested answers: Minh attended a memorable summer course last year. It was a presentation skills course. He learnt how to organise a talk and how to use visual aids. He also practised using gestures and having eye contact with the audience. He felt that the course was memorable. | [6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI speech recognition tool (E.g. Google Voice Typing) to transcribe their spoken interview answers into text. |
3. PRACTICE
a. Objective: To consolidate reading comprehension skills and synthesize information about a course into a structured format.
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 structures of describing experiences into a creative, collaborative project.
b. Content: Students carry out a group task “Design Your Dream Summer Course Pitch”.
c. Product: A visually appealing mini-poster and a persuasive oral presentation to the class.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher divides the class into groups of 4.
- Task: Imagine your group is organizing a fantastic summer course for teenagers. Design a mini-poster to advertise it.
+ Instead of drawing on paper, use a graphic design app (E.g. Canva). Use an AI Image Generator to create exciting custom illustrations for the poster (E.g. A futuristic robotics camp or a wild survival scene). The poster must include: Name of the course, Where & When, Exciting activities, and Why students should join (How they will feel).
+ After designing, the group will have 1.5 minutes to “pitch” (present and persuade) their course to the class.
Step 2: Students perform learning tasks
- Students collaborate to brainstorm ideas (E.g. a Survival Skills course, a Cooking Masterclass, a Robotics Camp).
- Students use the AI image tool and Canva to format their digital posters.
- Students write their pitch script.
- The teacher circulates to help with vocabulary and ensure they use English.
Step 3: Reporting and Discussion
- Groups upload their posters to a shared Padlet wall.
- Groups project their posters on the board and deliver their pitches.
Example: Welcome to our Survival Skills Course in the forest! You will learn how to build tents and find food. It will be challenging but extremely exhilarating...
- The class votes for the course they most want to sign up for via Padlet.
Step 4: Evaluation
- Teacher praises creativity, teamwork, digital design, and presentation skills.
- Teacher summarizes the lesson and assigns homework.
[2.2.TC2a]: Students apply suitable digital technologies to share data by uploading and projecting their digital posters to a collaborative Padlet wall for peer review and class presentations.
[3.1.TC2a]: Students apply methods to create and edit digital content in various formats by designing a digital summer course promotional poster using graphic design applications (E.g. Canva).
[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by prompting a Generative AI Image tool (E.g. Canva Magic Media) to create exciting custom illustrations for their advertising posters.
* HOMEWORK
- Review vocabulary and structures learned in the lesson.
- Write a short paragraph (80 – 100 words) about the 'Dream Summer Course' your group designed in Activity 4.
- Prepare for Skills 2.
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