Giáo án NLS Tiếng Anh 9 Global Success Unit 5 Skills 2: Listening: Bad experiences at school, Writing: The most pleasant / unpleasant experience at school

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

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

UNIT 5: OUR EXPERIENCES

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 pleasant and unpleasant experiences at school.
• Write a paragraph (100 – 120 words) about the most pleasant or unpleasant experience they have had at school.

2. Competences

General competences:

• Self-control and independent learning: actively listen to extract information and organize ideas for writing.
• Communication and collaboration: work in pairs/groups to discuss school experiences and brainstorm ideas.

Specific competences:

• Develop listening skills (listening for details and main ideas).
• Develop writing skills (brainstorming, outlining, and writing a coherent paragraph using the past tense).

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 projecting digital yearbook pages to the class.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes in categorizing phrases, rearranging sentences, and brainstorming writing ideas on a shared workspace.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by typing paragraphs and designing digital yearbook pages.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access, play, and control audio tracks and digital quizzes.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI for instant grammar checking and generating custom images.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content.

3. Attributes

• Hard work: Be focused and diligent in completing listening and writing tasks.
• Empathy and Respect: Understand and sympathize with others' bad experiences (E.g. being bullied) and celebrate good ones.

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 Liveworksheets, Padlet, Miro/Google Jamboard, Canva, etc.) and AI tools (ChatGPT/Grammarly, AI video generator, Canva AI Image Generator, etc.).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, activate students' vocabulary about school experiences, and lead into the new lesson.

b. Content: Teacher organizes a physical response game called “Thumbs Up, Thumbs Down”.

c. Product: Students successfully categorize spoken experiences as pleasant or unpleasant using physical gestures.

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 stand up, then explains the rules: Teacher will project various school experiences on the smart TV screen. If students think it is a good/pleasant experience, show a “Thumbs Up” and say “Yay!”. If students think it is a bad/unpleasant experience, show a “Thumbs Down” and say “Oh no!”.

Step 2: Students perform learning tasks

- Students watch and answer the questions from the AI video.

- In the game:

+ Students read the phrases on the screen:

• Getting a 10 in Math!
•  Forgetting your homework at home!
•  Winning a sports competition!
•  Being late for school!
•  Slipping and falling in the school yard!.

+ Students react with gestures and sounds.

Step 3: Reporting and Discussion

- Teacher invites some students to answer the questions from the AI video.

- Teacher stops the game and asks 1 – 2 students to share one real pleasant or unpleasant thing that happened to them last week.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the class's energy, and leads into the new lesson: “We all have ups and downs at school. Today, we will listen to a conversation between a father and son about their school experiences, and then write about our own in Skills 2.”

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in visually demonstrating different school experiences.

2. PRESENTATION

Activity 1: Which of the following is a bad experience?

a. Objective: To help students brainstorm ideas and vocabulary for listening.

b. Content: Students look at pictures and identify bad experiences from a given list.

c. Product: Students recognize and list bad experiences correctly.

d. Organization:

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Activity 2: Listen to the conversation between Minh and his dad, and tick (✓) T (True) or F (False)

a. Objective: To improve students' skill of listening for details.

b. Content: Students listen to the audio and decide if 5 statements are True or False.

c. Product: Correct T/F answers based on the listening track.

d. Organization:

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

a. Objective: To improve students' skills of listening for general and specific information.

b. Content: Students listen again and select the correct option for 4 multiple-choice questions.

c. Product: Correct multiple-choice answers.

d. Organization:

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Activity 4: Work in pairs, and put the phrases from the box in the correct column

a. Objective: To provide students with vocabulary and ideas about pleasant and unpleasant experiences to prepare for writing.

b. Content: Students categorize phrases (taking wrong things, doing community service, etc.) into “Pleasant experience” or “Unpleasant experience”.

c. Product: Correctly categorized phrases in the table.

d. Organization:

Activity 5: Write a paragraph (100 – 120 words) about the most pleasant OR unpleasant experience you have had at school

a. Objective: To help students practise writing a paragraph about a personal school experience using past tenses.

b. Content: Students write a paragraph starting with a given prompt, detailing what happened, when, where, and how they felt.

c. Product: A well-structured paragraph recounting a school experience.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the narrative structure and vocabulary used for writing about past experiences.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Rearrange the sentences in the correct order.

Step 1: Teacher assigns learning tasks

- Teacher sets up a shared digital workspace (E.g. Google Jamboard/Miro).

- Teacher assigns the task: Rearrange the sentences (A-E) in the correct order to form a logical paragraph about an unpleasant school experience.

Step 2: Students perform learning tasks

- Students work individually to read the sentences and collaboratively drag and drop the digital sentences into the correct logical order on their screens.

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

Step 3: Reporting and Discussion

- Teacher projects the shared board, and invites a student to read the complete, reordered paragraph aloud:

Expected answer: B – E – A – D – C (I still remember the most unpleasant experience I have had at school. It happened last month during a biology oral test. When the teacher called my name, my mind went completely blank, and I couldn't say a word. Because I hadn't revised the lesson, I felt extremely embarrassed and got a low mark. After that day, I promised myself I would never be lazy again.)

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

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

Step 4: Evaluation

- Teacher confirms the answers, gives feedback, explains the logical flow, and praises good work.

- Teacher moves to the next mission.

Mission 2 (OPTIONAL): Choose the best answer A, B, C, or D.

Step 1: Teacher assigns learning tasks

- Teacher asks students to use their own devices to access the link https://kenhhoctap.edu.vn/and complete the multiple-choice exercise.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually 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.

- 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 application stage.

[5.2.TC2b]: Students select digital tools and technological solutions to solve needs by participating in a timed digital multiple-choice quiz on an interactive platform.

4. APPLICATION

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