Giáo án NLS Tiếng Anh 9 Global Success Unit 6 A closer look 1: Vocabulary: Changes in lifestyles, Pronunciation: /fl/ and /fr/

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

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

UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW

A CLOSER LOOK 1

I. OBJECTIVES

1. Knowledge and skills

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

• Identify and use verbs/phrasal verbs (take notes, depend on, memorise, pursue, replace) and adjectives (democratic, various, personal, extended, family-oriented) to describe lifestyle.
• Understand the meanings of these words in context.
• Identify and pronounce the sounds /fl/ and /fr/ correctly in isolated words and in sentences.

2. Competences

General competences:

• Self-control and independent learning: actively engage in vocabulary building and pronunciation practice.
• Communication and collaboration: work in pairs or groups to discuss family lifestyles, complete matching tasks, and carry out a survey.

Specific competences:

• Infer the meaning of new phrases and adjectives from context.
• Accurately produce the consonant clusters /fl/ and /fr/ in connected speech.

Digital competences:

• [2.1.TC2a]: Apply multiple digital technologies to interact by inputting multiple-choice answers into an interactive web-based platform for instant submission.
• [2.2.TC2a]: Apply suitable digital technologies to share data by distributing digital survey links and collecting responses on a collaborative cloud spreadsheet.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace (Google Jamboard/Docs) to collaboratively categorize pictures and correct text.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by recording and uploading audio files, and creating digital survey questionnaires.
• [5.2.TC2b]: Select digital tools and technological solutions to solve learning needs by completing interactive fill-in-the-blank exercises on an LMS to receive instant auto-graded feedback.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-powered voice recognition tool to evaluate and correct pronunciation.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting Generative AI to generate contextual vocabulary sentences and using AI data visualization features to analyze survey results.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated video content in visually summarizing past and present lifestyles..

3. Attributes

• Hard work: Be diligent in practicing new vocabulary and pronunciation patterns.
• Respect: Appreciate family-oriented values and understand different types of family structures and lifestyles.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Digital platforms (Google Jamboard, hoclieu.vn, Google Forms/Sheets, etc.), and AI Tools (AI Video Generator, ChatGPT/Gemini, AI Voice Recognition app like ELSA Speak or Google Voice Typing, etc.)

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

…………………………………………..

…………………………………………..

…………………………………………..
 

2. PRESENTATION

Activity 1: Match the verbs or phrasal verbs with their meanings

a. Objective: To teach students some verbs used to describe life.

b. Content: Students match 5 verbs/phrasal verbs (take notes, depend on, memorise, pursue, replace) with their definitions.

c. Product: Correctly matched vocabulary definitions.

d. Organization:

Activity 2: Work in pairs, discuss and fill each blank with an adjective from the box

a. Objective: To teach students some adjectives to describe life.

b. Content: Students fill in the blanks using adjectives: democratic, various, personal, extended, family-oriented.

c. Product: Completed sentences with appropriate adjectives.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 3: Circle the correct answer A, B, C, or D to complete each sentence

a. Objective: To give students further practice with the vocabulary they have learnt in 1 and 2.

b. Content: Students complete 5 multiple-choice questions reinforcing the verbs and adjectives.

c. Product: Correct multiple-choice answers in context.

d. Organization:

Activity 4: Listen and tick (✓) the words you hear, then listen again and repeat

a. Objective: To help students identify and pronounce the sounds /fl/ and /fr/ correctly in words.

b. Content: Students differentiate between minimal pairs (E.g. fruit/flute, frame/flame) by listening to the recording.

c. Product: Correctly ticked words and accurate repetition of the sounds.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 5: Listen and repeat the sentences, pay attention to the underlined words

a. Objective: To help students pronounce the words containing /fl/ and /fr/ correctly in sentences.

b. Content: Students listen to Track 35 and repeat sentences focusing on words with the target sounds.

c. Product: Clear pronunciation of sentences with proper articulation of /fl/ and /fr/ clusters.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary (verbs/adjectives) learned in the lesson by analyzing sentence contexts.

b. Content: Students complete two practice exercises.

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

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

4. APPLICATION

a. Objective: To apply the vocabulary of lifestyles into a communicative, interactive speaking and data-collection task.

b. Content: Students carry out a group task “The Family Lifestyle Survey”.

c. Product: A completed survey table and a short oral report summarizing the group's findings.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into groups of 4.

- Task: Create a digital mini-survey using the new vocabulary to find out about your classmates' family lifestyles.

- Suggested questions:

+ Do you live in an extended family or a nuclear family?

+ Is your family democratic when making decisions?

+ Do you often memorise lessons or do you take notes carefully?

- Teacher instructs students to use Google Forms to create the survey, generate a link, and collect data automatically.

Step 2: Students perform learning tasks

- Students work in groups to type their questions into Google Forms and share the survey link with other groups via a class Zalo/Padlet group.

- Students click on peer links and submit their answers digitally.

- The responses are automatically collected into a collaborative Google Sheet.

- Teacher walks around to ensure students use the target vocabulary accurately.

Step 3: Reporting and Discussion

- Students look at the automatic pie charts generated by Google Forms/Sheets. They can use an AI tool integrated into the spreadsheet (E.g. AI Data Insights) to help summarize the trends.

- Teacher invites 2 – 3 group leaders to project their digital charts on the smart TV and report their survey findings.

Example report: I surveyed 10 friends. 60% of them live in an extended family. All of their families are very democratic...

Step 4: Evaluation

- Teacher praises students for their digital survey creation, data analysis, correct use of new adjectives and verbs, and fluency.

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data by distributing digital survey links and collecting responses on a collaborative cloud spreadsheet.

[3.1.TC2a]: Students apply methods to create and edit digital content in various formats by creating digital survey questionnaires using cloud-based tools (Google Forms).

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by using built-in AI data visualization features in spreadsheets to analyze survey results and generate summary charts.

* HOMEWORK

- Review the vocabulary and pronunciation rules learned in the lesson.

- Write a short paragraph (50 – 60 words) describing whether your family is “democratic” and “family-oriented”, giving examples.

- Prepare for A closer look 2.