Giáo án NLS Tiếng Anh 9 Global Success Unit 6 Communication: Everyday English: Making promises; Changes around you

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

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

UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

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

• Learn how to make promises and respond to promises.
• Talk about changes in lifestyle around them and express their opinions on these changes.

2. Competences

General competences:

• Self-control and independent learning: listen, read, and share personal opinions with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete the communication tasks about past and present lifestyles.

Specific competences:

• Use Everyday English structures to make promises accurately.
• Read for specific information to match people from different countries with the topics they talk about regarding lifestyle changes.

Digital competences:

• [2.1.TC2a]: Select multiple digital technologies to interact by using mobile devices to submit answers via real-time polling tools.
• [2.2.TC2a]: Apply suitable digital technologies to share data, information, and digital posters by uploading content to a collaborative wall.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing shared documents and digital workspaces.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using digital mind-mapping tools to outline opinions.
• [3.1.TC2b]: Express themselves through the creation of digital media by designing a digital “Before & After” poster.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by completing online quizzes with auto-grading analytics.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI voice chatbot to role-play daily situations.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI to create custom visuals representing lifestyle changes.

3. Attributes

• Respect: Show respect for traditional lifestyles while adapting to modern changes.
• Responsibility: Be responsible and keep their promises in daily life.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Pictures showing lifestyles in the past and present.
• Digital tools (Mentimeter, Google Jamboard/Docs, Padlet, Canva, etc.) and AI tools (ChatGPT Voice, Canva AI Image Generator, AI Video Generator, etc.).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones or tablets (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

…………………………………………..

…………………………………………..

…………………………………………..
 

2. PRESENTATION

Activity 1 + 2: Listen and read the conversations, then work in pairs and makes promises for the following situations

a. Objective: To teach students how to make promises and help them practice making promises in specific situations.

b. Content: Students listen and read conversations, pay attention to highlighted parts, and then work in pairs to make promises for given situations.

c. Product: Students can confidently use “I will...” and “I promise to/not to...” and appropriate responses.

d. Organization:

Activity 3: Read the passages about changes, then match the people with the topics they are talking about

a. Objective: To help students understand about changes around them.

b. Content: Students read quickly (skim) three people's talks and match them with correct topics (Transportation, Education, Clothes).

c. Product: Students' correct matching answers.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 4: Work in groups, then read the passages in Activity 3 again and discuss

a. Objective: To help students reflect on the three talks in Activity 3 and express their own opinions.

b. Content: Students discuss which aspect of life in the past they want to experience, and which change they think is for the better.

c. Product: Students' group discussion and expressed opinions with justifications.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the target language (making promises) and vocabulary about lifestyle changes.

b. Content: Students complete two practice exercises.

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

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

4. APPLICATION

a. Objective: To provide students with an opportunity to talk about changes in their real life over the past 5 years.

b. Content: Students carry out Activity 5 “Talk about changes in your real life”. Students work in pairs, tell their partners about changes and create a visual representation.

c. Product: A digital “Before & After” poster and oral reports to the class.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks students to look at the list of ideas in Activity 5 (style of clothes, eating habits, hobbies, favourite actor/book/movie).

- Task: Work in pairs. Discuss what has changed and what has remained the same in the past five years, then take notes.

- Task expansion:

+ After taking notes, use a graphic design tool (E.g. Canva) to design a digital “Before & After” mini-poster about your partner's changes.

+ Use an AI Image Generator to create fun, custom visual illustrations representing “5 years ago” vs “Now”.

Step 2: Students perform learning tasks

- Students take turns asking and answering. Then, students jot down keywords about their partner's life.

- Students use Canva to format their posters and generate relevant images using Generative AI based on their partner's lifestyle changes.

- The teacher circulates the room, encouraging English speaking and guiding digital design.

Step 3: Reporting and Discussion

- Students export their posters and upload them to the class Padlet wall.

- Teacher invites some students to project their digital posters and report their partner's changes to the whole class. 

Example: My partner is Nam. Over the past five years, his hobby has changed. He used to play marbles, but now he plays football. However, his eating habit remains the same. He still loves pho.

Step 4: Evaluation

- Teacher praises the class for linking the lesson to their own lives effectively and for their creative digital skills. 

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data, information, and digital posters by uploading their finished designs to a collaborative class Padlet wall for peer review.

[3.1.TC2b]: Students express themselves through the creation of digital media by designing a digital “Before & After” mini-poster summarizing their partner's lifestyle changes.

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by using Generative AI (E.g. Canva AI Image Generator) to create custom visual illustrations representing their lifestyle changes.

* HOMEWORK

- Review the structures for making promises learned in the lesson.

- Write a short paragraph (50 – 60 words) about a lifestyle change in your own family.

- Prepare for Skills 1.