Giáo án NLS Tiếng Anh 9 Global Success Unit 6 Getting started: We didn't do it in my day

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

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

UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW

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 the differences in lifestyle between the past and the present.
• Introduce the topic of the unit and vocabulary related to past and present lifestyles (E.g. generation, opportunity, materials, dyed, freedom).

2. Competences

General competences:

• Self-control and independent learning: listen and share personal opinions with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete the learning tasks and discuss lifestyle changes.

Specific competences:

• Read and listen for specific information about past and present entertainment, appearance, and education.
• Identify and use vocabulary related to lifestyle changes over time.

Digital competences:

• [2.1.TC2a]: Apply multiple digital technologies to interact by submitting real-time responses in digital games and interactive textbook platforms.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to collaboratively categorize vocabulary and draft role-play scripts.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by collaboratively drafting and formatting a digital script for a role-play interview.
• [5.2.TC2b]: Select digital tools and technological solutions to solve learning needs by completing interactive 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-driven chatbot to retrieve and verify historical facts during a quiz.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting Generative AI to brainstorm ideas and historical contexts for a role-play.
• [6.3.TC2b]: Review the results and comment on the effectiveness of AI-generated content used in visually summarizing past and present lifestyles.

3. Attributes

• Hard work: Actively participate in class activities.
• Respect: Show respect for older generations and traditional values while appreciating modern opportunities.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Flashcards or pictures comparing Vietnam in the past and present.
• Digital tools (Quizizz, Google Jamboard, Google Docs, etc.) and AI tools (ChatGPT, AI Video 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 activate students' prior knowledge, create a friendly, engaging atmosphere, and introduce the theme of “Then and Now”.

b. Content: Teacher organizes a visual game called “Time Travel: THEN or NOW”.

c. Product: Students correctly identify and contrast activities/objects from the past and the present.

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 divides the class into 2 teams, and projects pairs of contrasting pictures rapidly on the screen using a live interactive platform (E.g. Quizizz or Kahoot).

Example: kids playing fly a kite vs. playing on an iPad; writing a handwritten letter vs. texting on a smartphone; wearing traditional clothes vs. ripped jeans with dyed hair, etc.

- For each picture, the fastest team to select “THEN!” (for the past) or “NOW!” (for the present) on their devices gets a point.

Step 2: Students perform learning tasks

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

- In the game:

+ Each team observes the pictures on the screen and uses their smartphones/tablets to input their choices (“THEN” or “NOW”) as quickly as possible.

+ The teacher observes, acts as a judge, and uses the digital scoreboard to keep track.

Step 3: Reporting and Discussion

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

- After the game:

+ Teacher shows the final digital leaderboard and asks: 

• Which lifestyle do you prefer? 
• The one in the past or the one now? Why?

+ Students briefly share their opinions.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the active participation, declares the winning team in the game, and leads into the new lesson: “Today, we will listen to a conversation between Phong and his Grandpa to see how Vietnamese lifestyle has changed over time in Getting Started.”

[2.1.TC2a]: Students apply multiple digital technologies to interact by using their mobile devices to submit "THEN" or "NOW" in a real-time interactive digital game.

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in visually summarizing past and present lifestyles.

2. PRESENTATION

Activity 1: Listen and read

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

b. Content: Students look at the pictures, listen to the recording (Track 33), and read the conversation between Phong and his Grandpa.

c. Product: Students understand the context and can read the conversation aloud correctly.

d. Organization:

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Activity 2: Read the conversation again and circle the correct answers

a. Objective: To help students understand the conversation and develop reading for specific details.

b. Content: Students read 3 multiple-choice questions and choose the correct answer (A, B, C, or D).

c. Product: Students' correct multiple-choice answers.

d. Organization:

Activity 3: Write the expressions from the conversation in the correct column

a. Objective: To draw students' attention to some expressions from the conversation used to describe life in the past vs. the present.

b. Content: Students categorize expressions (a-e) into “The past” or “The present”.

c. Product: Correctly categorized expressions in a table.

d. Organization:

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Activity 4: Complete the sentences with the words from the box

a. Objective: To help students practise some words they have learnt from the conversation in new contexts.

b. Content: Students fill in the blanks with: opportunity, generation, freedom, dyed, materials.

c. Product: Completed sentences with correct vocabulary.

d. Organization:

Activity 5: QUIZ - Work in pairs, and decide if the statements below are true or false about life in Viet Nam 40 years ago

a. Objective: To give students a fun opportunity to learn some features of life in Viet Nam 40 years ago.

b. Content: Students discuss 5 statements about the past and guess if they are True or False.

c. Product: Students' True/False predictions and historical understanding.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary contrasting past and present lifestyles.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Use the words from the box to complete the sentences contrasting the past and the present.

Step 1: Teacher assigns learning tasks

- Teacher assigns the taskn a shared digital document (Google Docs): Use the words from the box to complete the sentences contrasting the past and the present.

Step 2: Students perform learning tasks

- Students work individually to access the document and type the missing words into the designated spaces.

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

Step 3: Reporting and Discussion

- Teacher projects the completed document and invites some students to read the completed sentences aloud:

1. materials / electronic

2. opportunities

3. dyed

4. freedom

5. generation

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

Step 4: Evaluation

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

- Teacher moves to the next mission.

[2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a shared digital document to collaboratively input and complete the sentences.

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 completing interactive MCQ exercises on an LMS to receive automated analytics.

4. APPLICATION

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