Giáo án NLS Tiếng Anh 9 Global Success Unit 6 Skills 1: Reading: Learning styles in the past and at present, Speaking: Changes in your learning style

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

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

UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

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

• Read for specific information about the different learning styles at different times (past and present).
• Speak about their own learning styles and changes in their learning over the past five years.

2. Competences

General competences:

• Self-control and independent learning: actively engage in reading tasks and share personal opinions with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete the reading and speaking tasks.

Specific competences:

• Develop scanning skills through multiple-choice questions and blank-filling tasks.
• Develop speaking skills by discussing and listing changes in learning facilities and styles.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently verify the meanings of unfamiliar words in reading passages.
• [2.1.TC2a]: Select multiple digital technologies to interact by inputting ideas into a real-time word cloud tool.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by inputting findings into a collaborative digital spreadsheet.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to categorize information.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by visually organizing ideas on a digital mind-mapping tool.
• [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-generated video comparing past and present learning environments.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting an AI assistant to summarize collected survey data quickly.

3. Attributes

• Hard work: Be ready and excited to learn about different educational contexts, actively participate in class activities.
• Respect and Responsibility: Appreciate the modern learning facilities while respecting the difficulties and efforts of older generations in the past.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital tools (Mentimeter, Google Jamboard/Docs/Sheets, Padlet, MindMeister, etc.) and AI tools (ChatGPT, AI Video Generator, etc.).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, activate students' prior knowledge about lifestyles, and lead into the new lesson smoothly.

b. Content: Teacher organizes a visual comparison game called “Spot the Differences: Time Travel Edition”.

c. Product: Students can identify and name learning facilities/styles in the past vs. 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 big teams, then projects 2 side-by-side pictures on the smart TV screen: 

+ Picture A (a classroom in the 1970s with an oil lamp, chalk, bare walls).

+ Picture B (a modern smart classroom with laptops, a projector, and internet).

- Teacher asks students to use their smartphones to access a live word cloud tool (E.g. Mentimeter).

- Teacher assigns the task: Find and submit as many differences regarding “learning tools and styles” as possible within 2 minutes into the digital tool.

Step 2: Students perform learning tasks

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

- In the game, students from both teams observe the pictures and type and submit their findings.

Example: “Oil lamp vs. Electric light”, “Books only vs. Internet”, “Teacher-centered vs. Independent’).

- The teacher observes, acts as a timekeeper, and notes down valid points.

Step 3: Reporting and Discussion

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

- After the game:

+ - Teacher projects the real-time word cloud on the smart TV to see the most common words submitted by the class.

+ Teacher asks a follow-up question: “Which learning environment do you prefer and why?”.

+ Teacher invites 2 – 3 students to share their brief opinions.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher declares the winning team in the game, and leads into the new lesson: “Today we will read about these exact differences in learning styles between the past and present, then you will talk about your own learning journey in Skills 1.”

[2.1.TC2a]: Students select multiple digital technologies to interact by inputting their identified differences into a real-time word cloud tool (E.g. Mentimeter).

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video comparing past and present learning environments to identify differences.

2. PRESENTATION

Activity 1: Work in groups. Discuss if each of the following phrases describes past or present learning 

a. Objective: To activate students' knowledge about different learning styles.

b. Content: Students discuss whether four given phrases belong to past or present learning.

c. Product: Students' categorized lists and their justifications.

d. Organization:

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Activity 2: Read the passages and choose the correct answer A, B, C or D

a. Objective: To help students develop their reading skill for specific information (scanning) through multiple-choice questions.

b. Content: Students read texts about Mr. Lam and Mai, then answer 5 multiple-choice questions.

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

d. Organization:

Activity 3: Fill in each blank with ONE word from the passage

a. Objective: To help students further develop their reading skill for specific information (scanning) through a blank-filling task.

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:

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Activity 4: Work in groups, then discuss and make a list of the changes in your learning over the past five years

a. Objective: To provide students with an opportunity to talk about changes in their learning styles.

b. Content: Students work in groups to list changes in subjects, teachers, facilities, and learning styles.

c. Product: A group list of changes in their learning.

d. Organization:

Activity 5: Share with the class the list your group has made in Activity 4

a. Objective: To provide students with an opportunity to talk about changes in their learning styles.

b. Content: Students work in groups to list changes in subjects, teachers, facilities, and learning styles.

c. Product: A group list of changes in their learning.

d. Organization:

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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:

Mission 1: Fill in the blanks with the correct words from the box.

Step 1: Teacher assigns learning tasks

- Teacher asks students to use a digital note-taking app (E.g. Google Keep or Apple Notes) on their devices to type the complete sentences and format the filled words (E.g. bold or highlight).

- Teacher assigns the task: Fill in the blanks with the correct words from the box.

- Teacher sets a time limit of 3 minutes.

Step 2: Students perform learning tasks

- Students work individually on their smartphones/tablets to type the 5 sentences and apply digital formatting to the target words.

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

Step 3: Reporting and Discussion

- Teacher invites some students to read their answers aloud or cast their digital notes to the smart TV:

1. memorising

2. facilities

3. Internet

4. independent

5. pursue

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

Step 4: Evaluation

- Teacher confirms the answers, gives feedback and checks pronunciation.

- Teacher moves to the next mission.

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by typing and formatting their completed sentences on a digital note-taking application (E.g. Google Keep or Apple Notes) on their devices.

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 displays the auto-grading analytics on the screen to identify which questions were most difficult for the class.

- 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]: The teacher selects digital tools and technological solutions to solve needs by conducting an online quiz and using auto-grading analytics to address common mistakes.

4. APPLICATION

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