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Giáo án NLS Tiếng Anh 9 Global Success Unit 6 Skills 2: Listening: Changes in family life, Writing: Changes in your family

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Giáo án NLS Tiếng Anh 9 Global Success Unit 6 Skills 2: Listening: Changes in family life, Writing: Changes in your family. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 9.

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Giáo án NLS Tiếng Anh 9 Global Success Unit 6 Skills 2: Listening: Changes in family life, Writing: Changes in your family

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

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

UNIT 6: VIETNAMESE LIFESTYLE: THEN AND NOW

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 family life in the past and at present.
Write an email (100 - 120 words) to a penfriend about the changes in their own family over a period of five years.

2. Competences

General competences:

Self-control and independent learning: actively listen to extract information and organize ideas for writing an email independently.
Communication and collaboration: work in pairs/groups to discuss aspects of family life and peer-review writing.

Specific competences:

Develop listening skills (listening for details, categorizing information).
Develop writing skills (brainstorming, outlining, and writing a coherent email using comparative structures and appropriate tenses).

Digital competences:

[2.1.TC2b]: Select the most appropriate digital communication means by submitting topic predictions via a real-time interactive polling tool.
[2.2.TC2a]: Apply suitable digital technologies to share data and information by uploading recorded video reports to a collaborative platform.
[2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace for brainstorming and co-editing sentences.
[3.1.TC2a]: Indicate how to create and edit digital content in various formats by drafting, formatting, and refining an email on a digital document.
[3.1.TC2b]: Express themselves through the creation of digital media by recording a digital “News Report” video.
[5.2.TC2b]: Select digital tools and technological solutions to solve needs by completing interactive listening worksheets and online quizzes with auto-grading features.
[6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated stimulus video to extract information.
[6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting an AI assistant to evaluate and suggest improvements for their email drafts.

3. Attributes

Hard work: Be focused and diligent in completing listening and writing tasks.
Love and Respect: Appreciate family values, respect the independence and privacy of family members, and understand the positive changes in family life.

II. RESOURCES AND MATERIALS

1. Teacher's aids

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

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

Activity 1: Work in pairs, and choose the aspect(s) that you think will be mentioned in the talk

a. Objective: To prepare students for the listening text by activating their background knowledge.

b. Content: Students look at a picture and guess which aspects of family life will be mentioned in the listening track.

c. Product: Students' predictions of the listening topics.

d. Organization:

Activity 2: Listen to the talk and tick (✓) the correct column

a. Objective: To help students develop their listening skill for general information (gist).

b. Content: Students listen to the recording and categorize 5 facts into “The past” or “The present”.

c. Product: Correctly ticked table distinguishing past and present facts.

d. Organization:

…………………………………………..

Activity 3: Listen again and fill each blank with a word or a number

a. Objective: To help students further develop their skill of listening for specific information.

b. Content: Students listen again and fill in 5 blanks with exact words/numbers from the audio.

c. Product: Sentences completed with correct words/numbers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher shares a digital form containing the 5 sentences with blanks.

- Teacher has students read the sentences in Activity 3 to determine what information is missing.

- Teacher introduces an AI speech-to-text transcription tool (E.g. Otter.ai or the dictation feature on their devices) and explains that students can use it to help verify specific words they might miss.

- Teacher plays the recording, and asks students to listen carefully and type the correct words/numbers individually .

Step 2: Students perform learning tasks

- Students work individually to listen to the recording.

- Students type the missing words or numbers directly into the digital form.

- For difficult parts, students use the AI transcription tool to capture the spoken words and verify their spelling.

- The teacher monitors and supports if needed.

Step 3: Reporting and Discussion

- Teacher invites some students to share their answers with the class and asks if the AI transcription helped them catch the words.

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

Step 4: Evaluation

- Teacher confirms the correct answers as a class.

- Teacher plays the recording again if needed, stopping at places where studenst are having difficulties.

- Teacher moves on to the next content.

Students' answers:

1. two (nuclear and extended)

2. three

3. family-oriented

4. elders

5. privacy

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by typing the missing listening answers into a structured digital form.

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by using an AI speech-to-text transcription tool to help identify and verify the exact words and numbers from the audio track.

Activity 4: Read the list and tick (✓) the thing(s) that has / have changed in your family in the past five years, make notes of those which have changed.

a. Objective: To help students reflect on the listening and brainstorm ideas about changes in their family.

b. Content: Students select aspects of their family that have changed (Family type/members, Home facilities, Ways of spending free time, Relationships) and make notes.

c. Product: A ticked list and personalized notes for the writing task.

d. Organization:

…………………………………………..

Activity 5: Write an email (100 – 120 words) to your penfriend about the changes in your family, using the ideas in Activity 4

a. Objective: To help students write an email to share with friends about the changes in their family.

b. Content: Students write a complete email using a proper opening/closing and detailing the changes they noted in Activity 4.

c. Product: A well-structured email of 100-120 words.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher instructs students on the format of an informal email: Hello ..., It's nice to hear from you again... All the best, [Name].

- Teacher asks students to draft their email on a digital document (E.g. Google Docs or MS Word Online) using their notes from Activity 4.

- After drafting, teacher introduces an AI writing assistant (E.g. ChatGPT or Grammarly). Task: Students prompt the AI to check their draft for grammar errors and suggest vocabulary improvements without rewriting the whole text.

Step 2: Students perform learning tasks

- Students type their emails individually on their devices.

- Once finished, students paste their text into the AI chatbot with the prompt: “Check this email for grammar mistakes and suggest 2 better adjectives. Do not rewrite the whole text.”

- Students read the AI's feedback and manually apply the suggested corrections to their final draft.

- The teacher goes round and offers help with grammar.

Step 3: Reporting and Discussion

- Teacher invites some studenst to share their original sentence, the AI's suggestion, and their final edited sentence.

- Other students listen and learn from the peer-AI review process.

Step 4: Evaluation

- Teacher comments on their writings and their ability to critically apply AI feedback.

- Students submit their final digital documents to the teacher's folder/LMS.

- Teacher moves on to the next content.

Suggested answers:

From: hoa@fastmail.com

To: tom@quickmail.com

Subject: Changes in my family

Hello Tom,

It's nice to hear from you again. Let me tell you about the changes in my family over the past five years It's still a nuclear family with two generations. But our living conditions are much better. Two years ago, my father found another job and he earns more money now. We now have an air conditione and a washing machine. Sometimes we can eat out or go on holiday. My father also spends more tim with my brother and me. He teaches us how to do the chores that adult men should be able to do We act more like friends. My parents respect our independence and privacy.

All the best,

Hoa

[3.1.TC2a]:

Students indicate how to create and edit digital content in various formats by typing, formatting, and editing their email drafts on a digital document (E.g. Google Docs).

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by prompting an AI assistant (E.g. ChatGPT or Grammarly) to evaluate their email drafts, identify grammatical errors, and suggest vocabulary enhancements before final submission.

3. PRACTICE

a. Objective: To consolidate sentence structures used for writing an email about changes.

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 skills of recounting and organizing ideas about family changes in a highly interactive, communicative task.

b. Content: Students carry out the role-play and reporting task “The Family News Report”.

c. Product: An interview and an oral news presentation in front of the class.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into pairs.

- Task:

+ Part 1 (Interview): Student A acts as a TV Reporter and interviews Student B about the changes in Student B's family over the last 5 years. Use the following questions, then swap roles:

Has your family type changed?
What new facilities do you have?
How is your relationship with your parents now?

+ Part 2 (Report): Synthesize the information you heard from your partner. Instead of just speaking in front of the class, students use their smartphones to record a 1-minute “News Report” video acting as a TV Reporter.

- Teacher encourages students to use a digital teleprompter app or video editing app (E.g. CapCut) to add a news-style frame or text to their video.

- Teacher has students upload the final video to the class Padlet.

Step 2: Students perform learning tasks

- Students conduct the interview and draft their script.

- Students film each other using their smartphones, applying basic editing or filters to make it look like a real news broadcast.

- Teacher walks around to assist with language and video recording techniques.

Step 3: Reporting and Discussion

- Students upload their videos to the class Padlet.

- Teacher plays 2 – 3 standout videos on the smart TV.

Example: Good morning everyone. Today I bring you news from Nam's family. Over the past five years, his family has changed a lot. They moved to a new apartment...

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

Step 4: Evaluation

- Teacher praises students for their interviewing skills, language accuracy, and digital media creation.

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data and information by uploading their finalized news report videos to a collaborative Padlet wall for the class to view.

[3.1.TC2b]: Students express themselves through the creation of digital media by filming and editing a short “News Report” video on their smartphones using camera and editing apps.

* HOMEWORK

- Review the vocabulary and structures learned in the lesson.

- Complete the email (Activity 5) in your notebook

- Write a short paragraph (50 words) giving your opinion about the role of children nowadays in the family.

- Prepare for Looking Back & Project.

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Giáo án Tiếng Anh 9 Global Success cả năm