Giáo án NLS Tiếng Anh 9 Global Success Unit 7 Communication: Everyday English: Asking for permission and responding; Natural wonders and tourism

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

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

UNIT 7: NATURAL WONDERS OF THE WORLD

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

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

• Learn and use everyday English to ask for permission and respond to permission requests.
• Learn about some famous natural wonders around the world and their locations.
• Practice reading for general information and discussing travel choices.

2. Competences

General competences:

• Self-control and independent learning: actively participate in role-plays and group discussions.
• Communication and collaboration: work in pairs and groups to create conversations, negotiate, and present ideas.

Specific competences:

• Use appropriate communicative functions to politely ask for and give/refuse permission.
• Synthesize information to explain reasons for choosing a travel destination.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently explore and verify locations of natural wonders.
• [2.1.TC2a]: Select multiple digital technologies to interact and participate in a live role-play scenario using an interactive polling tool.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital mind maps and posters to the smart TV.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes in completing matching tasks on a shared workspace.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using digital highlighting tools on interactive textbooks.
• [3.1.TC2b]: Express themselves through the creation of digital media by designing a digital "FAQ Poster".
• [5.2.TC2b]: Select digital tools and technological solutions to get instant feedback and analyze learning data from interactive matching and multiple-choice quizzes.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by interacting with an AI voice app to practice conversational English.

3. Attributes

• Hard work: Be diligent in practicing communicative structures.
• Politeness and Respect: Show good manners by knowing how to ask for permission properly and respecting nature.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Digital tools (Kahoot, Google Jamboard/Padlet, Wordwall, Canva, etc.) and AI tools (AI Video Generator, ChatGPT/AI Voice Chatbot, etc.).

2. Students' aids

• Textbook, notebooks, pens, A4 paper, markers.
• 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 prior knowledge of permission structures, and introduce the lesson's communicative function.

b. Content: Students use English to react to permission requests, leading to the topic of Everyday English.

c. Product: Students use English to react to permission requests, leading to the topic of Everyday English.

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 sets up a game. Teacher organizes a quick live quiz using a digital polling tool (E.g. Kahoot or Quizizz).

- Teacher explains the rule: Teacher display a request starting with “Can I...” or “May I...” on the smart TV along with a scenario. Students must select “Thumbs Up” (Sure!) or “Thumbs Down” (No, you can't!) on their devices based on whether the action should be allowed.

Step 2: Students perform learning tasks

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

- In the game, students read the scenarios on the screen and tap the corresponding response on their smartphones.

+ Can I copy your test?" → Thumbs down!

+ May I go out to drink water?" → Thumbs up!

+ Can I touch the painting in the museum? → Thumbs down!

+ May I take a photo of this beautiful mountain? → Thumbs up!

Step 3: Reporting and Discussion

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

- After the game:

+ Teacher projects the class analytics to see how many agreed or disagreed with each scenario.

+ Teacher invites a few students to explain their choices for the controversial ones.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the class after the game, and leads into the new lesson: “Whenever we want to do something, especially when traveling to natural wonders, we need to know how to ask for permission. Today, we will learn how to do this perfectly in Communication.”

[2.1.TC2a]: Students select multiple digital technologies to interact by submitting their “Thumbs Up/Down” responses via a live interactive polling tool (E.g. Kahoot) on their mobile devices.

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video introducing the concept of permission.

2. PRESENTATION

Activity 1: Listen and read the conversations, pay attention to the highlighted parts

a. Objective: To introduce two ways of asking for permission and responding.

b. Content: Students listen to the audio and identify the structures used to ask for and respond to permission in two contexts.

c. Product: Students can read the conversations with proper intonation and identify the target phrases.

d. Organization:

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Activity 2: Work in pairs, make similar conversations to ask for permission and respond in the following situations

a. Objective: To help students practise asking for permission and responding.

b. Content: Students role-play two situations (borrowing a book, submitting a project late) using the structures from Activity 1.

c. Product: Students successfully create and perform short dialogues.

d. Organization:

Activity 3: Write each natural wonder under the correct picture

a. Objective: To help students learn about some natural wonders around the world.

b. Content: Students label 4 pictures using the provided names: Ha Long Bay, Grand Canyon, Jeju Island, The Sahara Desert.

c. Product: Correctly labeled pictures of natural wonders.

d. Organization:

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Activity 4: Mai, Phong, and Mark are talking about the natural wonders they have visited. Read and decide which wonder in 3 each of them is talking about

a. Objective: To provide students with some famous natural wonders of the world and give them reading practice for general information.

b. Content: Students read 3 short passages and match the descriptions to the natural wonders in Activity 3.

c. Product: Correct matching of descriptions to the natural wonders.

d. Organization:

Activity 5: Work in groups, discuss and decide which place in Activity 3 & 4 your group wants to visit, then explain the reasons, plan the things you want to do there, and report your decision to the class

a. Objective: To give students more practice in talking about famous natural wonders and giving reasons.

b. Content: Students discuss in groups, choose a destination, explain why, and plan activities. Then they report to the class.

c. Product: Group discussion and an oral presentation to the class.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the communicative functions of asking for and responding to permission in tourism contexts.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Match the tourist's request for permission with the Tour Guide's correct response.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to an interactive matching game (E.g. Wordwall or Liveworksheets).

- Teacher assigns the task: Drag the tourist's request for permission (1-5) to match with the Tour Guide's correct response (A-E).

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to read the contexts and complete the interactive drag-and-drop exercise.

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

Step 3: Reporting and Discussion

- Teacher calls on some students to read the full matched conversations aloud.

Expected answer:

1 – C (Can we feed the monkeys in the national park? – No, you can't. Human food can make them sick.)

2 – E (May I use my flash when taking photos inside the cave? – I’m sorry, you can't. The bright light will damage the ancient rocks.)

3 – A (Can we hire a kayak to explore the bay? – Sure, but please wear a life jacket before you go down.)

4 – B (May we climb to the top of the waterfall right now? – I’m afraid you can't. It's too dangerous without a guide.)

5 - D (Can I buy some local souvenirs at this village? – Yes, you may. We have 30 minutes before the bus leaves.)

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

Step 4: Evaluation

- Teacher confirms the answers, corrects mistakes, and praise good work.

- Teacher moves to the next mission.

[5.2.TC2b]: Students select digital tools and technological solutions to solve needs by completing an interactive drag-and-drop matching exercise (E.g. Wordwall) to receive instant auto-graded feedback on their comprehension.

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]: The teacher selects digital tools and technological solutions to solve needs by utilizing a web-based quiz platform to assess students' mastery of permission structures and review analytics.

4. APPLICATION

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