Giáo án NLS Tiếng Anh 9 Global Success Unit 7 Skills 1: Reading: A travel destination, Speaking: A natural wonder

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

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

UNIT 7: NATURAL WONDERS OF THE WORLD

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

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

• Read for specific information about a World Heritage Site (The Dolomites).
• Speak and give a short presentation about a natural wonder (The Great Barrier Reef).
• Use words and phrases related to natural wonders, landscapes, and tourist activities.

2. Competences

General competences:

• Self-control and independent learning: actively read the text, find information, and prepare for speaking tasks.
• Communication and collaboration: work in pairs or groups to ask/answer questions and present ideas.

Specific competences:

• Reading skills: skimming for main ideas, scanning for details, guessing meaning from context.
• Speaking skills: asking and answering questions based on factual prompts, delivering a monologue.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently verify the meanings of new vocabulary.
• [2.1.TC2a]: Select multiple digital technologies to interact and participate in real-time interactive guessing games.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital mind maps and promotional posters to the smart TV.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital board to brainstorm ideas.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by typing text into interactive worksheets and creating digital outlines.
• [3.1.TC2b]: Express themselves through the creation of digital media by designing a digital travel brochure/poster.
• [5.2.TC2b]: Select digital tools and technological solutions to get instant feedback and analyze learning data from reading comprehension quizzes.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video about natural wonders.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting an AI chatbot to simulate a Q&A conversation and using Generative AI to create custom visuals.

3. Attributes

• Hard work: Be focused and active in reading and speaking activities.
• Love and Appreciation: Show love and appreciation for natural wonders in Vietnam and around the world, raising awareness of environmental protection.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Pictures/Videos of the Dolomites and the Great Barrier Reef.
• Digital tools (Kahoot/Quizizz, Padlet, Google Forms, MindMeister, Canva, etc.), and AI tools (AI Video Generator, ChatGPT/AI Voice App, Canva AI Image 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

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2. PRESENTATION

Activity 1: Work in groups, look at the picture and answer the questions

a. Objective: To activate students' knowledge of the topic of the reading text.

b. Content: Students look at a picture of a mountain range and discuss what they see and what activities visitors can do there.

c. Product: Students' ideas and vocabulary about mountain landscapes and activities.

d. Organization:

Activity 2: Read the text and match the highlighted words with their meanings or explanations

a. Objective: To help students learn new vocabulary in context of the reading text.

b. Content: Students read a text about the Dolomites and match words (consider, peaks, majestic, occurs) with their definitions.

c. Product: Correct matching of vocabulary.

d. Organization:

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Activity 3: Read the text again and choose the correct answer to each question

a. Objective: To help students develop their reading skills for details.

b. Content: Students read the text carefully and answer 4 multiple-choice comprehension questions.

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

d. Organization:

Activity 4: Work in pairs, ask and answer about the Great Barrier Reef, using the facts below, then prepare a short talk about it

a. Objective: To provide students with facts about the Great Barrier Reef and practice asking/answering questions.

b. Content: Students use provided bullet points to ask and answer questions about the Great Barrier Reef.

c. Product: Conversations between pairs exchanging information about the Reef.

d. Organization:

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Activity 5: Work in groups, and introduce the Great Barrier Reef to the class

a. Objective: To give students practice in talking about the Great Barrier Reef using the gathered information and improve speaking skills (monologue).

b. Content: Students use the information from Activity 4 to construct a short presentation introducing the Great Barrier Reef.

c. Product: A short, coherent oral presentation by a group representative.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the reading comprehension and vocabulary learned from the text about the Dolomites.

b. Content: Students complete two practice exercises.

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

d. Organization:

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4. APPLICATION

a. Objective: To help students apply the vocabulary, reading, and speaking skills into a creative, real-life context suitable for Grade 9.

b. Content: Students carry out a creative role-play task: “The Travel Agent Pitch”.

c. Product: An enthusiastic oral pitch to 'sell' a tour to a natural wonder in Vietnam.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into groups of 4 and explains the scenario: “You are Travel Agents working for a famous tourism company. You want to attract foreign tourists to visit a natural wonder in Viet Nam (e.g., Ha Long Bay, Phong Nha - Ke Bang, Trang An).”

- Task: 

+ Design a digital travel poster using Canva.

+ Use a Generative AI Image tool (E.g. Canva Magic Media or Bing Image Creator) to generate a high-quality, majestic visual of your chosen wonder to use on the poster.

+ Prepare a 2-minute “pitch” (a persuasive presentation) to convince the tourists including: Name, Location, Majestic features, and Exciting activities.

Step 2: Students perform learning tasks

- Students brainstorm, and choose a natural wonder in Vietnam.

- Students formulate prompts for the AI image generator (E.g. “A majestic limestone karst in Trang An with small boats on a green river, sunny day”).

- Students format their poster and divide the speaking parts.

- Teacher circulates, providing vocabulary support and ensuring the permission structures are grammatically correct.

Step 3: Reporting and Discussion

- Teacher invites 2 – 3 groups to cast their digital posters to the smart TV, and perform their “pitch” to the class. 

- The rest of the class acts as “Foreign Tourists” and can ask 1 – 2 questions after the pitch.

Step 4: Evaluation

- Teacher praises the groups for their creativity, fluency, and integration of digital design and AI generation.

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data and information by casting their finalized digital posters to the smart TV during their pitch.

[3.1.TC2b]: Students express themselves through the creation of digital media by designing a digital travel promotional poster using graphic design tools (E.g., Canva).

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing descriptive text prompts in a Generative AI tool to create custom, captivating visuals for their travel posters.

* HOMEWORK

- Review the new vocabulary learned in the lesson.

- Practice the expressions of asking for and responding to permission.

- Write a short paragraph (80 – 100 words) introducing a natural wonder in your local area or Vietnam, using the outline from the speaking lesson. Submit the paragraph to the class digital forum (E.g.,Google Classroom).

- Prepare for the next lesson Skills 2.