Giáo án NLS Tiếng Anh 9 Global Success Unit 7 Skills 2: Listening: A natural wonder, Writing: A natural wonder / landscape in an area

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

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

UNIT 7: NATURAL WONDERS OF THE WORLD

SKILLS 2

I. OBJECTIVES

1. Knowledge and skills

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

• Listening: Listen for general ideas and specific information in a talk about the Amazon Rainforest and its biodiversity.
• Writing: Write a paragraph (100 – 120 words) describing a natural wonder or a beautiful landscape in their local area.

2. Competences

General competences:

• Self-control and independent learning: actively listen to extract information and organize ideas for writing independently.
• Communication and collaboration: work in pairs/groups to brainstorm, ask, and answer about local landscapes.

Specific competences:

• Develop listening skills (identifying main ideas, scanning for specific nouns/facts about ecosystems).
• Develop writing skills (brainstorming, structuring a descriptive paragraph with location, features, activities, and protection ways).

Digital competences:

• [2.1.TC2b]: Select the most appropriate digital communication means by submitting vocabulary via a real-time interactive word cloud tool.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting AI-generated visuals to the smart TV for a speech.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital workspace to match vocabulary.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by typing and formatting a descriptive paragraph on a digital platform.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by completing an online listening quiz with auto-grading analytics.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video about rainforest ecosystems.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by utilizing a real-time AI transcription tool for listening verification, prompting an AI chatbot to retrieve facts for brainstorming, and using Generative AI to create custom visuals.

3. Attributes

• Hard work: Focused and diligent in completing listening and writing tasks.
• Environmental awareness: Appreciate global natural wonders (like the Amazon) and local landscapes, and understand the critical need to preserve biological diversity.

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 (Mentimeter, Google Forms, Padlet, Liveworksheets, etc.), and AI tools (AI Video Generator, Live Transcribe/Otter.ai, ChatGPT, Canva AI Image 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

a. Objective: To create an active atmosphere, activate students' vocabulary related to nature (flora, fauna, forest), and smoothly lead into the main listening topic.

b. Content: Teacher organizes a fast-paced vocabulary game called “Word Web Relay”.

c. Product: Students brainstorm and categorize vocabulary related to natural ecosystems.

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 organizes a game, using a live word-cloud tool (E.g. Mentimeter).

- Teacher assigns the task: The central word is “RAINFOREST”. In 2 minutes, use your smartphones to type as many related words as possible (trees, animals, oxygen, green, endangered, flora, fauna, etc.) and submit them to build a massive digital word web.

Step 2: Students perform learning tasks

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

- In the game: 

+ Students collaborate in small teams, quickly typing related words into the digital polling tool on their devices.

+ Teacher acts as a timekeeper and observes the word cloud growing on the screen.

Step 3: Reporting and Discussion

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

- After the game:

+ Teacher reviews the digital word web on the smart TV, highlighting key terms like “flora”, “fauna”, and “oxygen” (which appear larger if typed multiple times). - Teacher asks students the following question: “Which is the largest rainforest in the world?”.

→ Expected answer: The Amazon.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises students' quick thinking in the game, and leads into the new lesson: “Today, we will listen to a talk about the Amazon Rainforest - the green lung of the world - and then write about a beautiful landscape in our own area in Skills 2.”

[2.1.TC2b]: Students select the most appropriate digital communication means by submitting their brainstormed vocabulary via a real-time interactive word cloud tool (E.g. Mentimeter) on their mobile devices.

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video showcasing rainforest biodiversity.

2. PRESENTATION

Activity 1: Write a word from the box under the correct picture

a. Objective: To activate students' background knowledge and introduce key vocabulary before listening.

b. Content: Students match words (flora, fauna, rainforest, etc.) with corresponding pictures.

c. Product: Correctly labeled pictures with vocabulary.

d. Organization:

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Activity 2: Listen to the passage and tick (✓) the things you hear

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

b. Content: Students listen to the audio track about the Amazon Rainforest and tick the phrases mentioned by the speaker.

c. Product: Correctly ticked phrases based on the audio.

d. Organization:

Activity 3: Listen again and choose the correct answers

a. Objective: To help students develop the skill of listening for specific details.

b. Content: Students listen a second time to complete a multiple-choice task (A, B, C) about the Amazon Rainforest.

c. Product: Correctly chosen answers A, B, or C.

d. Organization:

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Activity 4: Work in pairs, brainstorm ideas about a natural wonder / beautiful landscape in your area, then ask and answer about it, using the following prompts

a. Objective: To help students brainstorm ideas and organize information logically before writing.

b. Content: Students discuss a local landscape using specific prompts (Name, Location, Natural features, Activities, Ways to protect it).

c. Product: A set of spoken ideas and brief notes serving as an outline.

d. Organization:

Activity 5: Write a paragraph (100 – 120 words) about the natural wonder / beautiful landscape you have talked about in Activity 4

a. Objective: To develop students' paragraph writing skills to describe a landscape and suggest protection measures.

b. Content: Students write a descriptive paragraph starting with: “There is a beautiful ____ near my home ______.”.

c. Product: A complete, cohesive descriptive paragraph of 100-120 words written by each student.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate vocabulary and sentence structures required for describing a natural landscape and ways to protect it.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Use the word prompts to write complete sentences describing a beautiful landscape.

Step 1: Teacher assigns learning tasks

- Teacher assigns a digital worksheet (E.g. Liveworksheets or a Google Form).

- Teacher assigns the task: Type complete sentences using the provided word prompts. You must add words (prepositions, articles, “be” verbs) and conjugate verbs properly.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to type the complete sentences on their devices.

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

Step 3: Reporting and Discussion

- Teacher projects some submitted answers on the board anonymously.

1. There is a beautiful national park near my hometown.

2. It possesses a rich diversity of flora and fauna.

3. Visitors can take a boat trip along the charming river.

4. However, the ecosystem here is very fragile.

5. We should plant trees and not litter to protect the environment.

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

- Teacher asks the class to review the grammar (articles, prepositions) in the projected sentences.

Step 4: Evaluation

- Teacher confirms the correct answers and clarifies the grammar.

- Teacher moves to the next mission.

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by accurately typing and grammatically expanding word prompts into complete sentences on a digital worksheet.

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 based on the most challenging questions highlighted by the analytics.

- 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 multiple-choice quiz and using real-time analytics to provide feedback.

4. APPLICATION

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