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Giáo án NLS Tiếng Anh 7 Global Success Review 1 Language

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Giáo án NLS Tiếng Anh 7 Global Success Review 1 Language. 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 7.

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Giáo án NLS Tiếng Anh 7 Global Success Review 1 Language

Xem toàn bộ: Giáo án Tiếng Anh 7 Global Success cả năm

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

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

REVIEW 1

LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

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

Review the pronunciation of the sounds learnt in Units 1 - 3: /ə/ and /ɜː/, /t/, /d/ and /ɪd/, /f/ and /v/.
Revise the vocabulary and phrases showing activities, identify if they benefit oneself or the community, and use words/phrases from Units 1 - 3 in context.
Revise and practise the use of the present simple and past simple tenses, transforming sentences into negative statements or questions.

2. Competences

General competences:

Self-control and independent learning, communication and collaboration, problem-solving.

Specific competences:

Accurately pronounce target sounds in words, categorize vocabulary logically, identify tense markers in context, and manipulate sentence structures accurately.

Digital competences:

[1.1.TC1a]: Explain information needs.
[2.1.TC1a]: Choose simple digital technologies for interaction.
[2.4.TC1a]: Select clearly identified and regularly used digital tools and technologies for collaborative processes.
[3.1.TC1a]: Identify ways to create and edit general digital content using clear and commonly used formats.
[6.2.TC1a]: Use AI tools in daily work and learning.

3. Attributes

Hard work: Be proactive in reviewing knowledge and actively participate in challenging tasks.
Responsibility: Develop an awareness of maintaining healthy habits, pursuing positive hobbies, and engaging in community service.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 7, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Interactive presentation platform (e.g., Nearpod/Mentimeter), interactive collaborative whiteboard (e.g., Padlet), online quiz tools (Liveworksheets, Quizizz).

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets with internet access.
AI chatbot (e.g., ChatGPT, Gemini), editing apps (Canva/CapCut).

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

PRONUNCIATION

Activity 1: Circle the word in which the underlined part is pronounced differently. Then listen, check, and repeat.

a. Objective: To help Ss review the pronunciation of the sounds learnt in Units 1 - 3.

b. Content: Students read groups of words and circle the word in which the underlined part is pronounced differently, then listen and check.

c. Product: Correct identification of the odd sounds out.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Write the sounds /ə/ and /ɜː/; /t/, /d/, and /ɪd/; /f/ and /v/ on the board. Write one word containing the sound below each of them.

- Ask Ss to read the words aloud.

- Ask Ss to do the task by reading aloud each group and circling the odd one out.

Step 2: Students perform learning tasks

- Students look at the digital textbook on their devices (hoclieu.vn) or physical books.

- Students use the digital highlighting tool or pen to circle the odd one out.

- If unsure, students are encouraged to use an pronunciation dictionary (e.g., Cambridge, Oxford,...) on their tablets to check phonetic transcriptions.

Step 3: Reporting and Discussion

- Play the recording (Track 20) from hoclieu.vn for Ss to listen and check their answers.

- Check Ss' answers as a class.

Step 4: Evaluation

- Play the recording again for Ss to listen and repeat in chorus then individually.

- Teacher confirms the final key on the board.

- Teacher moves on to the next content.

Key:

1. A (proverb /ɜː/, together /ə/, exercise /ə/)

2. C (learn /ɜː/, earn /ɜː/, hear /ɪə/)

3. B (collected /ɪd/, cleaned /d/, decided /ɪd/)

4. A (listened /d/, helped /t/, watched /t/)

5. B (laugh /f/, ghost /g/, rough /f/)

[1.1.TC1a]: Search for and access information and digital content by utilizing a digital phonetic dictionary to verify the pronunciation of unfamiliar words.

VOCABULARY

Activity 2: Put the phrases below in the correct columns.

a. Objective: To help Ss revise the phrases showing activities and identify if they benefit oneself or the community.

b. Content: Students categorize phrases into "Activities you do for yourself" and "Activities you do for your community".

c. Product: Correctly categorized activities table.

d. Organization:

…………………………………………..

Activity 3: Complete the sentences with the words and phrases below.

a. Objective: To help Ss revise more words and phrases from Units 1 - 3 and use them in context.

b. Content: Students complete sentences using words/phrases provided in a box.

c. Product: Completed sentences with appropriate context-based vocabulary.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Have Ss do this exercise individually or in pairs.

- Ask Ss to read the words / phrases in the box and make sure they remember their meanings.

- Ask Ss to read each sentence and decide what word / phrase from the box can fit in.

Step 2: Students perform learning tasks

- Students complete the sentences.

- If stuck on context, students can type a prompt into an AI chatbot (e.g., ChatGPT, Gemini,...) (e.g., "Give me a simple example sentence using 'chapped lips'").

Step 3: Reporting and Discussion

- Check the answers as a class.

- Ask students how the context clues helped them.

Step 4: Evaluation

- Write the correct answers on the board.

- Teacher praises effective use of context clues and digital assistance.

- Teacher moves on to the next content.

Key:

1. coloured vegetables

2. mountainous areas

3. hobby

4. chapped lips

5. community

6. taking photos

[6.2.TC1a]: Apply basic AI tools to assist in learning activities by prompting an AI chatbot to generate context examples for unfamiliar vocabulary phrases.

GRAMMAR

Activity 4: Fill in the blanks with the correct tense of the verbs in brackets.

a. Objective: To help Ss revise the use of the present and past simple.

b. Content: Students fill in the blanks with the correct tense of the verbs in brackets.

c. Product: Sentences with correct verb tenses based on time expressions.

d. Organization:

…………………………………………..

Activity 5: Turn the sentences into negative statements or questions.

a. Objective: To help Ss practise the present simple and past simple of verbs.

b. Content: Students turn sentences into negative statements or questions.

c. Product: Grammatically correct negative sentences and questions.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Ask Ss to read the sentences first and underline the verb in each sentence.

- Look at each verb and note if it is used in the present simple or past simple.

- Ask Ss to do the task. Tell them to pay attention to the request for each sentence (change it into a negative statement or a question).

Step 2: Students perform learning tasks

- Students process the transformations, ensuring auxiliary verbs (do/does/did) are used correctly and main verbs return to the base form.

- Teacher observes and supports weaker students.

Step 3: Reporting and Discussion

- Check the answers as a class. Explain if necessary.

Step 4: Evaluation

- T may call on some Ss to read aloud the correct sentences.

- Teacher confirms final keys.

- Teacher moves on to the next content.

Key:

1. She didn't like exercising.

2. My family doesn't always spend time doing housework together on Sundays.

3. I didn't use a lot of suncream during my holiday.

4. Did your community organise a fair to raise money for the homeless last week?

5. Does Tim make beautiful pieces of art from dry leaves and sticks?

3. PRACTICE

a. Objective: To consolidate and elevate students' mastery of pronunciation, vocabulary, and grammar from Units 1-3 through varied formats.

b. Content: Students complete Mission 1 consisting of two tasks (Task 1: MCQs, Task 2: Word Formation, Error Correction, and Sentence Transformation).

c. Products: Students' accurate responses on the digital worksheet demonstrating higher-order thinking.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students creatively synthesize the vocabulary and grammar from Units 1-3 in a personalized, real-life context using digital tools.

b. Content: A creative home assignment called "My Healthy Community Vlog/Poster".

c. Product: A designed digital poster or a short video with a descriptive paragraph.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the homework project: "My Healthy Community".

- Instructions:

1. Think of a healthy habit or a community service project you want to start or have done.

2. Use AI tools (e.g., ChatGPT, Gemini,...) to brainstorm 3 main ideas/benefits for your project.

3. Create a digital poster (Canva) or a short 1-minute Vlog (CapCut).

4. Write a short paragraph/script (5-7 sentences) using at least 3 vocabulary words from the units and a mix of Present Simple and Past Simple.

Step 2: Students perform learning tasks

- Students use an AI text generator to brainstorm ideas.