Giáo án NLS Tiếng Anh 7 Global Success Review 2 Language
Giáo án NLS Tiếng Anh 7 Global Success Review 2 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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Planning: ..../..../.....
Teaching: ..../..../.....
REVIEW 2
LANGUAGE
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Review the pronunciation of the sounds /ʃ/ and /ʒ/, /ɒ/ and /ɔː/, /tʃ/ and /dʒ/ correctly.
- Review the phrases taught in Units 4 - 6 and identify words through different contexts.
- Review grammar elements taught in Unit 5 (How much, How many, some, a lot of, much, many) and Unit 4 (comparisons: more... than, different from, not as... as, like).
2. Competences
General competences:
- Self-control and independent learning: actively participate in reviewing vocabulary and grammar rules.
- Communication and collaboration: work in pairs or groups to complete exercises, discuss project ideas, and present their work.
Specific competences:
- Accurately apply pronunciation, vocabulary in various contexts.
- Use grammar appropriately in context.
Digital competences:
- [2.1.TC1a]: Use digital interactive polling platforms to share answers.
- [3.1.TC1b]: Interact with digital boards to edit and match text content.
- [6.1.TC1a]: Use AI text-to-speech tools to analyze and practice pronunciation.
- [6.2.TC1b]: Apply AI grammar assistants to receive instant feedback and explanations.
3. Attributes
- Hard work: Be focused and active in reviewing grammar and vocabulary exercises.
- Honesty: Honestly evaluate their own understanding of the previous units.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 7, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Digital tools (Mentimeter, Google Docs/Jamboard, Quizizz, Kahoot, Canva, kenhhoctap, etc.), and AI tools (AI Video Generator, ChatGPT Voice, 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
a. Objective: To activate students' prior knowledge of Units 4, 5, and 6, create a fun atmosphere, and lead into the review lesson.
b. Content: Teacher organizes a quick brainstorming game called "Word Web".
c. Product: Students recall vocabulary related to Music and Arts, Food and Drink, and A visit to a school.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher divides the class into 3 teams and assigns each team a topic from the previous units (Team 1: Music, Team 2: Food, Team 3: School).
- Teacher asks students to write down as many related words as possible in 2 minutes on the board.
Step 2: Students perform learning tasks
- Students run to the board in a relay format, writing their words.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites the whole class to review the words on the board and count the correct answers.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher announces the winning team and leads into the lesson: "Today, we will review the pronunciation, vocabulary, and grammar we have learned in these three units."
2. PRESENTATION
Activity 1: Circle the word in which the underlined part is pronounced differently. Listen, check, and repeat the words.
a. Objective: To help Ss review the pronunciation of the sounds learnt in Units 4 - 6: /ʃ/ and /ʒ/, /ɒ/ and /ɔː/, /tʃ/ and /dʒ/ correctly.
b. Content: Ss choose the word with the different pronunciation, then listen to Track 44 to check.
c. Product: Correctly circled words and accurate pronunciation.
d. Organization:
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Activity 2: Match a word in A with a word or phrase in B. Then complete the sentences with the appropriate phrases.
a. Objective: To help Ss review the phrases taught in Units 4 - 6 and use these phrases in different contexts.
b. Content: Ss match verbs in column A with nouns in column B, then fill in the blanks in 5 sentences.
c. Product: Correctly matched phrases and completed sentences.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the verbs in A and match them with the nouns / noun phrases in B. Remind Ss that they have learnt these phrases in the previous three units. Check and make sure they remember their meanings.
- Teacher provides a link to an interactive digital board (e.g., Google Jamboard) and asks students to drag and drop to match the digital text cards. - Teacher gives a time limit for Ss to complete the sentences independently. - Teacher allows Ss to swap their answers with a partner before checking the answers as a class. - Teacher invites a few Ss to read the complete sentences in front of the class. The class listens and comments. Step 2: Students perform learning tasks - Students access the digital board on their devices, dragging and dropping to match verbs to nouns. - Students then write the completed phrases into the blanks of the sentences in their books. - Teacher goes around to help. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher projects the correct matched digital board on the screen, confirms answers, and corrects mistakes. - Teacher moves to next content. | Key: 1. e (play the guitar) 2. d (drink juice) 3. a (perform a classical concert) 4. b (need some apples) 5. c (pass an entrance exam) Sentences: 1. The students learn how to play the guitar in their music lessons twice a week. 2. We need some apples for this recipe. 3. The orchestra will perform a classical concert tomorrow. 4. She doesn't allow her children to drink juice during dinner. 5. They have to pass an entrance exam to enter this school. | [3.1.TC1b]: Students manipulate digital elements by dragging and dropping text boxes on an interactive collaborative board to match vocabulary. |
Activity 3: Underline the correct word to complete the sentences.
a. Objective: To help Ss identify the words through different contexts.
b. Content: Ss read 5 sentences and choose the correct word to complete them.
c. Product: Correctly chosen words for each sentence.
d. Organization:
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Activity 4: Complete the passages about camping. Use the words and phrases from the boxes.
a. Objective: To help Ss review grammar elements taught in Unit 5: How much, How many, some, a lot of, much, many.
b. Content: Ss read two passages about camping and fill in the blanks using quantifiers from the boxes.
c. Product: Correctly completed passages.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has Ss do this exercise individually.
- Teacher introduces an AI Educational Chatbot on the class devices. Teacher instructs: "If you are unsure whether a noun is countable or uncountable, you can type your question to the AI assistant (e.g., 'Is butter countable?') to get a hint." - Teacher gives them a time limit to do the exercise. - Teacher invites some students to read their completed sentences aloud. - Other students listen, check against their own answers, and provide feedback. Step 2: Students perform learning tasks - Students work individually to complete the passages in their books. - Students interact with the AI Chatbot when stuck on grammar rules regarding countable/uncountable nouns. - Teacher goes around and offers help if necessary. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher provides the final correct answers on the board and briefly recaps the rules for quantifiers. - Teacher moves to next content. | Key: Passage 1: Plan your meals in advance. How many sandwiches are you going to make? How many loaves of bread will you need? Do you plan to make popcorn? (1) How much butter do you need? (2) How many eggs will you buy? Do you need to buy (3) a lot of drinks in advance? Passage 2: Making a fire is a skill. And it is easy to learn. You won't need (4) much practice before you can make a campfire. Start with (5) some paper and leaves. Place the wood on top of these. Don't use (6) many big pieces of wood. Just put two or three big pieces over the sticks and keep the rest for later. | [6.2.TC1b]: Students utilize AI generative chatbots as a learning assistant to query grammar rules and clarify noun countability while solving exercises. |
Activity 5: Complete the second sentence, using the words in brackets.
a. Objective: To help Ss review comparison structures taught in Unit 4 (more... than, different from, not as... as, like).
b. Content: Ss rewrite 4 sentences using the given bracketed comparison prompts.
c. Product: Correctly rewritten comparative sentences.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate vocabulary and grammar from Unit 1 to Unit 6 through targeted practice tasks tailored for Grade 7 students.
b. Content: Students complete a structural practice exercise and a multiple-choice quiz.
c. Products: Correct student responses for both exercises.
Mission 1:
Task 1: Rewrite or complete the sentences using the correct vocabulary or grammar rules.
Step 1: Teacher assigns learning tasks
- Teacher writes 5 sentences on the board or hands out a worksheet.
| WORKSHEET 1 |
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Step 2: Students perform learning tasks
- Ss read and write answers in their notebooks.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher calls on students to share their answers.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher confirms answers: 1. different from; 2. a lot of; 3. composer; 4. like; 5. more
Task 2: Choose the best answer A, B, or C.
Step 1: Teacher assigns learning tasks
- Teacher asks students to complete the 5 multiple-choice questions.
Q1. Classical music is not _______ exciting as rock and roll.
A. more B. as C. less
Q2. How _______ apples do we need for the fruit salad?
A. much B. many C. a lot of
Q3. The school uniform in my school is different _______ the one in my sister's school.
A. from B. with C. as
Q4. Mozart was a great musical _______ of the 18th century.
A. scientist B. composer C. architect
Q5. We don't have _______ time left before the entrance exam starts.
A. many B. some C. much
- Sets a time limit of 3 minutes.
- T asks students to exchange their notebooks with a partner to cross-check.
Step 2: Students perform learning tasks
- Students work individually to select the best answers.
- Students share answers and explain their choices.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- T provides the answer key and explains briefly: 1.B, 2.B, 3.A, 4.B, 5.C.
Mission 2 (OPTIONAL): Choose the best answer A, B, C, or D.
Step 1: Teacher assigns learning tasks
- Teacher sends link the quiz on website kenhhoctap: https://kenhhoctap.edu.vn/muc-luc/trac-nghiem-tieng-anh-7-global-success for students to perform.
- Teacher sets a time limit of 4 minutes.
Step 2: Students perform learning tasks
- Students work individually to solve the exercise online.
- 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.
4. APPLICATION
a. Objective: To help students creatively apply the reviewed vocabulary, quantifiers, and comparison structures in a practical, collaborative real-life scenario.
b. Content: Students plan an end-of-term class party and create a comparison shopping chart using the target grammar and vocabulary.
c. Product: A completed shopping list and comparison chart with an oral presentation.
d. Organization:
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