Giáo án NLS Tiếng Anh 7 Global Success Review 2 Skills
Giáo án NLS Tiếng Anh 7 Global Success Review 2 Skills. 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
SKILLS
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Practise reading for specific information about a place or a text context.
- Practise asking and answering about a visit to a lower secondary school.
- Listen for specific information about a meal at a restaurant and adjectives describing food.
- Write a paragraph of about 60 words about a meal they had at a restaurant.
2. Competences
General competences:
- Communication and collaboration: work in pairs or groups to complete reading, speaking, listening, and writing tasks.
- Problem-solving and creativity: write a descriptive paragraph about a personal restaurant experience.
Specific competences:
- Master and integrate skills acquired through Review 2 (Reading, Speaking, Listening, Writing).
- Use grammar appropriately in context.
Digital competences:
- [2.1.TC1a]: Communicate via basic digital tools by participating in online polls and submitting short digital responses.
- [2.2.TC1a]: Share digital files and content by uploading completed worksheets to shared cloud folders.
- [3.1.TC1a]: Create and edit simple digital text formats using online typing tools.
- [5.2.TC1a]: Use basic educational software or online quiz platforms for interactive review exercises.
- [6.1.TC1a]: Interact with basic AI tools or smart media applications to support listening and pronunciation practice.
- [6.2.TC1a]: Explore simple AI features or digital generators to assist with vocabulary brainstorming or text enhancement.
3. Attributes
- Hard work: Be focused and active in completing all skill tasks.
- Responsibility: Take responsibility for group work and individual writing assignments.
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
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2. PRESENTATION
Activity 1: Read the paragraph carefully and decide the correct option (A, B, or C) to fill in each gap.
a. Objective: To help students practise reading for specific information.
b. Content: Students read a text and choose the correct option (A, B, or C) for each gap.
c. Product: Correct multiple-choice answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher provides a digital link to an interactive quiz containing the Reading text and options.
- Teacher asks students to read the paragraph carefully and choose the correct option (A, B, or C) for each gap. - Teacher goes through the options with the class and guides them on how to choose correctly. - Teacher invites a few students to read aloud the complete paragraph in front of the class. Step 2: Students perform learning tasks - Students read the text individually on their devices and make their choices. - Teacher monitors and offers help if needed. - 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 checks answers as a class, gives final corrections, and provides feedback. - Teacher moves to next content. | Answers: 1. C 2. A 3. B 4. C 5. A
| [3.1.TC1a]: Students create and edit simple digital text formats by interacting with digital reading options. |
Activity 2: Work in pairs, ask and answer about a visit to a lower secondary school.
a. Objective: To help students practise asking and answering about a visit to a lower secondary school.
b. Content: Students imagine a school visit and use prompts to ask and answer questions.
c. Product: Meaningful spoken exchanges and role-play performance about a school visit.
d. Organization:
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Activity 3: Listen to a man talking about his meal at a restaurant and tick the adjectives you hear.
a. Objective: To help students practise listening for specific information (identifying adjectives describing food).
b. Content: Students listen to an audio recording (Tracks 45 + 46) and tick the adjectives mentioned by the speaker.
c. Product: Correctly ticked adjectives.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher allows students some time to read the adjectives listed in the textbook.
- Teacher checks if the adjectives are new or not and checks comprehension if necessary. - Teacher opens the audio player tool on the smart TV and instructs students to prepare for the listening task. - Teacher invites one student to read the adjectives he/she has ticked. - Teacher checks the answers as a class. Step 2: Students perform learning tasks - Students read through the list of adjectives (fresh, tasty, fine, delicious, expensive). - Teacher plays the recording (Tracks 45 + 46) once for students to listen and tick the adjectives they hear. - Students allow time to swap their answers with a partner. - Teacher plays the recording again for students to check their answers. - 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 confirms the correct answers and provides positive reinforcement. - Teacher moves to next content. | Key: 1, 2, 4. | [6.1.TC1a]: Students interact with basic AI tools or smart media applications by engaging with digital audio streams to complete listening identification tasks.
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Activity 4: Listen again and fill in each gap with ONE word.
a. Objective: To help students practise listening for specific details by completing note gaps about a restaurant meal.
b. Content: Students listen to the audio recording (Tracks 45 + 46) again to fill in the missing words in the meal note.
c. Product: Completed note with correct words.
d. Organization:
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Activity 5: Write a paragraph of about 60 words about a meal you had at a restaurant.
a. Objective: To help students write a paragraph (about 60 words) about a meal they had at a restaurant.
b. Content: Students write a short paragraph following the given prompt structure.
c. Product: A well-written paragraph about a restaurant meal.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has students read the instruction to understand the task. - Teacher provides a shared online document link (e.g., Google Docs) for collaborative drafting. - Teacher calls on one or two volunteers to read aloud their paragraphs. Step 2: Students perform learning tasks - Students read the first sentence prompt and draft their paragraphs individually on their devices. - Teacher goes around and checks if students are doing the task correctly, offering help when needed. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Other students comment. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher collects some writing or reviews digital submissions to correct at home. - Teacher moves to next content. | Suggested paragraph: Last weekend, my parents and I had a meal at a small restaurant in the centre of town. For a starter, I had a salad. It was fresh. My main dish included rice, beef, and vegetables. The beef was tasty, and the vegetables were fresh. For dessert, I had a big ice cream. Then I drank a glass of orange juice with ice. The meal was great.
| [6.2.TC1a]: Students explore simple AI features or digital generators by utilizing AI tools to enhance descriptive word choices. |
3. PRACTICE
a. Objective: To consolidate vocabulary and grammar 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:
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4. APPLICATION
a. Objective: To help students apply the food vocabulary and listening/reading patterns into a creative, collaborative menu-design project.
b. Content: Students work in groups to design a digital menu for a dream restaurant featuring descriptions and prices.
c. Product: A completed digital restaurant menu featuring starters, main dishes, desserts, and drinks with descriptive adjectives.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher sets the context: "Imagine your group is opening a brand-new restaurant. You need to design a digital menu using a graphic design tool (e.g., Canva)."
- Teacher instructs groups to include four clear sections (Starter, Main dish, Dessert, Drink) and decorate each item with tasty adjectives learned in the lesson (e.g., fresh salad, delicious ice cream).
Step 2: Students perform learning tasks
- Students work in groups of 4, brainstorming food items, writing descriptions, and formatting their menus digitally on their tablets or laptops.
- Teacher circulates around the classroom to monitor, guide, and support students.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites groups to cast or display their digital menus on the smart TV screen.
- Groups present their menus to the class, explaining their standout dishes and prices.
- Other students listen, ask questions, and vote for the most appealing menu.
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher praises students for their creativity, teamwork, and accurate use of vocabulary.
- Teacher summarizes the lesson and transitions to homework.
[2.2.TC1a]: Students share digital files and content by casting their collaborative group design boards to the smart TV.
[3.1.TC1a]: Students create and edit simple digital text formats and graphic layouts using visual design software.
* HOMEWORK
- Review all vocabulary and grammar points (prepositions of time and place) from Unit 6.
- Complete any remaining exercises in the workbook.
- Prepare for the Unit 7.
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