Giáo án NLS Tiếng Anh 7 Global Success Unit 1 A closer look 1 Vocabulary: Hobbies, Verbs of liking and disliking; Pronunciation: /ə/ and /ɜː/

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

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

UNIT 1: HOBBIES

A CLOSER LOOK 1

I. OBJECTIVES

1. Knowledge and skills

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

• Use action verbs that go with nouns to describe hobbies.
• Use verbs of liking and disliking followed by V-ing.
• Pronounce the sounds /ə/ and /ɜː/ correctly in isolation and in sentences.

2. Competences

General competences:

• Self-control and independent learning: actively complete vocabulary and pronunciation tasks.
• Communication and collaboration: work in pairs or groups to practice speaking and conduct surveys.

Specific competences:

• Categorize hobby-related verbs correctly (go, do, collect).
• Accurately form sentences expressing preferences using V-ing.

Digital competences:

• [2.1.TC2a]: Select multiple digital technologies to interact by inputting answers into an interactive web-based platform for grammar completion and sentence-level sound ticking.
• [2.2.TC2a]: Apply suitable digital technologies to share data by casting structured survey results to the class smart TV.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to correct grammar mistakes.
• [3.1.TC2a]: Apply methods to create and edit digital content by designing a structured digital survey table using spreadsheet applications.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access auto-graded multiple-choice exercises on an LMS.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video and AI-driven speech recognition tools.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by writing text prompts to brainstorm vocabulary collocations.

3. Attributes

• Hard work: Be actively involved in class activities and complete all exercises.
• Respect: Listen to and respect friends' different hobbies and preferences.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 7, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Flashcards with verbs and nouns.
• Digital tools (Padlet, Google Jamboard, Google Sheets, LMS, etc.) and AI tools (ChatGPT/Gemini, Elsa Speak/Google Pronunciation, AI Video Generator, etc.).

2. Students' aids

• Textbook, notebooks, pens, colored pencils.
• Smartphones or tablets with internet access and headsets.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, create an energetic atmosphere, and review collocations related to hobbies.

b. Content: Teacher organizes a “Verb-Noun Relay Race” game.

c. Product: Students correctly match verbs with suitable nouns to form hobbies.

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. Teacher divides the class into 2 teams. 

- Teacher writes three main verbs on the board: GO – DO – COLLECT, and places a pile of flashcards with nouns (swimming, judo, coins, yoga, dolls, jogging, etc.) on the teacher's desk.

- Teacher explains the rules: One student from each team runs to the desk, picks a flashcard, sticks it under the correct verb on the board, and runs back to tag the next teammate.

Step 2: Students perform learning tasks

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

- In the game:

+ Students line up and participate in the relay race.

+ Students must think quickly to match the noun with the correct action verb.

Step 3: Reporting and Discussion

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

- After the game:

+ Teacher calls “Time's up” after 3 minutes.

+ The whole class checks the results on the board together.

Example: Do we say GO judo? – No, DO judo.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher awards points for each correct match, declares the winning team in the game, and leads into the new lesson: “'Excellent! To talk about hobbies, we need the right verbs. Today we will learn more about these verbs and the pronunciation of /ə/ and /ɜː/ in A Closer Look 1.”

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated educational video, observing how artificial intelligence synthesizes visuals and text to provide context about action verbs and hobbies.

2. PRESENTATION

Activity 1: Complete the word webs below with the words from the box

a. Objective: To present and practice some action verbs that go with nouns to describe hobbies.

b. Content: Students match nouns (dolls, jogging, coins, judo, swimming, yoga) with verbs (go, do, collect).

c. Product: Students' correct word webs.

d. Organization:

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Activity 2: Complete the sentences, using the -ing form of the verbs from the box

a. Objective: To help students practice verbs of liking or disliking followed by V-ing.

b. Content: Students complete 5 sentences using the -ing form of verbs (go, play, collect, do, make).

c. Product: Students' correct filled sentences.

d. Organization:

Activity 3: Look at the pictures and say the sentences, use suitable verbs of liking or disliking and the -ing form

a. Objective: To give further practice with verbs of liking/disliking and V-ing in speaking.

b. Content: Students look at pictures and facial expressions (happy/sad emojis) to make complete sentences.

c. Product: Students correctly speak sentences expressing preferences.

d. Organization:

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Activity 4: Listen and repeat, pay attention to the sounds

a. Objective: To help students identify how to pronounce the sounds /ə/ and /ɜː/.

b. Content: Students listen to words containing /ə/ and /ɜː/, and practice repeating them correctly.

c. Product: Students' accurate pronunciation of the target sounds.

d. Organization:

Activity 5: Listen to the sentences and pay attention to the underlined parts, tick the appropriate sounds, and practise

a. Objective: To help students pronounce the sounds /ə/ and /ɜː/ correctly in the context of sentences.

b. Content: Students listen to sentences, identify the sound of the underlined words, tick the boxes, and read aloud.

c. Product: Correctly ticked boxes and fluent sentence reading.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the grammar point: verbs of liking or disliking + V-ing and hobby collocations.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Find ONE mistake in each sentence and correct it.

Step 1: Teacher assigns learning tasks

- Teacher sets up a shared digital workspace (E.g. Google Jamboard or Padlet) with the 5 sentences containing errors.

- Teacher assigns the task: Find ONE mistake in each sentence and correct it.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work in groups of 3 – 4 using their devices to collaboratively locate the errors related to V-ing forms and collocations.

- Students type the corrections directly onto the digital workspace in real-time.

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

Step 3: Reporting and Discussion

- Teacher projects the collaborative digital board on the smart TV. 

- Teacher invites representatives to explain their group's corrections.

1. to collect → collecting

2. make → making

3. going judo → doing judo

4. play → playing

5. doing swimming → going swimming 

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher checks the board, reviews the rules (verb of liking + V-ing, go + V-ing, do + martial arts), and praises the class.

- Teacher moves to the next mission.

[2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a shared digital workspace (E.g. Google Jamboard) to collaboratively discuss, edit, and correct grammatical errors in real-time.

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 on the digital platform.

- 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 pronunciation mistakes, and praises good work.

- Teacher moves on to the application stage.

[5.2.TC2b]: Students select digital tools and technological solutions to solve learning needs by independently accessing and completing interactive, auto-graded multiple-choice exercises on a Learning Management System.

4. APPLICATION

a. Objective: To empower students to practically apply the vocabulary and grammar structures in a communicative speaking task.

b. Content: Students conduct a “Classmate Hobby Survey”.

c. Product: A completed survey table and a verbal report to the class.

d. Organization:

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