Giáo án NLS Tiếng Anh 7 Global Success Unit 1 Communication: Everyday English: Talking about likes and dislikes; All about your hobbies

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

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

UNIT 1: HOBBIES

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

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

• Introduce ways of talking about likes and dislikes in English.
• Ask and answer questions about personal hobbies, free time, and preferences.
• Compare personal hobbies with a friend's and present the findings to the class.

2. Competences

General competences:

• Self-control and independent learning: actively read the questions, note down personal answers.
• Communication and collaboration: confidently interview friends and report comparisons.

Specific competences:

• Develop communicative speaking skills through role-plays and interviews.
• Use comparative linking words like “but”, “too”, “both” in oral presentations.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to explore and verify grammar structures by completing a digital multiple-choice exercise.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting shared digital tables to the smart TV for oral presentation.
• [2.1.TC2b]: Select the most appropriate digital communication means by reacting to hobbies using digital emojis on a live interactive polling platform.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to record and co-edit interview answers.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using digital annotation tools to highlight text, using a digital note-taking app to record personal answers, and utilizing a charting tool to generate a visual Bar Chart.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated educational video.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using an AI conversational app to role-play and practice speaking fluently, and using an AI grammar checker to correct syntax.

3. Attributes

• Confidence: Express personal interests and dislikes confidently in front of the class.
• Respect: Listen attentively to classmates' preferences and respect their choices.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 7, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Flashcards/pictures of hobbies.
• Digital tools (Mentimeter, Google Docs, Google Sheets, Canva/Excel, etc.) and AI tools (AI Video Generator, ChatGPT Voice / ELSA, AI grammar checker, etc.).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones or tablets (for accessing digital learning platforms and AI conversational tools).

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, review vocabulary, and lead smoothly into the topic of likes and dislikes.

b. Content: Teacher organizes a “Thumbs Up, Thumbs Down” quick response activity.

c. Product: Students react to hobbies with appropriate gestures and spoken sentences expressing likes/dislikes.

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. nstead of physical gestures, teacher uses a live interactive platform (E.g. Mentimeter) and asks students to log in.

- Teacher explains the rule:

+ Teacher will project a picture of a hobby (reading books, playing football, gardening, collecting stamps, etc.) on the smart TV screen. 

+ Students tap the “Thumbs Up” or “Thumbs Down” emoji on their devices, and the screen will show flying digital emojis. Then, say “I like...” or “I don't like...”.

Step 2: Students perform learning tasks

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

- In the game:

+ Students observes the pictures quickly on the screen.

+ Students submit their digital reactions via smartphones and say the sentences simultaneously.

- Teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

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

- After the game, the teacher pauses at certain pictures, displays the poll results, and asks specific students “Why do you like/dislike it?” to encourage short answers.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the class's energy in the game, and leads into the new lesson: “Today, we will learn more formal and diverse ways to ask and answer about our likes and dislikes in Communication.”

[2.1.TC2b]: Students select the most appropriate digital communication means by reacting to hobbies using digital emojis on a live interactive polling platform (E.g. Mentimeter) displayed on the smart TV.

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video introducing hobbies and answering embedded questions.

2. PRESENTATION

Activity 1: Listen and read the dialogue below, pay attention to the questions and answers

a. Objective: To introduce ways of talking about likes and dislikes in English.

b. Content: Students listen to a short dialogue between Mi and Ann, reading along and noting the key phrases.

c. Product: Students identify phrases expressing likes (“Yes, very much”) and dislikes (“No, I don't', 'I'm not that interested in”).

d. Organization:

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Activity 2: Work in pairs, ask and answer questions about what you like and don't like doing.

a. Objective: To help students practice the correct form (conjugation) of the present simple.

b. Content: Students role-play in pairs, using the structures from Activity 1 to discuss their own hobbies.

c. Product: Fluent pair conversations with correct usage of liking/disliking verbs + V-ing.

d. Organization:

Activity 3: Answer the questions, and fill in column A with your answers

a. Objective: To provide practice with answering questions about personal hobbies and free time.

b. Content: Students read 4 questions about free time and hobbies and write their own answers in Column A.

c. Product: Students' completed personal notes in Column A.

d. Organization:

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Activity 4: Now interview your friend, using the questions in Activity 3, and write his/her answers in column B.

a. Objective: To provide practice with asking and answering about hobbies through an interview.

b. Content: Students interview a partner using the 4 questions and record the answers in Column B.

c. Product: Students' completed notes about their partner in Column B.

d. Organization:

Activity 5: Compare your answers with your friend's, then present them to the class

a. Objective: To provide practice with comparing answers and giving an oral presentation about hobbies.

b. Content: Students use linking words (but, too, both, more) to compare their hobbies with their partner's and present to the class.

c. Product: A clear, structured oral presentation comparing two people's hobbies.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the structures for expressing likes, dislikes, and comparisons.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Rewrite the sentences without changing their meanings.

Step 1: Teacher assigns learning tasks

- Teacher assigns the task: Rewrite the following sentences without changing their meanings.

- Teacher sets a time limit of 5 minutes.

- Teacher asks students to type their rewritten sentences into a digital text editor or directly into an AI grammar checker prompt (E.g. ChatGPT or Grammarly) to check their work.

Step 2: Students perform learning tasks

- Students work individually to rewrite the sentences on their devices.

- Students ask the AI: “Check my rewritten sentence for grammar and meaning compared to the original.” and adjust based on AI feedback.

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

Step 3: Reporting and Discussion

- Teacher invites some students to read their AI-verified answers aloud. 

1. Nam and I both like/enjoy collecting stamps.

2. My sister enjoys reading books, but I enjoy watching TV.

3. I don't like/enjoy doing yoga.

4. He doesn't like/love/enjoy making models.

5. Lan likes playing badminton, and Minh likes it too.

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher checks the answers, clarifies the usage of “both”, “but”, and “too”, and praises correct answers.

- Teacher moves to the next mission.

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by inputting their rewritten sentences into an AI grammar checker to verify their grammatical accuracy and logical meaning before sharing.

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 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.

[1.1.TC2b]: Students organize searches using digital tools to explore and verify grammar structures by completing a digital multiple-choice exercise and checking instant results.

4. APPLICATION

a. Objective: To empower students to creatively apply vocabulary and comparative structures through a group interview and graphical representation.

b. Content: Students conduct a “Hobby Bar Chart” activity.

c. Product: A completed timetable and an oral report to the class.

d. Organization:

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