Giáo án NLS Tiếng Anh 7 Global Success Unit 1 Getting started: My favourite hobby

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

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

UNIT 1: HOBBIES

GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills

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

• Set the context for the introductory conversation about hobbies.
• Introduce the topic of the unit, the vocabulary related to hobbies, the sounds /ə/ and /ɜ:/, and the present simple tense.

2. Competences

General competences:

• Self-control and independent learning: listen and share personal opinions with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete the learning tasks.

Specific competences:

• Read and listen for specific information about favourite hobbies.
• Identify and use vocabulary related to hobbies (doing things, making things, collecting things).
• Categorise hobbies into suitable groups.

Digital competences:

• 1.1.TC1c: Access and navigate through digital learning materials.
• 2.1.TC1a: Perform regular interactions using digital platforms.
• 2.4.TC1a: Select and use digital tools for collaborative group work.
• 3.1.TC1a: Create and edit digital content in varied formats.
• 5.2.TC1b: Select common and well-defined digital tools to address specific needs.
• 6.2.TC1a: Use AI tools effectively in daily learning tasks.

3. Attributes

• Hard work: Be ready and excited for the new lesson, actively participate in class activities.
• Love: Appreciate their own and others' healthy hobbies.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 7, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Flashcards or pictures of hobbies.
• Digital platforms/tools: hoclieu.vn., Mentimeter/Quizizz, Google Sheets, Padlet.
• AI Image Generator tool (e.g., Canva Magic Media, Bing Image Creator).

2. Students' aids

• Textbook, notebooks, pens, colored pencils.
• Smartphones or tablets with internet access (if allowed) or computer lab access.

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Listen and read

a. Objective: To set the context for the introductory conversation and introduce the topic of hobbies.

b. Content: Students look at the picture, listen to the recording, and read the conversation along.

c. Product: Students understand the context and can read the conversation aloud with correct pronunciation.

d. Organization:

Activity 2: Read the conversation again and write T (True) or F (False).

a. Objective: To help Ss understand the conversation details.

b. Content: Students read 5 statements and decide whether they are True (T) or False (F).

c. Product: Students' correct True/False answers.

d. Organization:

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Activity 3: Write the words and phrases from the box under the correct pictures. Then listen, check, and repeat.

a. Objective: To introduce some vocabulary items related to hobbies.

b. Content: Students match words/phrases with the correct pictures, then listen and repeat.

c. Product: Correct matching of hobbies and good pronunciation.

d. Organization:

Activity 4: Work in pairs. Write the hobbies from 3 in the suitable columns

a. Objective: To help Ss categorise hobbies.

b. Content: Students work in pairs to classify hobbies into 'doing things', 'making things', and 'collecting things'.

c. Product: A completed table of categorised hobbies.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar learned in the lesson.

b. Content: Students complete two practice exercises designed for average to good students.

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

d. Organization:

Mission 1: Complete WORKSHEET 1.

Step 1: Teacher assigns learning tasks

- Teacher distributes WORKSHEET 1 via Google Forms or Azota.

- Teacher sets a time limit of 5 minutes.

Step 2: Students perform learning tasks

- Students work individually to solve the exercise.

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

Step 3: Reporting and Discussion

- Teacher shows the automatic grading summary chart on the television:

1. A (building)

2. B (horse riding)

3. C (collecting)

4. A (glue)

5. A (Gardening)

- 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 next mission.

(1.1.TC1b: Students retrieve data and information in a digital environment to complete and submit practice exercises.)

Mission 2: Match the verbs in column A with the suitable words/phrases in column B

Step 1: Teacher assigns learning tasks

- Teacher asked the students to work in groups of four.

- Teacher assigns the task: Match the verbs in column A with the suitable words/phrases in column B.

Step 2: Students perform learning tasks

- Students work in groups.

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

Step 3: Reporting and Discussion

- Teacher invites some students to share their answers with the class:

1 - D (collect coins)

2 - B (make models)

3 - A (ride a horse)

4 - E (build dollhouses)

5 - C (do yoga)

- 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 next mission.

4. APPLICATION

a. Objective: To help students apply the vocabulary and structures learned into a communicative and creative context.

b. Content: Students carry out Activity 5: GAME 'Find someone who...' and a creative task 'My Favourite Hobby'.

c. Product: Students' completed survey tables, mini-posters (drawings) and short writing/presentation.

d. Organization:

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