Giáo án NLS Tiếng Anh 7 Global Success Unit 1 Looking back; Project: Hobby poster

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

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

UNIT 1: HOBBIES

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

• Review and consolidate the vocabulary related to hobbies and verbs of liking/disliking.
• Revise and practice the present simple tense (affirmative, negative, interrogative).
• Apply the knowledge to make a 'Hobby Poster' project and self-assess their learning.

2. Competences

General competences:

• Self-control and independent learning: recall previous knowledge to complete exercises independently and self-assess.
• Communication and collaboration: work in groups to brainstorm, design a poster, and present it to the class.

Specific competences:

• Accurately transform sentences into negative and interrogative forms using the present simple.
• Design and present a persuasive poster about a popular hobby.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to explore and verify knowledge by completing an online multiple-choice quiz.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting collaboratively designed digital posters to the smart TV for presentation.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to post and share personalized sentences.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type answers into digital workspaces.
• [3.1.TC2b]: Express themselves through the creation of digital media by using a graphic design tool to format and finalize a digital poster.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on interactive platforms to assess grammar and vocabulary retention.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI chatbot to play a deductive reasoning game.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by inputting incorrect sentences into an AI grammar checker to understand rules, and using a Generative AI tool to visualize project ideas.

3. Attributes

• Hard work: Be highly concentrated on reviewing the unit's knowledge.
• Teamwork and Creativity: Cooperate effectively with group members and show creativity in poster design.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 7, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital tools (Liveworksheets, Padlet, Google Forms, Canva, etc.) and AI tools (ChatGPT, Copilot, Canva Magic Media, etc.).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Complete the sentences with appropriate hobbies

a. Objective: To help students revise the vocabulary items they have learnt in the unit.

b. Content: Students read 5 descriptions and deduce the correct hobby for each sentence.

c. Product: Students' correct answers of the appropriate hobbies.

d. Organization:

Activity 2: Write true sentences about you and your family members

a. Objective: To help students revise the vocabulary items and create true, personalized sentences.

b. Content: Students complete 5 sentences about their own and their family members' likes/dislikes.

c. Product: Students' correct and personalized sentences.

d. Organization:

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Activity 3: Use the present simple form of each verb to complete the passage

a. Objective: To help students revise the present simple tense in a paragraph context.

b. Content: Students read a passage and conjugate 8 verbs correctly into the present simple.

c. Product: Students' correct verb conjugations.

d. Organization:

Activity 4: Change the following sentences into questions and negative ones

a. Objective: To help students revise the present simple in questions and negative sentences.

b. Content: Students transform 5 affirmative sentences into interrogative (?) and negative (-) forms.

c. Product: Students correctly transformed sentences.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate vocabulary related to hobbies and grammatical accuracy regarding verbs of liking + V-ing.

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 assigns the task: Read the sentences carefully. Each sentence has ONE grammar mistake. Find it and write the correction.

- Teacher sets a time limit of 4 minutes.

- Teacher encourages students to use an AI Chatbot (E.g. ChatGPT) to help them understand their errors if they are stuck.

Step 2: Students perform learning tasks

- Students work individually to copy the wrong sentences into the AI chatbot with the prompt: “Identify the grammar mistake in this sentence and explain the Present Simple / V-ing rule.”

- Students read the AI's explanation and write down the correct word.

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

Step 3: Reporting and Discussion

- Teacher invites some students to share the correct answers and summarize the grammar rule explained by the AI.

1. don't → doesn't

2. loves → love

3. to collect → collecting

4. spend → spends

5. Are → Do.

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher checks the answers, provides feedback and praises the effective use of AI for self-study.

- Teacher moves to the next mission.

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by inputting incorrect sentences into an AI grammar checker to understand the present simple rules and autonomously correct their syntax errors.

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 online 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 knowledge by completing a digital multiple-choice exercise and checking instant results.

4. APPLICATION

a. Objective: To foster creativity, teamwork, and the practical application of language by creating a “Hobby Poster”.

b. Content: Students carry out the projetc “Hobby Poster”. Students work in groups to brainstorm, design a poster about a popular hobby, and persuade classmates to take it up.

c. Product: A decorated hobby poster and an oral presentation.

d. Organization:

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