Giáo án NLS Tiếng Anh 7 Global Success Unit 1 Skills 1: Reading: A hobby, Speaking: The benefits of hobbies

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

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

UNIT 1: HOBBIES

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

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

• Read for specific information about gardening and its benefits.
• Guess the meaning of new words in context.
• Talk about the benefits of different hobbies.

2. Competences

General competences:

• Self-control and independent learning: actively read the text, scan for information, and complete tasks individually.
• Communication and collaboration: work in pairs or groups to discuss the benefits of hobbies.

Specific competences:

• Develop reading comprehension skills (scanning for details, deducing word meanings).
• Develop speaking skills by interviewing peers and reporting the results.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently explore and verify the meanings of new vocabulary.
• [2.1.TC2b]: Select the most appropriate digital communication means by submitting answers via a live interactive gaming platform.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital posters to the smart TV for presentations.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to brainstorm ideas.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type missing information into digital worksheets.
• [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to design a digital mind-map.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive platform.
• [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 prompting an AI chatbot to generate ideas about hobbies and to verify contextual vocabulary usage.

3. Attributes

• Hard work: Be diligent in completing reading and speaking tasks.
• Love: Develop a love for nature, outdoor activities, and sharing hobbies with family members.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 7, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Pictures of hobby tools.
• Digital tools (Blooket/Quizizz, Padlet, Liveworksheets, Canva/MindMeister, etc.) and AI tools (AI Video Generator, ChatGPT or Claude, etc.).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Work in pairs, look at the picture and discuss the questions below

a. Objective: To activate students' knowledge of the topic in the reading text.

b. Content: Students look at the picture in the textbook and answer 2 questions about gardening.

c. Product: Students' answers describing the picture and the benefits of gardening.

d. Organization:

Activity 2: Read the text about gardening, and match each word in column A with its definition in column B

a. Objective: To help students develop the skill of guessing the meanings of new words in context.

b. Content: Students read the text and match 5 target words (outdoor, patient, responsibility, maturity, valuable) with their definitions.

c. Product: Students' correct matching answers.

d. Organization:

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Activity 3: Read the text again, complete each sentence with no more than THREE words

a. Objective: To help students develop the skill of reading for specific information (scanning).

b. Content: Students scan the text to complete 5 sentences, using a maximum of three words for each blank.

c. Product: Students' correctly completed sentences.

d. Organization:

Activity 4: Work in pairs, and match each hobby with its benefit(s), one hobby may have more than one benefit

a. Objective: To help students identify the benefits of some hobbies and talk about them.

b. Content: Students match 3 hobbies (collecting stamps, riding a horse, making models) with appropriate benefits (a-e).

c. Product: Students' correct matching answers.

d. Organization:

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Activity 5: Work in groups, ask one another the following questions, then present your partners' answers to the class

a. Objective: To give practice with asking and answering about the benefits of hobbies.

b. Content: Students ask their group members about their favorite hobby and its benefits, then present to the class.

c. Product: Oral presentations about classmates' hobbies and benefits.

d. Organization:

3. PRACTICE

a. Objective: To consolidate vocabulary related to the benefits of hobbies and reading comprehension strategies.

b. Content: Students complete two practice exercises.

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

d. Organization:

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4. APPLICATION

a. Objective: To empower students to practically and creatively apply the language structures to talk about hobbies and their benefits.

b. Content: Students conduct a “Hobby Benefit Survey” and create a mini-poster.

c. Product: A visually organized survey poster and a confident oral presentation.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into groups of 4.

- Task: Create a “The Hobby Benefit Poster”

+ Instead of drawing on A3 paper, teacher instructs groups to use a digital mind-mapping or graphic design tool (E.g. MindMeister, Canva).

+ In the center, create a node/title “Awesome Hobbies”, then branch out to 3 different hobbies of their group members.

+ For each hobby, add text boxes pointing to 2 major benefits using the structures learned (reduces stress, makes you patient, etc.).

Step 2: Students perform learning tasks

- Students collaborate, share their hobbies, and digitally design the mind-map poster on their tablets/laptops.

- Teacher walks around to provide vocabulary support and technical guidance if needed.

Step 3: Reporting and Discussion

- Students upload their digital posters to a shared class folder.

- Teacher invites 2 – 3 groups to cast their digital posters from their devices directly to the smart TV and present them to the class.

Example: Hello everyone. In our group, we have 3 awesome hobbies. First is playing chess. It makes you clever and patient...

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher praises the groups for their beautiful posters, accurate vocabulary usage, and fluent speaking skills.

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data and information by casting their collaboratively designed digital posters to the smart TV for their oral presentation.

[3.1.TC2b]: Students express themselves through the creation of digital media by using a digital mind-mapping or graphic design tool (E.g. Canva or MindMeister) to creatively design their Hobby Benefit Poster.

* HOMEWORK

- Review the new vocabulary from the reading text learned in the lesson.

- Write a short paragraph (6 – 8 sentences) ) about your father's or mother's hobby and its benefits.

- Prepare for the next lesson Skills 2.