Giáo án NLS Tiếng Anh 7 Global Success Unit 1 Skills 2: Listening, Writing: One's hobby

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

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

UNIT 1: HOBBIES

SKILLS 2

I. OBJECTIVES

1. Knowledge and skills

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

• Listen for specific information about a hobby (building dollhouses).
• Use a mind map to brainstorm and organize ideas.
• Write a paragraph of about 70 words about their own hobby.

2. Competences

General competences:

• Self-control and independent learning: actively listen to the recording, brainstorm personal ideas, and write a paragraph.
• Communication and collaboration: confidently express opinions about hobbies in class discussions.

Specific competences:

• Develop listening comprehension skills (filling in mind maps with specific words/numbers).
• Develop paragraph writing skills with clear organization (topic sentence, supporting details).

Digital competences:

• [1.1.TC2b] Organize searches using digital tools to explore and verify knowledge by completing online quizzes.
• [2.2.TC2a] Apply suitable digital technologies to share data and information by casting digital posters to the smart TV.
• [2.1.TC2b] Select the most appropriate digital communication means by submitting rearranged sentences via a live interactive platform.
• [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 typing text into digital mind maps and editing digital paragraphs.
• [3.1.TC2b] Express themselves through the creation of digital media by using graphic design tools to create digital posters.
• [5.2.TC2b] Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive digital worksheet.
• [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 for brainstorming and utilizing an AI grammar checker to correct writing.

3. Attributes

• Hard work: Be focused and diligent during the listening and writing processes.
• Creativity: Show imagination in brainstorming and writing about personal 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.
• Digital tools (Padlet, Liveworksheets, Wordwall, Canva/MindMeister, etc.) and AI tools (AI Video Generator, ChatGPT, Grammarly AI, etc.).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, recall previous lessons, and lead smoothly into the topic of hobbies.

b. Content: Teacher organizes a “Hobby Mime” game.

c. Product: Students actively guess and name the 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 invites 3 – 4 students to go to the board.

- Teacher whispers a hobby to each student (gardening, playing football, building dollhouses, collecting stamps, etc.).

- The students must mime the hobby without speaking.

Step 2: Students perform learning tasks

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

- In the game:

+ The students on the board act out their assigned hobbies.

+ The rest of the class watches and shouts out their guesses in English.

- 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:

+ Teacher confirms the correct guesses and writes the words on the board.

+ Teacher asks a few students some questions: “What are your hobbies?”, “Who do you share them with?”.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the active participants in the game, and leads into the new lesson: “Today, we are going to listen to an interview about a very special hobby and then write about your own hobby in Skills 2.”

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

2. PRESENTATION

Activity 1: Look at the picture. What hobby is it? Do you think it is a good hobby? Why or why not?

a. Objective: To prepare students for the listening text by activating their background knowledge.

b. Content: Students look at the picture and answer questions about the hobby shown.

c. Product: Students' verbal answers identifying the hobby and expressing their opinions.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 2: Listen to an interview about Trang's hobby, fill in each blank in the mind map with ONE word or number

a. Objective: To help students develop the skill of listening for specific information.

b. Content: Students listen to the audio and fill in 5 blanks in a mind map with exactly one word or number.

c. Product: Students' correctly completed mind map.

d. Organization:

Activity 3: What is your hobby? Fill in the blanks below

a. Objective: To help students brainstorm ideas and make an outline for their writing using a mind map.

b. Content: Students complete a personal mind map about their own hobby.

c. Product: Students' personalized mind maps with relevant information.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 4: Now write a paragraph of about 70 words about your hobby, use the notes in 3, start your paragraph as shown below

a. Objective: To help students practice writing a paragraph about their hobby using organized ideas.

b. Content: Students write a cohesive paragraph of about 70 words describing their hobby.

c. Product: A completed paragraph of approximately 70 words.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the target vocabulary related to hobbies and sentence structure.

b. Content: Students complete two practice exercises.

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

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

4. APPLICATION

a. Objective: To empower students to creatively apply their writing skills and vocabulary by creating a mini-poster.

b. Content: Students design a “My Hobby Profile” mini-poster.

c. Product: A decorated mini-poster summarizing their hobby.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks students to take out an A4 sheet of paper and colored pencils.

- Task: Create a “My Hobby Profile Poster”

+ Instead of drawing on paper, teacher instructs students to use a graphic design platform (E.g. Canva or PowerPoint) on their devices.

+ Insert an image/icon of their hobby in the center.

+ Copy and paste the polished sentences from their paragraph (Activity 4) around the picture.

+ Decorate the poster with appropriate digital stickers, colors, and fonts.

Step 2: Students perform learning tasks

- Students use their devices to design the digital poster, ensuring the layout is visually attractive and the text is accurate.

- Teacher walks around to provide support on digital design tools. 

Step 3: Reporting and Discussion

- Students upload their finished works to a shared class folder.

- Teacher invites some students with excellent posters to cast their screen to the smart TV and present their hobby to the class. 

Example: Hello, look at my poster. My hobby is playing football. I play it with my friends every afternoon...

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

Step 4: Evaluation

- Teacher praises the students' digital creativity, formatting skills, and speaking confidence.

- Teacher summarizes the lesson and assigns homework.

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

[3.1.TC2b]: Students express themselves through the creation of digital media by using a graphic design tool (E.g. Canva) to format, decorate, and finalize their digital “My Hobby Profile” poster.

* HOMEWORK

- Review all vocabulary and gramma learned in the lesson.

- Complete the “My Hobby Profile” poster at home if not finished.

- Prepare for the next lesson Looking Back & Project.