Self-control and independent learning: actively read, match vocabulary, and complete pronunciation tasks.
Communication and collaboration: work in pairs or groups to discuss healthy habits.

Specific competences:

Use nouns and phrases related to health in specific contexts.
Produce accurate sounds (/f/ and /v/) in spoken English.

Digital competences:

[1.1.TC2b]: Organize searches using digital tools to explore and verify knowledge by completing an online multiple-choice exercise.
[2.1.TC2b]: Select the most appropriate digital communication means by submitting categorized phonics via a live interactive platform.
[2.2.TC2a]: Apply suitable digital technologies to share data and information by casting collaboratively designed digital cards to the smart TV for presentation.
[2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to categorize daily activities.
[6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI chatbot programmed to simulate a patient with health problems.
[3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive drag-and-drop tools and text inputs on digital worksheets.
[3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to layout and finalize a digital health advice card.
[5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive platform to provide targeted vocabulary feedback.
[6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting an AI chatbot for scientific explanations of health impacts, using an AI pronunciation app to score isolated words, and utilizing AI speech-to-text dictation to verify sentence pronunciation accuracy.

3. Attributes

Hard work: Be actively involved in class activities and exercises.
Self-care & Responsibility: Develop awareness of personal hygiene, proper diet, and healthy lifestyle choices.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 7, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Digital tools (Wordwall, Padlet, Liveworksheets, Canva, etc.) and AI tools (ChatGPT, Google Voice Typing / ELSA Speak, etc.).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, recall previous vocabulary, and lead smoothly into the topic of health problems.

b. Content: Teacher organizes a “Doctor and Patient” role-play game.

c. Product: Students can act out and guess simple health-related words.

d. Organization:

…………………………………………..

2. PRESENTATION

Activity 1: Match the phrases on the left with the correct pictures on the right

a. Objective: To introduce visually some nouns related to the topic of health.

b. Content: Students match 5 phrases (dim light, lip balm, chapped lips, coloured vegetables, red spots) with their corresponding pictures.

c. Product: Students' correct matching of phrases to pictures.

d. Organization:

Activity 2: Complete the sentences with the correct words and phrases below

a. Objective: To help students use the newly learnt health words/phrases in specific contexts.

b. Content: Students fill in 5 blanks using the words provided in the box.

c. Product: Students' correctly completed sentences.

d. Organization:

…………………………………………..

Activity 3: Work in pairs. Discuss and tick (✓) each activity in the table as H (Healthy) or U (Unhealthy)

a. Objective: To help students talk about their daily activities and evaluate if they are healthy or unhealthy.

b. Content: Students read 5 daily habits and classify them into Healthy (H) or Unhealthy (U).

c. Product: Correctly ticked table and reasonable explanations.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher creates a collaborative digital board (E.g. Padlet) with two columns: “Healthy (H)” and “Unhealthy (U)”.

- Teacher has students work in pairs to read the activities, discuss and post them into the correct digital columns.

- Teacher instructs students to use an AI chatbot (E.g. ChatGPT or Claude) to find scientific reasons to explain why an activity is healthy or unhealthy.

Step 2: Students perform learning tasks

- Students discuss in pairs and post the activities to the shared Padlet.

- Students prompt the AI: “Give me a short, simple reason in English why [reading in dim light] is unhealthy.”

- Students add the AI-assisted reasons to their digital posts.

- Teacher moves around to observe and offer help if needed.

Step 3: Reporting and Discussion

- Teacher projects the Padlet on the smart TV.

- Teacher invites some students to read their categorized activities and explain the reasons to the class.

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

- Teacher asks students to add more activities, say them aloud, then the class decides Healthy or Unhealthy.

Step 4: Evaluation

- Teacher confirms the answers, praises the use of AI for gathering scientific information, and emphasizes the importance of healthy habits.

- Teacher moves on to the next content.

Students' answers:

+ Healthy: 1, 3, 4

+ Unhealthy: 2, 5

[2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a shared digital workspace (E.g. Padlet) to categorize daily activities collaboratively.

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by prompting an AI chatbot to generate simple scientific English explanations for why specific activities impact health.

Activity 4: Listen and repeat, pay attention to the sounds

a. Objective: To help students identify the sounds /f/ and /v/ and practice them in words.

b. Content: Students listen to words containing /f/ and /v/ and practice repeating them correctly.

c. Product: Students' accurate pronunciation of the target sounds.

d. Organization:

…………………………………………..

Activity 5: Listen and repeat, paying attention to the underlined words

a. Objective: To help students pronounce the sounds /f/ and /v/ correctly in full sentences.

b. Content: Students listen to sentences, identify the sounds, and practice reading them aloud.

c. Product: Fluent sentence reading with correct /f/ and /v/ sounds.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks students to read the sentences quickly, paying attention to the underlined words with the sounds /f/ and /v/.

- Teacher plays the recording, then instructs students to open a blank digital document (E.g. Google Docs or Apple Notes) and turn on the ‘Voice Typing/Dictation” feature.

Step 2: Students perform learning tasks

- Students listen to the recording and repeat the sentences chorally, paying attention to the target sounds.

- Students speak the 5 full sentences directly into their device's microphone. Students watch their screen to see if the AI Speech-to-Text correctly transcribes the underlined words. If the AI types a wrong word, they must adjust their pronunciation and dictate it again.

- Teacher observes, guides and provides help.

Step 3: Reporting and Discussion

- Teacher calls on students who had difficulty to pronounce the sentences aloud for peer correction.

- Teacher corrects students' pronunciation if needed.

Step 4: Evaluation

- Teacher confirms and praises students' pronunciation.

- Teacher moves on to the next content.

Audio script:

1. Coloured vegetables are good food.

2. My favourite outdoor activity is cycling.

3. We need vitamin A for our eyes.

4. Being active helps keep you fit.

5. Jack never eats fish.

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by utilizing AI speech-to-text dictation on a digital document to transcribe their spoken sentences, verifying if their contextual pronunciation of /f/ and /v/ is clear enough for the AI to recognize.

3. PRACTICE

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

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 vocabulary about healthy/unhealthy habits to real-life advice.

b. Content: Students work in groups to act as “Health Advisors” and provide solutions to common health problems.

c. Product: A mini-presentation giving health advice.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into groups of 4.

- Teacher gives each group a situation:

+ Group 1 & 3: Your friend reads books in dim light and goes to bed very late. He is very tired.

+ Group 2 & 4: Your friend touches her face with dirty hands and drinks too much soft drink. She has red spots on her face.

- Task:

+ Create a “Digital Health Advice Card” using a graphic design tool (E.g. Canva).

+ Discuss and type 3 pieces of advice (should/shouldn't) on the digital card. Add icons and format the text attractively..

Step 2: Students perform learning tasks

- Students collaborate on their devices, use vocabulary from the lesson, and layout their digital advice card.

- Teacher moves around to provide language support.

Step 3: Reporting and Discussion

- Students upload their finished cards to a shared folder.

- Teacher invites a representative from each group to cast their digital card to the smart TV and present their advice to the class.

Example: To Group 2's friend: You should wash your hands often. You shouldn't drink soft drinks. You should eat coloured vegetables.

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

Step 4: Evaluation

- Teacher praises the groups for their logical advice, correct vocabulary, and digital design 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 cards to the smart TV for 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 layout, format, and finalize a digital “Health Advice Card”.

* HOMEWORK

- Review the vocabulary learned in the lesson.

- Write 5 sentences about healthy activities you and your family do every day.

- Prepare for the next lesson A Closer Look 2.

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