Understand the definition and structure of simple sentences.
Identify the subject (S), verb (V), object (O), and adverb (A) in a simple sentence.
Formulate and write correct simple sentences from given prompts and separate sentences.

2. Competences

General competences:

Self-control and independent learning: actively read the grammar rules and complete exercises individually.
Communication and collaboration: work in pairs to discuss and combine sentences.

Specific competences:

Distinguish between simple sentences and compound/complex sentences.
Apply grammar rules accurately in writing activities.

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 corrected sentences via a live interactive platform.
[2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to peer-review reports.
[2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital reports to the smart TV for presentation.
[3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive checkbox and text tools to complete digital worksheets.
[3.1.TC2b]: Express themselves through the creation of digital media by using a word processing or presentation tool to format and finalize a short digital report.
[5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on interactive platforms to assess grammar mastery.
[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 inputting scrambled words or uncombined sentences into an AI chatbot to verify grammatical accuracy and analyze sentence structures.

3. Attributes

Hard work: Show diligence in analyzing sentence structures and completing writing tasks.
Careful & meticulous: Pay close attention to grammatical components (S, V) when building sentences.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 7, Teacher's Book, Lesson Plan.
Computer, projector/smart TV.
Digital tools (Liveworksheets, Google Forms, Padlet, etc.) and AI tools (AI Video Generator, ChatGPT/Claude, etc.).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To activate prior knowledge, create an active atmosphere, and lead into the grammatical topic of simple sentences.

b. Content: Teacher organizes a “Sentence Building Relay” game.

c. Product: Students create basic but complete sentences on the board.

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 divides the class into 3 teams.

- Teacher explains the rule:

+ Teacher will write a Verb on the board.

+ The first student must run up and write a Subject before it. The next student must add an Object or an Adverb after it to finish the sentence.

Step 2: Students perform learning tasks

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

- In the game:

+ Teacher writes: “eats”.

+ Student 1 writes “Lan”, student 2 writes “an apple”.

Expected answer: Lan eats an apple.

+ Teacher does this for 3 – 4 rounds with different verbs (read, play, drink).

Step 3: Reporting and Discussion

- Teacher invites some students to answer the questions from the AI video.

- After the game:

+ Teacher and the whole class check the sentences together.

+ Teacher asks students the following questions:

What do these sentences have in common?
How many subjects and verbs do they have?

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the class's acting skills in the game, and leads into the new lesson: “These are called Simple Sentences. Today we will study them deeply in A closer look 2.”

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video introducing simple sentence structures and answering embedded questions.

2. PRESENTATION

Activity 1: Tick (✓) the simple sentences

a. Objective: To help students identify simple sentences.

b. Content: Students analyze 5 sentences and tick the ones that are simple sentences.

c. Product: Students' correctly ticked answers.

d. Organization:

…………………………………………..

Activity 2: Underline and write S for the subject and V for the verb in each simple sentence below

a. Objective: To help students identify the two main parts in a simple sentence.

b. Content: Students analyze 5 simple sentences and underline/label the Subject (S) and Verb (V).

c. Product: Correctly labeled subjects and verbs in the sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher uses the second section of the digital worksheet from Activity 1.

- Teacher has student work individually to read each sentence carefully, look for the main actor (Subject) and the action (Verb), and type “S” and “V” into the corresponding digital boxes under the words.

Step 2: Students perform learning tasks

- Students work individually on their devices to identify and type the labels.

- Teacher observes the analytics and provides help if needed.

Step 3: Reporting and Discussion

- Teacher calls on some students to give and explain their answers.

- Other students cross-check with their own screens.

Step 4: Evaluation

- Teacher confirms the correct answers on the smart TV and highlights that verbs can include auxiliaries (didn't buy, are not cleaning).

- Teacher moves on to the next content.

Students' answers:

1. Vegetarians (S) – eat (V)

2. Acne (S) – causes (V)

3. My brother (S) – spends (V)

4. My mother (S) – didn't buy (V)

5. We (S) – are not cleaning up (V)

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive text boxes on a digital worksheet to label Subjects and Verbs.

Activity 3: Rearrange the words and phrases to make simple sentences

a. Objective: To help students identify different parts of a simple sentence and practice forming them.

b. Content: Students rearrange scrambled words to form 5 correct simple sentences.

c. Product: Students' accurately formed simple sentences.

d. Organization:

…………………………………………..

Activity 4: Write complete sentences from the prompts. You may have to change the words or add some

a. Objective: To give students further practice in writing out simple sentences from the prompts given.

b. Content: Students use provided prompts, add necessary words (prepositions, articles), and conjugate verbs to write full sentences.

c. Product: Students' correctly written complete sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher sets up a digital form (E.g. Google Forms) for students to submit their answers.

- Teacher asks students to look at the prompts, decide the two main parts (S, V) of the sentence, and determine the correct verb tense (Present Simple).

- Teacher has students work individually to type the complete sentences into the digital form.

- Teacher tells studens that they may have to change the words or add some.

Step 2: Students perform learning tasks

- Students look at the prompts, conjugate the verbs, add necessary words (prepositions, articles), and type the full sentences into their devices.

- Teacher observes, guides and provides help.

Step 3: Reporting and Discussion

- Teacher projects the submitted responses on the smart TV.

- Teacher calls on some students to analyze the projected sentences and identify any missing articles or incorrect conjugations.

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

Step 4: Evaluation

- Teacher confirms the correct sentences and highlights common errors based on the digital submissions.

- Teacher moves on to the next content.

Students' answers:

1. Tofu is healthy.

2. Many Vietnamese drink green tea.

3. She does not use suncream.

4. My father does not exercise every morning.

5. Most children have chapped lips and skin in winter.

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by typing full constructed sentences from prompts into a digital form.

Activity 5: Work in pairs, discuss and write a simple sentence from the two given sentences

a. Objective: To allow students more advanced practice in forming a simple sentence from two separate ones (combining subjects/verbs).

b. Content: Students combine two short sentences into one concise simple sentence using “and”.

c. Product: Students' correctly combined simple sentences.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate students' ability to recognize and correct structural errors in simple sentences.

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 a live interactive quiz (E.g. Quizizz).

- Task: Read the sentences on your screen carefully. Each has ONE grammar mistake related to Subject-Verb agreement. Type the corrected word.

1. Eating vegetables are very good for your health.

→ ________________________________________________________

2. My sister and I likes going jogging in the park.

→ ________________________________________________________

3. Fast food not is healthy for children.

→ ________________________________________________________

4. He drink two liters of water every day.

→ ________________________________________________________

5. They are avoid drinking soft drinks.

→ ________________________________________________________

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to locate the errors and submit the correct words via the platform.

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

Step 3: Reporting and Discussion

- Teacher projects the quiz leaderboard and the most common errors.

- Teacher invites some students to explain the corrections.

1. are → is

2. likes → like

3. not is → is not / isn't

4. drink → drinks

5. are avoid → avoid.

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher checks the answers, reviews the rules of Subject-Verb agreement in simple sentences, and praises the class.

- Teacher moves to the next mission.

[2.1.TC2b]: Students select the most appropriate digital communication means by submitting their corrected grammar words via a live interactive platform (E.g. Quizizz).

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 online.

- 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.