Giáo án NLS Tiếng Anh 7 Global Success Unit 2 Communication: Everyday English: Giving tips for health problems; Tips for a healthy life

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

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

UNIT 2: HEALTHY LIVING

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

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

• Give tips for common health problems using 'can', 'should', and 'shouldn't'.
• Read for the main idea and specific information about healthy living habits in Japan.
• Discuss and provide health tips in their own context.

2. Competences

General competences:

• Self-control and independent learning: actively read the passage and note down key tips.
• Communication and collaboration: work in pairs/groups to role-play and discuss health tips.

Specific competences:

• Develop communicative speaking skills (giving advice for health issues).
• Develop reading comprehension skills (skimming for main idea and scanning for specific tips).

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to explore and verify knowledge by completing online reading comprehension quizzes and a digital multiple-choice exercise.
• [2.1.TC2b]: Select the most appropriate digital communication means by submitting shared notes via a live digital collaborative platform.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting collaboratively designed digital presentation slides to the smart TV.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to co-author and record role-play dialogues.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to type missing grammar words into a digital worksheet.
• [3.1.TC2b]: Express themselves through the creation of digital media by using presentation software or graphic design tools to layout and finalize a digital presentation slide.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive platform to assess grammar mastery.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated educational video about giving advice.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by inputting text into an AI chatbot to analyze grammar structures, and by prompting it to generate culturally relevant health tips to enrich group discussions.

3. Attributes

• Kindness: Show empathy and care when giving advice to friends with health problems.
• Self-care: Understand and apply healthy habits (diet, outdoor activities) to their own lives.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 7, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Flashcards/props (E.g. eye drops, lip balm).
• Digital tools (Liveworksheets, Google Docs/Padlet, Mentimeter, Canva/PowerPoint, 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 conversational tools).

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Listen and read the conversation, pay attention to the highlighted parts

a. Objective: To introduce two ways to give tips for health problems.

b. Content: Students listen to a short dialogue, read along, and identify the structures used to give advice.

c. Product: Students understand the structures: “You can...”, “You should / shouldn't...”.

d. Organization:

Activity 2: Make similar conversations for the health problems below

a. Objective: To allow students some practice in giving tips for health problems using the target structures.

b. Content: Students work in pairs to create short dialogues giving advice for 3 specific health problems (tired, acne, chapped hands).

c. Product: Fluent pair conversations with correct usage of advice structures.

d. Organization:

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Activity 3: Read the passage and choose the correct title for it

a. Objective: To provide students with more knowledge about healthy living and practice reading for the main idea.

b. Content: Students read a passage about the Japanese lifestyle and choose the most appropriate title (A or B).

c. Product: Students' correct choice of the title.

d. Organization:

Activity 4: Work in pairs, discuss and make a list of the tips which help the Japanese live long lives, present it to the class

a. Objective: To help students identify the main points in a reading and talk about them.

b. Content: Students scan the passage to extract 4 specific health tips and present them.

c. Product: A structured list of 4 health tips extracted from the text.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the structures for giving advice (“should”, “shouldn't”, “can”) and vocabulary related to health problems.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Choose the best advice and fill in the blanks.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to an interactive digital worksheet (E.g. Liveworksheets).

- Teacher assigns the task: Read the health problems. Choose the best advice from the box and type it into the blanks, ensuring you add “should”, “shouldn't”, “can”.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to read the problem, select logical actions, form complete advice phrases, and type them into the digital form.

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

Step 3: Reporting and Discussion

- Teacher asks students to check their auto-graded scores.

- Teacher invites some students to read their completed sentences aloud.

1. You should / can go to bed early.

2. You should / can use lip balm.

3. You shouldn't read in dim light.

4. You shouldn't eat lots of fast food.

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher projects the auto-graded key, clarifies the difference between positive advice (should/can) and negative advice (shouldn't), and praises correct answers.

- Teacher moves to the next mission.

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive text tools to type missing grammar words into a digital worksheet.

[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive platform to provide immediate feedback on grammar and vocabulary usage.

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.

- 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.

4. APPLICATION

a. Objective: To empower students to synthesize the lesson's knowledge (health tips, reading comprehension) and apply it creatively to their own cultural context.

b. Content: Students conduct a group discussion to create “Tips for a long life for Vietnamese people” (Activity 5).

c. Product: A customized list of health tips specifically for Vietnamese people, presented orally.

d. Organization:

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