Giáo án NLS Tiếng Anh 7 Global Success Unit 2 Getting started: Let's go out!

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

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

UNIT 2: HEALTHY LIVING

GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills

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

• Set the context for the introductory conversation.
• Introduce the topic of the unit: Healthy Living.
• Identify and use vocabulary related to healthy activities and health problems.

2. Competences

General competences:

• Self-control and independent learning: listen and share personal opinions with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete the learning tasks and games.

Specific competences:

• Read and listen for specific information about healthy activities.
• Categorize actions into 'good' or 'bad' for health and explain reasons.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to independently explore and verify the meanings of new vocabulary related to health.
• [2.1.TC2b]: Select the most appropriate digital communication means by dragging and dropping digital flashcards and submitting live guesses via interactive platforms.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by uploading digital posters to collaborative platforms and casting them to the smart TV.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to post and evaluate daily activities.
• [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 format and finalize a "Healthy Weekend Plan" poster.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive platform to provide targeted feedback.
• [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 scientific reasons for health impacts, and by writing text prompts into a Generative AI tool to visualize a digital poster.

3. Attributes

• Hard work: Actively participate in class activities.
• Self-care: Understand the importance of healthy habits and taking care of one's own health.

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, Mentimeter, Liveworksheets, Padlet, Canva, etc.) and AI tools (AI Video Generator, ChatGPT/Claude, Canva Magic Media, etc.).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, create an energetic atmosphere, and lead smoothly into the topic of healthy living.

b. Content: Teacher organizes a “Healthy vs. Unhealthy” sorting game.

c. Product: Students correctly categorize daily activities into healthy and unhealthy groups.

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. Instead of drawing on the board, teacher sets up a digital sorting game (E.g. Wordwall) and shares the link/PIN.

- The digital game has two columns: “Healthy” and “Unhealthy”, with floating word blocks (E.g. eating vegetables, drinking soda, sleeping late, playing sports, watching TV all day).

Step 2: Students perform learning tasks

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

- In the game:

+ Students use their smartphones/tablets to drag and drop the activity blocks into the correct digital columns within 2 minutes.

+ Teacher observes the live leaderboard and students' progress on the dashboard.

Step 3: Reporting and Discussion

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

- After the game:

+ Teacher projects the final results on the smart TV.

+ Teacher asks the following question: “Why is sleeping late unhealthy?” to elicit short answers.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the fastest and most accurate students in the game, and leads into the new lesson: “Today, we will learn more about what we should do to have a healthy life in Unit 2: Getting Started.”

[2.1.TC2b]: Students select the most appropriate digital communication means by dragging and dropping digital flashcards via a live interactive platform (E.g. Wordwall) on their personal devices.

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

2. PRESENTATION

Activity 1: Listen and read

a. Objective: To set the context for the introductory conversation and introduce the topic of the unit.

b. Content: Students look at the conversation, answer pre-reading questions, and listen to the recording.

c. Product: Students understand the conversation's context and can read it aloud.

d. Organization:

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Activity 2: What are Mark and Mi talking about?

a. Objective: To help students understand the main idea of the conversation.

b. Content: Students choose the correct main idea (A, B, or C) for the conversation.

c. Product: Students' correct answer.

d. Organization:

Activity 3: Write a word or phrase from the box under its picture 

a. Objective: To help students learn some vocabulary from the conversation visually to ensure their understanding.

b. Content: Students match the words (boating, suncream, lunch box, sunburn, cycling) with 5 pictures.

c. Product: Students' correct matching of words and pictures.

d. Organization:

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Activity 4: Complete each sentence with a word from the conversation

a. Objective: To help students develop the vocabulary about the topic in sentence context.

b. Content: Students fill in 5 blanks using words they learned from the conversation.

c. Product: Students' correctly completed sentences.

d. Organization:

Activity 5: Game - Good/bad for health? Work in groups; each student names two daily activities; the class decides whether each activity is good/bad for health, give a reason if possible

a. Objective: To help students identify, talk about their daily activities, and decide whether they are good or bad for their health.

b. Content: Students work in groups, name activities, and evaluate their health impact with reasons.

c. Product: Active group discussions and logical reasoning about health.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary related to healthy activities and health problems learned in the lesson.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Rearrange the words to make complete sentences.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to an interactive unjumble game (E.g. Wordwall).

- Teacher assigns the task: Drag the digital word blocks on your screen to rearrange them into complete sentences.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to drag and arrange the words into meaningful sentences on their devices.

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

Step 3: Reporting and Discussion

- Teacher projects the top scores on the smart TV.

- Teacher invites students to read the correctly formed sentences aloud.

1. Outdoor activities are good for our health.

2. My family often goes cycling in the countryside.

3. Bring along a hat and suncream.

4. You might get sunburn at noon.

5. It is lots of fun boating..

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher checks the answers, corrects any structural mistakes based on the game's feedback, and praises correct answers.

- Teacher moves to the next mission.

[2.1.TC2b]: Students select the most appropriate digital communication means by dragging and dropping words to submit their rearranged sentences via a live interactive game platform (E.g. Wordwall).

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.

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

Step 3: Reporting and Discussion

- Teacher invites students to share their answers online.

- 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.

[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing auto-grading analytics on a web platform to assess overall vocabulary mastery.

4. APPLICATION

a. Objective: To empower students to creatively apply vocabulary and concepts about healthy living to their real-life routines.

b. Content: Students design a “Healthy Weekend Plan” poster and present it.

c. Product: A visually organized poster of healthy weekend activities and a short oral presentation.

d. Organization:

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