Review and consolidate the vocabulary (verbs and adjectives) related to healthy living.
Review and revise the structure of simple sentences.
Apply the learned knowledge to identify a bad habit at school and create a poster giving tips to change it.

2. Competences

General competences:

Self-control and independent learning: recall previous knowledge to complete review exercises.
Communication and collaboration: work in groups to brainstorm, design a poster, and present it to the class.

Specific competences:

Accurately transform compound sentences into simple sentences.
Give practical advice/tips using imperatives and modals.

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 rearranged sentences via a live digital game platform.
[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 for presentation.
[2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to collaboratively brainstorm vocabulary.
[3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive text tools to complete digital vocabulary and grammar worksheets.
[3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to layout, format, and finalize a digital campaign poster.
[5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on interactive platforms to assess vocabulary and grammar retention.
[6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated educational video about healthy habits.
[6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting a Generative AI tool to visualize a bad habit for their project, and using AI grammar checkers to verify their simple sentence transformations.

3. Attributes

Hard work: Be highly concentrated on reviewing the unit's knowledge.
Responsibility: Show awareness of protecting the school environment and maintaining healthy habits.

II. RESOURCES AND MATERIALS

1. Teacher's aids

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

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To energize the class, revise vocabulary, and set the context for the review lesson.

b. Content: Teacher organizes a “Word Web” race on the board.

c. Product: A web of vocabulary related to “Healthy” and “Unhealthy” habits.

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 sets up a collaborative digital board (E.g. Padlet Canvas) with two central nodes: “HEALTHY” and “UNHEALTHY”, then divides the class into 2 teams.

- Teacher explains the rules: Teams use their devices to add as many connected sticky notes (words/phrases) as possible to their assigned node within 2 minutes.

Step 2: Students perform learning tasks

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

- In the game, students rapidly type and connect phrases (eat fruit, exercise, fast food, sleep late, etc.).

Step 3: Reporting and Discussion

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

- After the game:

+ Teacher projects the final digital Word Web on the smart TV.

+ Teacher counts the correct and correctly spelled digital posts for each team.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the winning team in the game, and leads into the new lesson: “You remember a lot of vocabulary! Today, we will look back at all the verbs, adjectives, and grammar we have learned in Unit 2 in Looking Back and Project.”

[2.4.TC2a]: Students select digital tools and technologies for collaborative processes by using a shared digital workspace (E.g. Padlet) to collaboratively brainstorm and map vocabulary words.

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

2. PRESENTATION

Activity 1: Complete the sentences with the verbs below

a. Objective: To help students revise the vocabulary items (verbs) they have learnt in the unit.

b. Content: Students fill in 5 blanks with the correct verbs from the box (are, affects, exercise, keep, avoid).

c. Product: Students' correctly completed sentences.

d. Organization:

…………………………………………..

Activity 2: Write the words below next to their definitions

a. Objective: To help students revise the vocabulary items (adjectives) they have learnt in the unit.

b. Content: Students match 5 adjectives (tidy, active, fit, dirty, healthy) with their corresponding definitions.

c. Product: Students' correct matching of adjectives and definitions.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher directs students to the second section of the digital worksheet.

- Teacher asks students to read the adjectives on their screens and checks if they remember their meanings.

- Teacher has students read each definition carefully, and type the correct adjective next to it individually.

Step 2: Students perform learning tasks

- Students work individually to read, analyze the definitions and type the corresponding adjectives into the digital form.

- Teacher monitors the auto-grading system to identify challenging words.

Step 3: Reporting and Discussion

- Teacher asks student to check their digital scores.

- Teacher calls on some students to read the definitions and words aloud to check pronunciation.

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

Step 4: Evaluation

- Teacher confirms the correct answers based on the analytics.

- Teacher moves on to the next content.

Students' answers:

1. active

2. healthy

3. tidy

4. fit

5. dirty

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive text tools to type adjectives next to their definitions.

[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive platform to assess vocabulary recall across Activities 1 and 2.

Activity 3: Tick (✓) the simple sentences

a. Objective: To help students revise simple sentences.

b. Content: Students identify and tick the sentences that are simple (having only one independent clause).

c. Product: Students' correctly ticked simple sentences.

d. Organization:

…………………………………………..

Activity 4: Change the following sentences into simple ones

a. Objective: To help students revise simple sentences by transforming compound/complex structures.

b. Content: Students rewrite 4 sentences to make them simple sentences (often by combining subjects or verbs).

c. Product: Students' accurately transformed simple sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks students to read each original sentence and decide how to write a simple sentence from it by identifying the main parts.

- Teacher nstructs students to use a digital document (E.g. MS Word) or a shared Padlet to type their rewritten sentences.

- Teacher encourages students to use an AI grammar checker (E.g. ChatGPT) to verify if their rewritten sentence is grammatically correct and qualifies as a simple sentence. (Example prompt: “Is this a correct simple sentence: [student's sentence]?”).

Step 2: Students perform learning tasks

- Students work individually to rewrite the sentences on their devices.

- Students briefly check their work with the AI tool before finalizing.

- Teacher observes and provides help if needed.

Step 3: Reporting and Discussion

- Teacher projects the Padlet and calls on some students to read their verified sentences.

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

Step 4: Evaluation

- Teacher explains the structural changes (compound subjects/verbs), confirms the answers and praises the use of AI for self-correction.

- Teacher moves on to the next content.

Students' answers:

1. Both you and your brother are active.

2. Your room looks dark and untidy.

3. The Japanese work hard and exercise regularly.

4. My mother eats a lot of fruit and vegetables.

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by inputting their rewritten sentences into an AI chatbot/grammar checker to verify if they have accurately formed simple sentences.

3. PRACTICE

a. Objective: To consolidate vocabulary and grammar (simple sentences) in a holistic way.

b. Content: Students complete two practice exercises.

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

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students identify a bad habit for healthy living in their school and give them more practice in giving tips to change it through a creative poster.

b. Content: Students work in groups to create a “Build Healthy Habits” poster.

c. Product: A poster illustrating a bad habit and tips to change it, presented to the class.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher tells the class: “Our class is starting a campaign to make your school a healthier place.”

- Teacher divides the class into groups of 4 – 5.

- Task:

1. Discuss and choose ONE bad habit students do at school (E.g. throwing trash, eating junk food).

2. Use a graphic design tool (E.g. Canva) to design a digital campaign poster.

3. Use a Generative AI tool (E.g. Canva Magic Media or Bing Image Creator) to generate a central image illustrating the bad habit (E.g. Prompt: "A cartoon student throwing trash on the classroom floor").

4. Write tips on the poster to reduce the habit using imperatives (“Do...”, “Don't...”) or “should/shouldn't”.

Step 2: Students perform learning tasks

- Groups brainstorm, formulate text prompts for the AI image generator, and assemble their digital posters.

- Teacher moves around to guide them and ensure they use imperatives (“Do...”, “Don't...”) or “should/shouldn't”.

Step 3: Reporting and Discussion

- Students upload their finished digital posters to a shared Padlet or Google Drive.

- Teacher asks each group to cast their poster to the smart TV and present it to the class.

Example: Our poster is about throwing trash in the classroom. This makes the room dirty. You should put trash in the bin. You should clean your desk every day...

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

Step 4: Evaluation

- Teacher praises the groups for their AI creativity, practical tips, digital design, and teamwork.

- Teacher asks students to complete the self-assessment table “NOW I CAN...” to identify any weak areas for further practice.

- Teacher summarizes the lesson and assigns homework.

[2.2.TC2a]: Students apply suitable digital technologies to share data and information by uploading their digital posters to collaborative platforms and casting them to the smart TV for their final 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 their digital campaign poster.

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing descriptive text prompts into a Generative AI tool to visualize the specific bad habit for their project.

* HOMEWORK

- Review all vocabulary and grammar of Unit 2.

- Complete the digital poster if not finished in class and ensure it is uploaded to the class LMS.

- Prepare for the next lesson Unit 3_Getting Started.

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