Giáo án NLS Tiếng Anh 7 Global Success Unit 2 Skills 1: Reading: Acne, Speaking: How to deal with some health problems

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

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

UNIT 2: HEALTHY LIVING

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

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

• Introduce words related to skin conditions and health problems.
• Develop reading skills for specific information (scanning) about acne and its tips.
• Talk about health tips they can apply to themselves and give advice for common health problems.

2. Competences

General competences:

• Self-control and independent learning: actively read texts, scan for details, and match information individually.
• Communication and collaboration: work in pairs/groups to discuss easily applied tips and give advice to others.

Specific competences:

• Read efficiently to match sentence halves and answer multiple-choice comprehension questions.
• Develop communicative speaking skills by sharing personal applications of health tips.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to explore and verify knowledge by independently scanning digital texts to complete online reading comprehension quizzes.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by uploading digital role-play recordings 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 personal reflections on health tips.
• [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive drag-and-drop tools and text inputs to complete digital reading tasks.
• [3.1.TC2b]: Express themselves through the creation of digital media by recording and saving an audio/video file of their role-play conversation.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive platform to assess reading comprehension mastery.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated educational video or AI chatbot to deduce health problems.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by prompting an AI chatbot to act as a medical expert and generate practical health tips to enrich group discussions.

3. Attributes

• Self-care: Become more aware of common skin conditions like acne and learn practical ways to take care of their health.
• Hard work: Be focused and diligent during reading and speaking tasks.

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 (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 conversational tools).

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, activate background knowledge about health problems, and lead into the new lesson.

b. Content: Teacher organizes a “What's the Problem?” matching game.

c. Product: Students correctly match pictures of skin/health problems with their names.

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 sets up a game. Teacher projects 4 – 5 pictures of common teenager problems on the smart TV screen (E.g. someone scratching a sunburn, someone with chapped lips, someone with spots on their face, etc.).

- Teacher organizes a quick digital game (E.g. Quizizz or Kahoot). Teacher provides a list of words (sunburn, chapped skin, acne). 

Step 2: Students perform learning tasks

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

- In the game:

+ Students join the digital game on their smartphones/tablets. 

+ Students must quickly select the correct word for each picture/description shown on their screens.

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

Step 3: Reporting and Discussion

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

- After the game:

+ Teacher projects the live leaderboard on the smart TV.

+ Teacher checks the answers with the whole class.

+ Teacher asks students the following question: “Which of these problems do teenagers have the most?”.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the winning team in the game, and leads into the new lesson: “Teenagers often have skin problems. Today, we will read specifically about Acne and how to take care of it in Skills 1.”

[6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI-generated video presenting visual scenarios of health problems to deduce the correct vocabulary.

2. PRESENTATION

Activity 1: Work in pairs, discuss and write each word or phrase under the correct picture

a. Objective: To introduce words related to skin conditions and help Ss have a general idea of what they are going to read.

b. Content: Students match phrases (sunburn, chapped skin, acne) with 3 pictures and answer a discussion question.

c. Product: Students correctly identify the skin conditions and answer which is most common.

d. Organization:

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Activity 2: Read the passage and match the beginnings in A with the endings in B

a. Objective: To help students develop their reading skill for specific information (scanning) and focus on the problem of acne.

b. Content: Students read a passage about acne and match 4 sentence halves in column A with column B.

c. Product: Students' correctly matched sentences.

d. Organization:

Activity 3: Read the passage again and choose the correct answer A, B, or C

a. Objective: To help students further develop their reading skill for specific information (scanning).

b. Content: Students answer 5 multiple-choice questions based on the details in the passage.

c. Product: Students' correct multiple-choice answers.

d. Organization:

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Activity 4: Work in pairs, read the passage again, pick the tips which you can easily follow, and share your ideas

a. Objective: To help students talk about how they apply the tips in the reading to themselves.

b. Content: Students select practical tips from the text and discuss their choices with a partner.

c. Product: Meaningful pair discussions and personal reflections.

d. Organization:

Activity 5: Work in groups, read about the health problems below, discuss and make notes of some tips you can give each person

a. Objective: To provide students an opportunity to practice giving tips for health problems.

b. Content: Students work in groups to brainstorm and present tips for 5 common health problems.

c. Product: Groups present logical and practical tips for each health problem.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary related to skin conditions and health advice presented in the reading text.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Fill in the blanks with ONE suitable word.

Step 1: Teacher assigns learning tasks

- Teacher provides a digital gap-fill exercise via a live quiz platform (E.g. Wordwall).

- Teacher assigns the task: Type ONE suitable word from the reading passage into the digital blanks.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to submit their answers on their devices.

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

Step 3: Reporting and Discussion

- Teacher projects the game leaderboard.

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

1. disease

2. sleep

3. soap

4. spots

5. doctor

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher checks the answers, emphasizes the importance of these keywords for talking about health care, and praises the class.

- 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 vocabulary words into a digital game platform.

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 an online multiple-choice exercise.

4. APPLICATION

a. Objective: To empower students to creatively apply their knowledge of health problems and advice in a practical, communicative scenario.

b. Content: Students conduct a “Doctor's Clinic” role-play interview.

c. Product: A lively role-play conversation presenting a health problem and giving multiple pieces of advice.

d. Organization:

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