Self-control and independent learning: actively listen, take notes, and complete the writing task.
Communication and collaboration: work in pairs or groups to brainstorm ideas and share writing drafts.

Specific competences:

Develop listening comprehension skills (identifying categories, answering short questions).
Develop writing skills by structuring a passage with clear advice using imperative verbs and modals (“should”, “can”).

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 typing and submitting short answers and grammar corrections via a live interactive platform.
[2.2.TC2a]: Apply suitable digital technologies to share data and information by uploading digital passages to collaborative platforms and casting them to the smart TV for peer review.
[2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to collaboratively take notes and brainstorm writing ideas.
[3.1.TC2a]: Indicate how to create and edit digital content in various formats by using interactive checkbox and text tools to complete digital listening tasks.
[3.1.TC2b]: Express themselves through the creation of digital media by using a word processing tool or a digital portfolio platform to format and finalize a short writing passage.
[5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive platform to assess listening comprehension and grammar mastery.
[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 an AI chatbot to generate additional health tips to enrich their writing, or using an AI grammar checker to refine their drafts.

3. Attributes

Self-care: Understand the necessity of healthy daily habits and maintaining a clean environment to avoid diseases.
Hard work: Be focused and diligent during listening 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, Quizizz, etc.) and AI tools (AI Video Generator, ChatGPT/Claude, Grammarly/AI writing assistant, 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

…………………………………………..

2. PRESENTATION

Activity 1: Work in pairs, discuss and tick (✓) the habits you think are good for your health

a. Objective: To help students brainstorm the topic and prepare for the listening text.

b. Content: Students evaluate 3 habits and tick the ones that are good for health.

c. Product: Students' correct evaluation of healthy habits.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher shares a link to a digital worksheet (E.g. Google Forms or Liveworksheets) containing the 3 habits.

- Teacher has students work in pairs to read, discuss the habits and tick the digital boxes for the ones that are healthy.

Step 2: Students perform learning tasks

- Students discuss in pairs and interact with their screens to tick the boxes.

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

Step 3: Reporting and Discussion

- Teacher projects the class results on the smart TV.

- Teacher calls on some pairs to share their answers and explain their choices.

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

Step 4: Evaluation

- Teacher checks and confirm the correct answers.

- Teacher briefly explains why eating too much meat and cheese (Number 1) is not ideal before moving to the listening task.

- Teacher moves on to the next content.

Students' answers:

Good for health: 2, 3

[3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using interactive checkbox tools on their devices to identify healthy habits.

Activity 2: Listen and tick (✓) the habits mentioned

a. Objective: To help students develop their skill of listening for specific information.

b. Content: Students listen to the audio and tick the categories of habits that are mentioned.

c. Product: Students correctly identify the mentioned categories.

d. Organization:

…………………………………………..

Activity 3: Listen again and answer the questions with no more than THREE words

a. Objective: To help students further develop their skill of listening for specific information.

b. Content: Students listen to the audio again and write short answers (max 3 words) to 4 questions.

c. Product: Students' accurately written short answers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher sets up a live quiz (E.g. Quizizz or Google Forms).

- Teacher asks students to read the questions on their screens and determine what information is needed for answering.

- Teacher plays the recording once or twice, and has students listen carefully and type their answers.

- Teacher reminds students that the questions ask for short answers with NO MORE THAN THREE WORDS.

Step 2: Students perform learning tasks

- Students listen to the recording and type their short answers into the digital platform individually.

- Teacher observes the incoming text responses on the screen and offer help if needed.

Step 3: Reporting and Discussion

- Teacher asks student to compare their submmitted answers in pairs.

- Teacher projects the submitted responses on the smart TV.

- Teacher invites some students to read and justify their answers.

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

Step 4: Evaluation

- Teacher checks spelling via the digital platform, highlights common typos, and confirms the correct answers.

- Teacher moves on to the next content.

Students' answers:

1. disease

2. vitamins

3. 8 / eight hours / hrs

4. tidy and clean

[2.1.TC2b]: Students select the most appropriate digital communication means by typing and submitting their short listening comprehension answers via a live interactive platform.

Activity 4: Work in groups, discuss and make notes of the tips from the listening, then share them with the class

a. Objective: To help students make simple notes of what they have listened to, preparing them for writing.

b. Content: Students work in groups to recall and write down tips from the listening track.

c. Product: A list of notes summarizing the health tips.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate the vocabulary and grammatical structures (giving advice/imperatives) necessary for the writing task.

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: Find ONE mistake in each sentence and type the correct word to make good health advice.

1. You should eating more fruit and vegetables.

→ ___________________________________________________

2. Washing your hands often to avoid viruses.

→ ___________________________________________________

3. We should keeping our surroundings clean.

→ ___________________________________________________

4. Don't goes to crowded places if you are sick.

→ ___________________________________________________

5. Wearing a mask when you go out.

→ ___________________________________________________

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to find mistakes related to imperatives and modals, and submit the corrected words.

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

Step 3: Reporting and Discussion

- Teacher projects the game results and common errors.

- Teacher invites some students to share their answers, and explain the grammar rules for their corrections.

1. eating → eat

2. Washing → Wash

3. keeping → keep

4. goes → go

5. Wearing → Wear

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher gives feedback, praises correct answers, and reviews the rules for imperatives (starting with V-inf) and modals (should + V-inf).

- Teacher moves to the next mission.

[2.1.TC2b]: Students select the most appropriate digital communication means by typing and submitting their grammar corrections 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.