Giáo án NLS Tiếng Anh 7 Global Success Unit 3 A closer look 1 Vocabulary: Community activities, Pronunciation: /t/, /d/, and /ɪd/

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

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

UNIT 3: COMMUNITY SERVICE

A CLOSER LOOK 1

I. OBJECTIVES

1. Knowledge and skills

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

• Identify and use vocabulary (verbs and phrases) related to community activities.
• Recognize and correctly pronounce the sounds /t/, /d/, and /ɪd/ in words ending in -ed.
• Apply the vocabulary to describe pictures and form complete sentences.

2. Competences

General competences:

• Self-control and independent learning: actively complete matching and gap-filling tasks.
• Communication and collaboration: work in pairs to describe pictures and share answers.

Specific competences:

• Use appropriate vocabulary to talk about community service.
• Apply pronunciation rules for -ed endings in speaking.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to explore and verify knowledge by completing online multiple-choice exercises.
• [2.1.TC2a]: Select multiple digital technologies to interact by inputting vocabulary answers into interactive web-based textbook platforms.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by uploading digital role-play recordings to collaborative platforms for peer review.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to collaboratively match verbs and phrases.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by using interactive text tools to write full sentences on a digital board.
• [3.1.TC2b]: Express themselves through the creation of digital media by using their smartphones' voice recorder to capture and save an audio file of their role-play conversation.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access, play, pause, and control pronunciation audio tracks via an LMS link or QR code.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI pronunciation checking tool (or AI speech-to-text) during interview practice.
• [6.3.TC2b]: Review the results and comment on the effectiveness of the AI-generated video in visually summarizing vocabulary.

3. Attributes

• Kindness: Show empathy towards the elderly, poor children, and the community.
• Hard work: Be diligent in practicing pronunciation and learning new vocabulary.

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 (Google Jamboard, Liveworksheets, Padlet, etc.) and AI tools (AI Video Generator, AI speech-to-text/pronunciation tools, etc.).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or laptops (for accessing digital learning platforms, audio tracks, and recording tools) with headsets.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate prior vocabulary related to community service and create a competitive, engaging atmosphere.

b. Content: Teacher organizes a “Picture Matching Race” game.

c. Product: Students successfully match verbs with corresponding pictures.

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 divides the class into 2 groups.

- Teacher prepares a list of verbs (pick up, donate, recycle, help, plant) on the board and distributes a set of pictures (illustrating trees, small children, old people, books, bottles, litter) to each group.

Step 2: Students perform learning tasks

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

- In the game

+ Groups race to match the pictures with the correct verbs on the board using magnets or tape when the teacher says “Start”.

+ The group with the most correct answers in the shortest time wins the game.

Step 3: Reporting and Discussion

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

- In the game, the teacher checks the matches with the whole class.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher leads into the new lesson: “Great job! Today we will learn more phrases like these and how to pronounce -ed endings in A closer look 1.”

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in visually summarizing vocabulary related to community service.

2. PRESENTATION

Activity 1: Match a verb in A with a word or phrase in B

a. Objective: To introduce some verbs and verb phrases that are often used to describe community activities.

b. Content: Students match 5 verbs with 5 suitable nouns/phrases.

c. Product: Students' correctly matched phrases.

d. Organization:

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Activity 2: Complete each of the sentences with a suitable word or phrase from the box

a. Objective: To allow students to use the learnt words/phrases in context.

b. Content: Students fill in 5 blanks with words/phrases (tutor, litter, water, donate, used paper for notebooks).

c. Product: Students' accurately completed sentences.

d. Organization:

Activity 3: Use the phrases from the box to write full sentences under the correct pictures

a. Objective: To help students practice producing full sentences using the learnt phrases based on visual cues.

b. Content: Students write full sentences to describe 5 pictures.

c. Product: Students' correctly written sentences under each picture.

d. Organization:

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Activity 4: Listen and repeat, pay attention to the sounds /t/, /d/, and /ɪd/

a. Objective: To help students identify how to pronounce the sounds /t/, /d/, and /ɪd/ in words ending in -ed.

b. Content: Students listen to a list of verbs and categorize their -ed pronunciation.

c. Product: Students pronounce the target sounds correctly.

d. Organization:

Activity 5: Listen to the sentences and pay attention to the underlined parts, and tick (✓) the appropriate sounds

a. Objective: To help students practice pronouncing the sounds /t/, /d/, and /ɪd/ in sentences.

b. Content: Students listen to sentences, focus on the underlined verbs, and tick the correct sound column.

c. Product: Students' correctly ticked sounds for each sentence.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the pronunciation rules for -ed endings (/t/, /d/, /ɪd/).

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Put the words into the correct columns based on the pronunciation of their “-ed” endings.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to an interactive drag-and-drop game (E.g. Wordwall).

- Teacher assigns the task: Drag the following digital word blocks into the correct columns based on the pronunciation of their “-ed” endings: washed, planted, played, stopped, needed, loved.

- Teacher sets a time limit of 3 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to apply the pronunciation rules and categorize the 6 verbs.

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

Step 3: Reporting and Discussion

- Teacher projects the game results.

- Teacher invites students to read the categorized words aloud.

+ /t/: washed, stopped

+ /d/: played, loved

+ /ɪd/: planted, needed 

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher checks the answers via the platform, asks the class to read the words aloud, and praises students for correct answers.

- Teacher moves to the next mission.

[3.1.TC2a]: Students apply methods to create and edit digital content in various formats by using interactive drag-and-drop tools to categorize words in a digital game.

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

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