Giáo án NLS Tiếng Anh 7 Global Success Unit 3 Communication: Everyday English: Giving compliments; Changing our neighbourhood

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

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

UNIT 3: COMMUNITY SERVICE

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

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

• Introduce and use everyday English expressions to give compliments.
• Read a poster for specific ideas about community projects and their benefits.
• Ask and answer questions about which volunteer activities they want to join and give reasons.

2. Competences

General competences:

• Self-control and independent learning: actively read the poster and match information.
• Communication and collaboration: work in pairs/groups to role-play giving compliments and discussing volunteer choices.

Specific competences:

• Develop reading skills for specific information (scanning).
• Develop speaking skills by reporting group decisions and giving logical reasons.

Digital competences:

• [1.1.TC2b]: Organize searches using digital tools to explore and verify knowledge by completing an online multiple-choice exercise.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by uploading digital project posters or summary boards 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 match project numbers with benefits, and synthesize group discussions.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by using interactive text tools to type missing words into a digital worksheet.
• [3.1.TC2b]: Express themselves through the creation of digital media by using their smartphones' voice recorder to capture role-play conversations and graphic design tools to format digital project pitches.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access, play, and control audio tracks via an LMS link or QR code, and utilize auto-grading analytics on interactive platforms.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-driven chatbot to brainstorm and expand on the benefits of community activities.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by writing descriptive text prompts into a Generative AI tool to visualize a new community project.
• [6.3.TC2b]: Review the results and comment on the effectiveness of the AI-generated video in introducing the concept of giving compliments.

3. Attributes

• Kindness: Learn to appreciate others' good deeds by giving sincere compliments.
• Responsibility: Show willingness to participate in community service to improve the neighborhood.

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 (Padlet, Google Jamboard, Liveworksheets, Canva, etc.) and AI tools (AI Video Generator, ChatGPT/Claude, Canva Magic Media / Bing Image Creator, etc.).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To lead into the topic of giving compliments and create a positive, engaging class atmosphere.

b. Content: Teacher organizes a “Compliment Chain” activity.

c. Product: Students can say positive, encouraging words to each other.

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 writes a statement on the board: “I helped an old lady cross the street yesterday.”

- Teacher asks the class the following question: “If your friend tells you this, what nice things would you say to praise them?”.

Step 2: Students perform learning tasks

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

- In the game, students brainstorm and shout out phrases.

Example: Good job! Well done! Great! You are very kind!

Step 3: Reporting and Discussion

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

- In the game:

+ Teacher writes the students' phrases on the board.

+ Teacher explains: “When someone does a good deed, we should praise them. This is called giving compliments.”

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the students' ideas in the game, and leads into the new lesson: “Today, we will learn some special English expressions to give compliments and talk more about volunteer projects in Communication.”

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in visually demonstrating the emotional impact of giving and receiving compliments.

2. PRESENTATION

Activity 1: Listen and read the dialogue between Lan and Mark, pay attention to the highlighted parts

a. Objective: To introduce two ways to give compliments.

b. Content: Students listen to a dialogue and notice the expressions used to praise someone's good deeds.

c. Product: Students recognize the phrases 'Sounds like great work!' and “Wonderful!”.

d. Organization:

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Activity 2: Work in pairs, and make similar conversations

a. Objective: To help students practice giving compliments in different contexts.

b. Content: Students role-play new conversations using given prompts and compliment structures.

c. Product: Students' pair-work conversations.

d. Organization:

Activity 3: Work in pairs, read the poster about the volunteer activities for teenagers at Lending Hand, and write the project number (1-3) next to its benefit (A-E)

a. Objective: To help students learn more about the benefits of community activities and practice reading for specific ideas.

b. Content: Students read a poster about 'Lending Hand' and match 3 projects with 5 benefits.

c. Product: Students' correctly matched numbers and letters.

d. Organization:

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Activity 4: Work in pairs, ask and answer which activities in 3 you want to join, give reasons

a. Objective: To help students practice asking and answering questions about their choices and giving reasons.

b. Content: Students practice a dialogue asking for preferences and explaining “why”.

c. Product: Spoken dialogues expressing choices and reasons.

d. Organization:

Activity 5: Work in groups, discuss which activity each member of your group chooses and the benefit(s) of the activity, and present your group's answers to the class

a. Objective: To help students practice reporting group decisions and summarizing reasons.

b. Content: Groups discuss their choices and one representative presents the summary to the class.

c. Product: A short oral presentation reporting the group's choices.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary of community projects, benefits, and compliments.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Fill in each blank with ONE suitable word to complete the dialogues/sentences.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to an interactive digital worksheet (E.g. Liveworksheets or Google Forms).

- Teacher assigns the task: Read the 5 sentences on your screen and type ONE suitable word into each blank.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to recall the compliments and poster vocabulary from the lesson and type them into the digital blanks.

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

Step 3: Reporting and Discussion

- Teacher projects the auto-graded results on the smart TV.

- Teacher invites some students to read their answers aloud.

1. great

2. Wonderful

3. cleaner / greener

4. nursing

5. street

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher reviews the answers based on the system's analytics, emphasizing spelling and context, and praises the class.

- Teacher moves to the next mission.

[3.1.TC2a]: Students apply methods to create and edit digital content in various formats by using interactive text tools to type missing vocabulary words into a digital worksheet.

[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive platform to provide targeted feedback on vocabulary retention.

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 help students apply communication skills creatively by inventing a project and giving compliments in a realistic context.

b. Content: Students design a “New Project Pitch” and exchange compliments.

c. Product: A mini-presentation of a new project and peer compliments.

d. Organization:

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