Giáo án NLS Tiếng Anh 7 Global Success Unit 3 Getting started: Sounds like great work!

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

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

UNIT 3: COMMUNITY SERVICE

GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills

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

• Set the context for the introductory conversation about community service.
• Introduce the topic of the unit and the vocabulary related to community activities (donate, recycle, pick up litter, etc.).
• Read and listen for specific information about Tom and Minh's club activities.

2. Competences

General competences:

• Self-control and independent learning: actively listen, read, and complete the matching and gap-fill tasks.
• Communication and collaboration: work in pairs or groups to discuss and play the vocabulary game.

Specific competences:

• Use lexical items related to community activities correctly in context.
• Formulate basic sentences using the newly learned vocabulary.

Digital competences:

• [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 posters 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 collaboratively match and categorize information.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by using interactive drag-and-drop tools on a digital worksheet.
• [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to layout, format, and finalize a digital community service plan.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access and control learning materials via an LMS link or QR code.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-driven chatbot to generate and verify sentences during a vocabulary game.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by writing descriptive text prompts into an AI Image Generator for custom poster design.
• [6.3.TC2b]: Review the results and comment on the effectiveness of the AI-generated video in visually recreating and summarizing community activities.

3. Attributes

• Kindness: Show empathy and willingness to help people in need (homeless children, old people).
• Responsibility: Develop a sense of protecting the environment by picking up litter and recycling.

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, Quizizz, Wordwall, 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 and AI tools).

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Listen and read

a. Objective: To set the context for the introductory conversation and introduce the topic of the unit.

b. Content: Students look at the picture, listen to the recording, and read the conversation between Minh and Tom.

c. Product: Students understand the context and can read the conversation aloud with correct pronunciation.

d. Organization:

Activity 2: Read the conversation again and tick (✓) the appropriate box

a. Objective: To help students read for specific information about Minh and Tom's community activities.

b. Content: Students read 5 activities and tick whether they belong to Minh's club or Tom's club.

c. Product: Students' correctly ticked answers.

d. Organization:

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Activity 3: Complete the phrases under the pictures with the verbs below

a. Objective: To help students use phrases related to community activities and understand the text better.

b. Content: Students match the verbs (pick up, clean, donate, recycle, help) with the correct pictures.

c. Product: Students' correctly completed phrases.

d. Organization:

Activity 4: Complete the sentences with the correct words or phrases below

a. Objective: To help students use the vocabulary related to community activities in the right context.

b. Content: Students fill in 5 blanks with the given words (old people, planted, homeless children, litter, taught).

c. Product: Students' accurately completed sentences.

d. Organization:

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Activity 5: Game - Vocabulary Ping-pong

a. Objective: To help students review and reuse the learnt vocabulary and create a fun atmosphere.

b. Content: Students play a team game where one gives a cue word and the other makes a sentence.

c. Product: Correct sentences using community service vocabulary.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the verbs and nouns related to community service learned in the presentation.

b. Content: Students complete two practice exercises.

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

d. Organization:

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4. APPLICATION

a. Objective: To help students apply the vocabulary to real-life situations and develop planning and speaking skills.

b. Content: Students carry out a group task “My Community Service Plan”.

c. Product: A short presentation of their group's community service plan.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into groups of 4.

- Task: Imagine your group has a free weekend. Plan 3 community activities you want to do together.

+ Use a Generative AI tool (E.g. Canva Magic Media or Bing Image Creator) to generate images representing your 3 activities (Example prompt: “A group of happy teenagers picking up trash in a park”).

+ Use a graphic design tool (E.g. Canva) to arrange these images into a digital “Community Service Plan” poster. Add text summarizing your plan.

+ Present the digital poster to the class.

Step 2: Students perform learning tasks

- Students brainstorm their activities, prompt the AI for images, and collaboratively design their digital posters.

- Students write down sentences for their presentation. 

Example: On Saturday morning, we will pick up litter in the park. In the afternoon, we will donate old clothes...

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

Step 3: Reporting and Discussion

- Groups export their digital posters and upload them to a shared Padlet wall.

- Teacher invites 2 – 3 groups to cast their posters to the smart TV and present their plans to the class.

- Other groups listen and vote for the most meaningful plan via a live digital poll.

Step 4: Evaluation

- Teacher praises students for their meaningful ideas, confident presentation, and excellent digital design skills.

- 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 (E.g. Padlet) and casting them to the smart TV for presentation and voting.

[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 a digital community service plan 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 specific community activities for their project.

* HOMEWORK

- Review the new vocabulary about community service learned in the lessson.

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

- Write 5 sentences about what you did to help your family/community last week.

- Prepare for the next lesson A closer look 1.