Giáo án NLS Tiếng Anh 7 Global Success Unit 3 Looking back; Project: Our green neighbourhood

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

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

UNIT 3: COMMUNITY SERVICE

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

• Review and consolidate the vocabulary related to community activities.
• Revise and correctly use the past simple tense in affirmative, negative, and interrogative forms.
• Identify environmental problems in their neighbourhood and brainstorm solutions to create a project poster.

2. Competences

General competences:

• Self-control and independent learning: recall previous knowledge to complete review exercises individually.
• Communication and collaboration: work in groups to brainstorm ideas, design a poster, and present it to the class.

Specific competences:

• Accurately apply past simple verbs in sentence writing and paragraph completion.
• Present and logically explain solutions for local environmental issues.

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 dragging, dropping, and submitting rearranged sentences via a live interactive game platform.
• [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 for class presentation.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital workspace to collaboratively write and peer-review sentences.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by using interactive drag-and-drop and text tools to complete digital vocabulary and grammar worksheets.
• [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to layout, format, and finalize a digital project poster.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive platform to assess grammar and vocabulary mastery.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI chatbot to verify irregular verb forms, using an AI grammar checker to refine sentence constructions, and brainstorming practical solutions for environmental issues.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by writing descriptive text prompts into a Generative AI tool to visualize environmental problems and solutions for their poster.
• [6.3.TC2b]: Review the results and comment on the effectiveness of the AI-generated video in visually reviewing community activities.

3. Attributes

• Hard work: Be highly concentrated on reviewing the unit's knowledge.
• Responsibility: Raise awareness of keeping the neighbourhood green, clean, and beautiful.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 7, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital tools (Wordwall, Liveworksheets, Google Docs, Padlet, Canva, etc.) and AI tools (AI Video Generator, ChatGPT/Claude, Grammarly, 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: Complete the table with the words and phrases from the box

a. Objective: To help students revise the vocabulary learnt and match verbs with appropriate nouns/noun phrases.

b. Content: Students classify 6 nouns/noun phrases into 3 verb categories (help, pick up, donate).

c. Product: Students' correctly completed tables.

d. Organization:

Activity 2: Complete each sentence with one phrase from 1, remember to use the correct form of the verbs

a. Objective: To help students use the correct phrases about community activities in context and apply past simple tense.

b. Content: Students fill in 5 blanks with phrases from Activity 1, conjugated in the past tense.

c. Product: Students' accurately completed sentences.

d. Organization:

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Activity 3: Use the correct form of the verbs from the box to complete the passage

a. Objective: To help students revise the past simple form of some regular and irregular verbs in a paragraph context.

b. Content: Students complete a text about “Warm Clothes” using 5 verbs in the past simple.

c. Product: Students' correctly filled passage.

d. Organization:

Activity 4: Write full sentences about the activities the students did to help their community last year

a. Objective: To help students improve their sentence building skills using past simple verbs.

b. Content: Students write 5 complete sentences based on provided prompts.

c. Product: Students' correctly written sentences.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the past simple tense rules and community vocabulary comprehensively.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Rearrange the words to make complete sentences in the Past Simple tense.

Step 1: Teacher assigns learning tasks

- Teacher assigns the task via a live interactive unjumble game (E.g. Wordwall). - Teacher assigns the task: Rearrange the digital word blocks on your screen to make complete sentences in the Past Simple tense.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to analyze sentence structures, drag, and arrange the words correctly.

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

Step 3: Reporting and Discussion

- Teacher projects the game results on the smart TV.

- Teacher invites some students to read their answers aloud.

1. We collected plastic bottles yesterday.

2. Did the club plant trees last weekend?

3. They didn't clean the park this morning.

4. We donated warm clothes to poor children.

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher reviews the sentence orders, emphasizing the position of time expressions and auxiliary verbs, then praises the class.

- Teacher moves to the next mission.

[2.1.TC2b]: Students select the most appropriate digital communication means by dragging, dropping, and submitting rearranged sentences via a live interactive game platform (E.g. Wordwall).

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 identify environmental problems in their neighbourhood, brainstorm possible solutions, and improve teamwork and public speaking skills.

b. Content: Students conduct a group project “Our Green Neighbourhood”.

c. Product: A visually creative poster illustrating local problems and solutions, along with an oral presentation.

d. Organization:

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