Giáo án NLS Tiếng Anh 7 Global Success Unit 3 Skills 1: Reading: Community activities at a school, Speaking: The reasons why students join different community activities

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

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

UNIT 3: COMMUNITY SERVICE

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

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

• Read for specific information (scanning) about community service projects.
• Guess the meaning of new words in context.
• Talk about the community projects they would like to join and explain their reasons.

2. Competences

General competences:

• Self-control and independent learning: actively read texts, deduce word meanings, and complete comprehension tasks.
• Communication and collaboration: work in pairs or groups to discuss project preferences and report answers.

Specific competences:

• Extract detailed information from a reading passage to solve matching and T/F exercises.
• Use appropriate vocabulary and structures to express personal choices and provide logical reasoning.

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 submitting choices via an interactive digital poll.
• [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 students to projects.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by using interactive text and checkbox tools to complete digital worksheets.
• [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to layout, format, and finalize a digital community project poster.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on an interactive platform for reading comprehension tasks.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-driven chatbot to simulate a conversation about joining a community project.
• [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 illustrating community service.

3. Attributes

• Empathy and Responsibility: Appreciate the value of community service and show a desire to contribute to society.
• Confidence: Be confident in presenting personal opinions in front of the class.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 7, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital tools (Mentimeter, Liveworksheets, Google Jamboard, Canva, kenhhoctap.edu.vn) and AI tools (AI Video Generator, ChatGPT/Claude, Canva Magic Media / Bing Image Creator).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

…………………………………………..

…………………………………………..

…………………………………………..
 

2. PRESENTATION

Activity 1: Work in pairs, and circle the activities you would like to do at your school

a. Objective: To remind students of some community activities and brainstorm before reading.

b. Content: Students discuss 3 activities and circle their preferences.

c. Product: Students actively discuss their choices.

d. Organization:

Activity 2: Read the passage and match the highlighted words with their meanings

a. Objective: To improve students' knowledge of vocabulary related to community activities and deduce meaning from context.

b. Content: Students read a passage about Bright Future School and match 5 highlighted words with their definitions.

c. Product: Students correctly match the words with their meanings.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 3: Read the passage again and tick (✓) T (True) or F (False)

a. Objective: To improve students' skill of reading for specific details (scanning).

b. Content: Students read 5 statements and decide if they are True or False based on the text.

c. Product: Students' accurately ticked T/F boxes.

d. Organization:

Activity 4: Work in pairs, read about these students, and write the names of the projects you think they should join in the Projects column

a. Objective: To enable students to reuse the names of community projects and practice matching people's interests with suitable projects.

b. Content: Students analyze profiles of 5 students and assign them to the most suitable project (A-E).

c. Product: Students' correctly assigned projects.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 5: Work in groups, discuss which project in Activity 4 you would like to join, and why, then report your group's answers to the class

a. Objective: To give students an opportunity to practice speaking, explaining reasons based on personal preferences, and reporting group decisions.

b. Content: A spoken report of the group's project choices and reasons.

c. Product: Students confidently report their group's decisions.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary (especially verbs and adjectives) learned in the reading passage.

b. Content: Students complete two practice exercises.

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

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

4. APPLICATION

a. Objective: To give students an opportunity to creatively apply their knowledge of community projects to a real-world scenario.

b. Content: Students design a mini-poster for a new community project.

c. Product: A visually appealing mini-poster describing a community project.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher divides the class into groups of 3 – 4.

- Task: Imagine your group is starting a new community project at Bright Future School. 

+ Use a Generative AI tool (E.g. Canva Magic Media or Bing Image Creator). Write a descriptive English text prompt to generate an engaging main image for your project (E.g. “A realistic photo of happy students planting a community garden”).

+ Use a graphic design tool (E.g. Canva) to design a digital mini-poster to advertise it. The poster must include: Project Name, Who it helps, What activities students will do, and Why they should join (benefits).

Step 2: Students perform learning tasks

- Groups brainstorm ideas, prompt the AI for imagery, and layout their digital posters on their devices.

- The teacher observes, guides, and supports the students technically and linguistically.

Step 3: Reporting and Discussion

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

- The class does a “Digital Gallery Walk” (viewing the posters on the smart TV or their own devices) and votes for the best one via a live poll.

Step 4: Evaluation

- Teacher praises the students' creativity, digital design skills, correct use of vocabulary, and teamwork.

- 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 the digital gallery walk 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 their digital mini-poster.

[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing descriptive English text prompts into a Generative AI tool to visualize the main activity for their community project poster.

* HOMEWORK

- Review the new vocabulary learned in the lesson.

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

- Prepare for the next lesson Skills 2.