Giáo án NLS Tiếng Anh 7 Global Success Unit 3 Skills 2: Listening: Some community activities and their benefits, Writing: Community activities one did last summer

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

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

UNIT 3: COMMUNITY SERVICE

SKILLS 2

I. OBJECTIVES

1. Knowledge and skills

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

• Listen for specific details about community activities that students did last summer.
• Take notes while listening to complete a summary of benefits.
• Understand the structure of an email and write an email to a friend about their own school activities last summer.

2. Competences

General competences:

• Self-control and independent learning: focus on listening tasks and complete the writing assignment individually.
• Communication and collaboration: work in pairs to discuss pictures, compare listening answers, and brainstorm ideas for writing.

Specific competences:

• Develop listening comprehension skills through multiple-choice and gap-filling tasks.
• Develop writing skills by composing a structured, 70-word email using the past simple tense.

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 vocabulary guesses via a live word cloud and rearranging words via a live interactive game.
• [2.2.TC2a]: Apply suitable digital technologies to share data and information by uploading digital role-play recordings 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 brainstorm and outline ideas for writing.
• [3.1.TC2a]: Apply methods to create and edit digital content in various formats by using interactive text tools to type missing words and select multiple-choice answers on a digital worksheet.
• [3.1.TC2b]: Express themselves through the creation of digital media by using a digital word processing tool or email simulator to draft, format, and finalize an email.
• [5.2.TC2b]: Select digital tools and technological solutions to independently access, play, pause, and control the listening tracks via an LMS link or QR code, and utilize auto-grading analytics on interactive platforms to provide targeted feedback.
• [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI grammar and style checker to refine and improve the quality of their written emails.
• [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 background image for their digital interview.
• [6.3.TC2b]: Review the results and comment on the effectiveness of an AI-generated video in visually introducing the vocabulary of the lesson.

3. Attributes

• Hard work: Be attentive during listening exercises and diligent in drafting and revising writing tasks.
• Empathy: Understand the value of helping others and feel motivated to engage in community service.

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 (Liveworksheets, Wordwall, Google Docs, Padlet, Mentimeter, etc.) and AI tools (AI Video Generator, ChatGPT/Grammarly, 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 activate students' prior vocabulary related to community service and engage them before the listening tasks.

b. Content: Teacher organizes a “Word Jumble Race” on the board.

c. Product: Students correctly unscramble the words.

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 provides a link to a live interactive game (E.g. Wordwall).

- Teacher explains the rules: Look at the 4 jumbled words related to community service on your screen and drag the letters to form the correct words as fast as possible:

1. I-L-T-T-R-E (LITTER)

2. A-L-P-N-T (PLANT)

3. R-O-U-T-T (TUTOR)

4. D-Y-E-L-R-E-L (ELDERLY)

Step 2: Students perform learning tasks

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

- In the game, students work individually on their devices to unscramble the words.

Step 3: Reporting and Discussion

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

- After the game, the teacher projects the results and checks the spelling and meaning of each word with the whole class.

Step 4: Evaluation

- Teacher checks and confirms the correct answer.

- Teacher praises the fastest students in the game, and leads into the new lesson: “These words are very important for our lesson today. We will listen and write about community activities in Skills 2.”

[2.1.TC2b]: Students select the most appropriate digital communication means by dragging and dropping letters to submit rearranged words via a live interactive game platform.

[6.3.TC2b]: Students review the results and comment on the effectiveness of the AI-generated video in visually introducing the vocabulary of the lesson.

2. PRESENTATION

Activity 1: What community activities are the children doing in the pictures?

a. Objective: To help students brainstorm key words / phrases for listening and practice describing pictures.

b. Content: Students observe 3 pictures (a, b, c) and identify the community activities.

c. Product: Students accurately describe the activities in the pictures.

d. Organization:

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Activity 2: Listen to Tom and Linda talking about their community activities last summer, and circle the correct answers

a. Objective: To improve students' skill of listening for specific details.

b. Content: Students listen to an audio track and answer 4 multiple-choice questions.

c. Product: Students correctly circled answers.

d. Organization:

Activity 3: Listen again and fill in each blank with no more than TWO words

a. Objective: To improve students' listening comprehension and note-taking skills.

b. Content: Students listen to the audio again and fill in 3 blanks regarding the benefits of the activities.

c. Product: Students' correctly filled blanks.

d. Organization:

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Activity 4: Read Tom's email to Nam about his school activities last summer

a. Objective: To provide students with a sample of an email and prepare them for the writing activity.

b. Content: Students read the email and identify its format, main activities, and feelings.

c. Product: Students understand the structure and content of the model email.

d. Organization:

Activity 5: You are Nam. Now write an email of about 70 words to Tom about your school activities last summer

a. Objective: To improve students' writing skills by applying past simple tense to report activities.

b. Content: Students write a complete email based on the provided template and their own ideas.

c. Product: A well-structured email of about 70 words.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate sentence structures used to describe past community activities and feelings.

b. Content: Students complete two practice exercises.

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

d. Organization:

Mission 1: Rearrange the words/phrases to make complete sentences.

Step 1: Teacher assigns learning tasks

- Teacher provides a link to an interactive unjumble game (E.g. Wordwall).

- Teacher assigns the task: Rearrange the digital word blocks on your screen to make complete sentences about community activities.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to drag and arrange the words correctly.

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

Step 3: Reporting and Discussion

- Teacher invites some students to read the correctly formed sentences aloud.

1. We planted some trees in the park last summer.

2. My friends and I read books to elderly people.

3. We had a lot of fun doing these activities.

4. We learnt some useful teamwork skills.

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher checks spelling, capitalization, and punctuation based on the digital analytics, 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 digital 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.

[5.2.TC2b]: The teacher selects digital tools and technological solutions to solve needs by utilizing a web-based quiz platform's auto-grading analytics to assess grammar mastery.

4. APPLICATION

a. Objective: To give students an opportunity to apply their writing and listening vocabulary into a spontaneous speaking context.

b. Content: Students conduct a “Community Reporter Interview” role-play.

c. Product: Spoken Q&A dialogues about past summer activities.

d. Organization:

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