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Giáo án NLS Tiếng Anh 7 Global Success Unit 4 Skills 1: Reading: A traditional art form, Speaking: A musical performance at one's school

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Giáo án NLS Tiếng Anh 7 Global Success Unit 4 Skills 1: Reading: A traditional art form, Speaking: A musical performance at one's school. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 7.

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Giáo án NLS Tiếng Anh 7 Global Success Unit 4 Skills 1: Reading: A traditional art form, Speaking: A musical performance at one's school

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

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

UNIT 4: MUSIC AND ARTS

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

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

Read for specific information about water puppetry, a traditional Vietnamese art form.
Understand the meanings of words from context (performed, traditional, fantastic, festival).
Ask and answer questions about a past school musical performance.
Plan and talk about a future school musical performance.

2. Competences

General competences:

Self-control and independent learning: Read the text individually and find specific information.
Communication and collaboration: Work in pairs and groups to discuss and plan performances.

Specific competences:

Reading comprehension strategies (scanning for keywords, using context clues).
Speaking fluently about events using past and future tenses.

Digital competences:

[1.1.TC1a]: Explain information needs.
[2.1.TC1a]: Choose simple digital technologies for interaction.
[2.4.TC1a]: Select clearly identified and regularly used digital tools and technologies for collaborative processes.
[3.1.TC1a]: Identify ways to create and edit general digital content using clear and commonly used formats.
[6.2.TC1a]: Use AI tools in daily work and learning.

3. Attributes

Patriotism & Love: Develop an appreciation for Vietnamese traditional arts (water puppetry).
Hard work: Actively participate in class activities and complete assigned digital and physical tasks.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 7, Teacher's Book.
Computer, projector/smart TV.
Interactive presentation platforms (e.g., Mentimeter, Padlet), Liveworksheets/Google Forms.
AI Chatbot (ChatGPT/Gemini).

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets with an internet connection.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' background knowledge of music and traditional arts through a text-based critical thinking activity, creating an engaging atmosphere without using images.

b. Content: Teacher organizes a digital "Crack the AI Riddle" game where students read text-based clues to guess musical instruments, genres, and traditional arts.

c. Product: Students' correct text submissions of the answers.

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 uses an interactive polling tool (e.g., Mentimeter or Quizizz).

- Teacher explains the rules: I have used an AI chatbot to generate 3 challenging text riddles about music and arts. You will read the text on the screen and type your answer as fast as possible on your devices.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it.

- Students connect to the game via their smartphones/tablets.

- Students read the text riddles on the smart TV:

+ Riddle 1: "I have keys but no locks. I have space but no room. You can play me, but you can't go inside me. What am I?"

+ Riddle 2: "I am a type of music, very old and serious. Names like Mozart and Beethoven belong to me. What am I?"

+ Riddle 3: "I have no voice, but I tell stories on a stage made of water. What am I?"

- Students type their text answers and submit them digitally.

Step 3: Reporting and Discussion

- Teacher displays the live text submissions (word cloud or list) on the screen.

- Teacher reveals the correct answers and asks: Have you ever seen a water puppet show in real life?

- Students' text submissions:

1. Piano (or Keyboard)

2. Classical music

3. Water puppet / Water puppetry.

Step 4: Evaluation

- Teacher praises the fastest and most accurate students.

- Teacher leads into the lesson: Today we are going to read about the answer to the last riddle: Water Puppetry.

[2.1.TC1a]: Choose simple digital technologies for interaction.

[6.2.TC1a]: Use basic AI chatbots to generate text-based riddles for the warm-up activity.

[1.1.TC1a]: Use basic digital tools to access simple information by connecting to a live interactive platform and submitting text answers.

2. PRESENTATION

READING

Activity 1: Look at the pictures. Discuss the questions below with a partner.

a. Objective: To activate Ss' knowledge of the topic of the reading text.

b. Content: Students discuss what a water puppet show and a traditional theater look like, and share whether they like them.

c. Product: Students' spoken ideas about the topics.

d. Organization:

…………………………………………..

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

a. Objective: To help Ss read to find some words in context and their meanings.

b. Content: Read Mary's email about a water puppet show and match highlighted words (performed, traditional, fantastic, festival) with definitions.

c. Product: Correctly matched vocabulary words.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Tell Ss to read the four phrases and the highlighted words in the passage.

- Set a strict time limit to ensure Ss read quickly.

- Instruct Ss to use the digital highlighter tool on their smart tablets (if using digital books) to mark context clues (hoclieu.vn).

Step 2: Students perform learning tasks

- Students scan the email and look for clues (e.g., past simple tense verbs).

- Match the words with meanings.

Step 3: Reporting and Discussion

- Call on some Ss to say the words or write them on the board.

Step 4: Evaluation

- Teacher gives correction and confirms the key.

- Teacher moves on to the next content.

Key:

1. performed

2. traditional

3. fantastic

4. festival.

[3.1.TC1a]: Create and edit simple digital content by utilizing digital highlighting/annotation tools to identify context clues in the e-textbook.

Activity 3: Read the email again and answer the questions.

a. Objective: To help Ss read for specific information and gain an understanding of water puppetry.

b. Content: Students answer 5 questions based on the email text.

c. Product: Correct answers to the comprehension questions.

d. Organization:

…………………………………………..

SPEAKING

Activity 4: Work in pairs. Ask and answer about Mark’s school musical performance last year.

a. Objective: To help Ss ask and answer questions about a school musical performance.

b. Content: Students use the provided cue card (Time, Duration, Place, Items performed) to role-play a conversation.

c. Product: A fluent pair conversation using the past simple tense.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Have Ss read about Mark’s school musical performance.

- Have them work in pairs, asking and answering questions about the performance.

Step 2: Students perform learning tasks

- Students practice speaking based on the example (e.g., A: When was the performance? B: On Saturday night.).

- T goes around and corrects mistakes.

Step 3: Reporting and Discussion

- Call on some pairs to perform the task in front of the class.

Step 4: Evaluation

- T and other Ss listen and comment.

- Teacher moves on to the next content.

Pair conversation. Example:

- Where was it?

- It was in the schoolyard.

- What items were performed?

- Plays, dances, songs, magic...

Activity 5: Your school is going to have a musical performance to celebrate Teachers' Day. Work in groups. Make a plan for the performance and talk about the items you will contribute.

a. Objective: To help Ss practise speaking about what they will do and how they will prepare for their school performance.

b. Content: Groups discuss and fill in a plan (Time, Duration, Place, Items contributed).

c. Product: A completed plan and a group presentation of their ideas.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate vocabulary and grammar (comparisons: as...as, different from, the same as, too, either) related to music, arts, and performances.

b. Content: Students complete a 2-task digital mission. Task 1 is Multiple Choice, and Task 2 includes an Open Cloze test and Sentence Combining.

c. Product: Accurate completion of the digital worksheet.

d. Organization:

Mission 1: Complete WORKSHEET 1.

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Time limit: 15 minutes.

Task 1: Choose the best answer A, B, C, or D

1. The traditional dance was ________ beautifully by the local artists.

A. performed B. displayed C. painted D. drawn

2. Water puppetry is a unique Vietnamese art form that originated in the ________ of the Red River Delta.

A. mountains B. villages C. cities D. oceans

3. This camera is not as expensive ________ I thought at first.

A. like B. than C. as D. so

4. Classical music is not ________ my taste; I prefer rock and roll.

A. to B. in C. for D. with

5. We need to buy some ________ instruments for the school band, such as a violin and a cello.

A. string B. wind C. percussion D. brass

Task 2: Open Cloze test and Sentence Combining

Part A: Read the blog post and type EXACTLY ONE word into each blank

Last week, our school held a fantastic music festival. The atmosphere was completely different (6) ________ what I had expected; it was so lively! My friend Jane played the piano, and her performance was exactly the (7) ________ as a professional musician's. I wanted to perform (8) ________, but I was too shy. However, I realized that enjoying music is just as important (9) ________ playing it. Next year, I promise I will not miss the chance to perform (10) ________ the stage.

Part B: Combine the two sentences into one using the word given in brackets

11. My brother likes listening to K-pop. I like listening to K-pop. (too)

-> __________________________________________.

12. The Mona Lisa painting is priceless. This modern photograph is not priceless. (different)

-> __________________________________________.

13. I didn't go to the water puppet show yesterday. She didn't go to the water puppet show yesterday. (either)

-> __________________________________________.

14. This classical song is relaxing. That folk song is relaxing. (as ... as)

-> __________________________________________.

15. His taste in art is very traditional. My taste in art is very traditional. (same ... as)

-> __________________________________________.

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher displays the statistical graph of correct answers to the class.

- For Task 2, Teacher calls on students to explain the grammar rules they applied.

- Answers:

Task 1:

1. A, 2. B, 3. C, 4. A, 5. A

Task 2:

Part A:

6. from

7. same

8. too

9. as

10. on

Part B:

11. My brother likes listening to K-pop, and I like listening to K-pop, too. (Or: My brother likes listening to K-pop, and I do, too.)

12. The Mona Lisa painting is different from this modern photograph.

13. I didn't go to the water puppet show yesterday, and she didn't (go to the water puppet show yesterday), either.

14. This classical song is as relaxing as that folk song.

15. His taste in art is the same as my taste in art. (Or: His taste in art is the same as mine.)

Step 4: Evaluation

- Teacher provides final feedback and focuses on common mistakes in sentence combination (e.g., placing too/either at the end of the sentence, using from after different).

[3.1.TC1a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-7-textbook-unit-4-music-and-arts-25086 for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.TC1a]: Choose simple digital technologies to interact.