Giáo án NLS Tiếng Anh 7 Global Success Unit 6 A closer look 1 Vocabulary: Schools, school facilities, and school activities, Pronunciation: /tʃ/ and /dʒ/
Giáo án NLS Tiếng Anh 7 Global Success Unit 6 A closer look 1 Vocabulary: Schools, school facilities, and school activities, Pronunciation: /tʃ/ and /dʒ/. 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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Teaching: ..../..../.....
UNIT 6: A VISIT TO A SCHOOL
A CLOSER LOOK 1
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Use words and phrases related to school activities and facilities (entrance examination, school facilities, outdoor activities, midterm test, gifted students).
- Pronounce and distinguish the sounds /tʃ/ and /dʒ/ correctly in words and sentences.
2. Competences
General competences:
- Self-control and independent learning: actively participate in vocabulary matching, sentence completion, and pronunciation practice.
- Communication and collaboration: work in pairs to ask and answer questions about their school, and discuss vocabulary tasks.
Specific competences:
- Accurately use school-related vocabulary in sentences and speaking contexts.
- Master the pronunciation of sounds /tʃ/ and /dʒ/.
Digital competences:
- [2.1.TC2b]: Select the most appropriate digital communication means by submitting text answers and votes via live digital polling tools.
- [2.2.TC2a]: Apply suitable digital technologies to share data and information by casting digital posters to the smart TV for presentation.
- [2.4.TC2a]: Select digital tools and technologies for collaborative processes by co-editing a shared digital board to arrange vocabulary or phrases.
- [3.1.TC2a]: Indicate how to create and edit digital content in various formats by using digital annotation tools to complete worksheets and matching diagrams.
- [3.1.TC2b]: Express themselves through the creation of digital media by using graphic design tools to create digital posters.
- [5.2.TC2b]: Select digital tools and technological solutions to solve needs by utilizing auto-grading analytics on online platforms for vocabulary and phonics tests.
- [6.1.TC2a]: Analyze how AI works in specific applications by interacting with an AI-generated video and an AI voice chatbot for pronunciation and Q&A practice.
- [6.2.TC2a]: Optimize the use of AI tools for higher efficiency by using Generative AI to create custom illustrative elements for a digital poster.
3. Attributes
- Kindness & Responsibility: Appreciate their school environment, facilities, and schoolmates.
-Diligence: Be focused and active in vocabulary and pronunciation exercises.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 7, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Digital tools (Mentimeter, Google Docs/Jamboard, Quizizz, Kahoot, Canva, kenhhoctap, etc.), and AI tools (AI Video Generator, ChatGPT Voice, Canva AI Image Generator, 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: Match the words in columns A and B to form phrases. Then say them aloud.
a. Objective: To help students match the words in column A with appropriate ones in column B to make phrases related to school activities.
b. Content: Matching words (1-5) with letters (a-e).
c. Product: Correct matched phrases.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher shares an interactive digital worksheet or drag-and-drop matching board (E.g., Google Jamboard) containing Columns A and B.
- Teacher asks students to look at the words in the two columns, check their meanings, and drag the lines or items to match them. - Teacher calls on some students to share their answers in pairs, then read the phrases aloud in front of the class. - Other students give comments. Step 2: Students perform learning tasks - Students work individually or in pairs on their digital devices to match column A with column B. - Teacher monitors and provides support. Step 3: Reporting and Discussion Step 4: Evaluation - Teacher checks the answers on the smart TV, confirms the correct key, and ensures correct pronunciation. - Teacher moves to next content. | Key: 1. d, 2. c, 3. b, 4. e, 5. a. Students' answers:
| [3.1.TC2a]: Students indicate how to create and edit digital content in various formats by using digital drag-and-drop tools on an interactive whiteboard to match columns A and B.
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Activity 2: Complete the sentences with the phrases in 1.
a. Objective: To help students complete the sentences with the phrases they have learnt in 1.
b. Content: 5 sentences with blanks to be filled using phrases from Activity 1.
c. Product: Correct completed sentences.
d. Organization:
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Activity 3: Work in pairs. Answer the questions about your school.
a. Objective: To help students ask and answer questions about their school using the newly learned vocabulary.
b. Content: 5 discussion questions regarding school facilities, gifted students, entrance exams, and outdoor activities.
c. Product: Meaningful spoken Q&A exchanges between pairs.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks Teacher introduces an AI voice chatbot (e.g., ChatGPT Voice) and asks students to practice speaking their answers or asking questions to the AI first.
- Then, teacher instructs students to work in human pairs: one student asks the questions, and the other answers using key phrases (e.g., gifted students, first-term test, facilities, outdoor activities). - Teacher invites some pairs to perform the Q&A in front of the class. - Classmates provide feedback on pronunciation and content. Step 2: Students perform learning tasks - Students practice with the AI chatbot to check their pronunciation of the key phrases. - Students work in pairs to ask and answer the 5 questions. - Teacher monitors and offers help. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks pronunciation, corrects errors, and confirms appropriate usage of phrases. - Teacher moves to next content. | Sample questions & answers:
| [6.1.TC2a]: Students analyze how AI works in specific applications by interacting with an AI voice chatbot to practice asking and answering school-related questions before pair work.
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Activity 4: Listen and repeat the words. What letters can we use to make the /tʃ/ and /dʒ/ sound?
a. Objective: To help students say the words with the sounds /tʃ/ and /dʒ/ correctly.
b. Content: Two columns of words featuring /tʃ/ (cherry, cheaper, children, lunch, teacher) and /dʒ/ (jam, gym, juice, large, project, intelligent).
c. Product: Correct pronunciation of words and identification of spelling patterns for /tʃ/ and /dʒ/.
d. Organization:
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Activity 5: Listen and repeat the chant. Pay attention to the sounds /tʃ/ and /dʒ/.
a. Objective: To help students say the chant containing the words with the sounds /tʃ/ and /dʒ/.
b. Content: A rhythm chant focusing on words with /tʃ/ and /dʒ/.
c. Product: Fluent chanting with correct rhythm and pronunciation of target sounds.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher plays the audio track (Track 40) line by line.
- Teacher has students practice the chant in pairs or groups, paying attention to /tʃ/ and /dʒ/ sounds. - Teacher calls on some students to say the chant in front of the class. - Classmates evaluate the rhythm and pronunciation. Step 2: Students perform learning tasks - Students listen, repeat, and practice chanting in groups. - Teacher moves around to offer help. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher praises students and provides final corrections. - Teacher moves to next content. | Audio script - Track 40: Orange juice, orange juice, Who likes orange juice? Children do, children do. Children like orange juice. Chicken chop, chicken chop, Who likes chicken chop? John does, John does. John likes chicken chop. | [2.4.TC2a]: Students select digital tools and technologies for collaborative processes by co-editing a shared digital document to practice and synchronize chant timing in group audio recordings. |
3. PRACTICE
a. Objective: To consolidate the vocabulary of school facilities and the use of prepositions of time and place.
b. Content: Students complete a preposition gap-fill exercise and a multiple-choice exercise.
c. Product: Correctly completed exercises in their notebooks.
Mission 1:
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4. APPLICATION
a. Objective: To help students apply vocabulary related to school facilities and activities into a creative real-life communication task.
b. Content: Designing a digital "My Dream School Tour" mini-poster or slide presentation.
c. Product: A digital poster featuring images of school facilities/activities and descriptive sentences.
d. Organization:
Step 1: Teacher assigns learning tasks
- Task:
+ Work in pairs to design a digital mini-poster introducing your dream school facilities and activities using a design tool (E.g., Canva).
+ Use a Generative AI Image tool (E.g., Canva Magic Media or Bing Image Creator) to generate pictures of modern school facilities (e.g., a green garden, a modern library).
+ Write 3–4 sentences describing the facilities and outdoor activities using vocabulary learned in the lesson.
- Teacher invites 3–4 pairs to cast their digital posters to the smart TV and present their dream school to the class.
Step 2: Students perform learning tasks
- Students use AI tools to generate images and Canva to build their digital posters.
- Students write descriptive sentences collaboratively.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher evaluates students' creativity, effective use of AI tools, and correct vocabulary usage.
[2.2.TC2a]: Students apply suitable digital technologies to share data and information by casting their finalized digital posters to the smart TV during their presentation.
[3.1.TC2b]: Students express themselves through the creation of digital media by using a graphic design tool (E.g. Canva) to design a digital poster combining text and AI-generated images.
[6.2.TC2a]: Students optimize the use of AI tools for higher efficiency by writing descriptive text prompts in a Generative AI tool to create custom illustrations of dream school facilities for their posters.
* HOMEWORK
- Review the vocabulary phrases and the pronunciation rules for /tʃ/ and /dʒ/.
- Write 5 sentences about your school facilities and favorite outdoor activities using the vocabulary learned. Submit your text on Google Classroom.
- Prepare for the next lesson: A Closer Look 2.
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