Giáo án NLS Tiếng Anh 7 Global Success Unit 6 Communication: Everyday English: Asking for details; Welcome to our school!

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

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

UNIT 6: A VISIT TO A SCHOOL

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

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

- Understand the way of asking for details in a conversation.

- Practice asking for and giving details about plans and school facilities.

- Talk about their own school and compare it with another school.

2. Competences

General competences:

- Communication and collaboration: work in pairs or groups to complete speaking tasks and fill in information tables. Specific competences:

- Accurately use structures like Can you tell me more? / Can you tell me why? to ask for details.

Specific competences:

- Accurately apply prepositions of time and place in speaking and writing contexts.

- Formulate and answer when and where questions accurately.

Digital competences:

- [2.1.TC1b]: Select appropriate digital communication means by interacting with a live digital spinner for the warm-up.

- [2.4.TC1a]: Select digital tools for collaborative processes by co-editing a shared digital document to complete tables.

- [3.1.TC1a]: Create and edit digital content by using digital note-taking tools to outline speaking ideas.

- [6.1.TC1a]: Analyze how AI works in specific applications by interacting with an AI voice chatbot to practice asking for details.

- [6.2.TC1a]: Optimize the use of AI tools for higher efficiency by using Generative AI to create visual aids for an application project.

3. Attributes

- Confidence: Be confident when communicating with peers and presenting information about their school.

- Pride: Show pride in their school environment and facilities.

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 + 2: Listen and read the conversation. Pay attention to the highlighted sentence. Work in pairs. Ask and answer questions.

a. Objective: To provide Ss with the way of asking for details and allow Ss some practice in asking for details. 

b. Content: Students listen to a conversation, learn the structure, and practice asking questions for details. 

c. Product: Students can correctly pronounce the questions and role-play asking for details.

d. Organization:

Activity 3: Imagine that some overseas friends are planning to visit your school. Make a list of what you want to show them, then fill in the note.

a. Objective: To help Ss make a list of what they want to show overseas friends visiting their school. 

b. Content: Students list places to show and role-play a conversation asking for reasons. 

c. Product: A digital list of school places and a spoken conversation.

d. Organization:

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Activity 4: Work in groups. Read the passage and complete the table about a high school in the UK. 

a. Objective: To help Ss read a passage and complete a table about a high school in the UK and tell some information about their school. 

b. Content: Students read about Wilson High School, complete a table, and then discuss and fill in information about their own school. 

c. Product: A completed comparison table and spoken presentation.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the structures for asking for details and related vocabulary. 

b. Content: Students complete a matching exercise and a multiple-choice exercise. 

c. Products: Correct answers for both exercises.

Mission 1: 

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4. APPLICATION

a. Objective: To help students creatively apply the lesson's communicative structures and vocabulary in a project-based task. 

b. Content: Students design a "School Pride" digital poster. 

c. Product: A digital poster presenting their school's highlights to overseas visitors.

d. Organization:

Step 1: Teacher assigns learning tasks

- Task: 

+ Imagine an overseas group is visiting next week. Work in groups of 3 to create a "School Pride" digital poster.

+ Use a Generative AI Image tool (e.g., Bing Image Creator or Canva) to generate 2 images of "ideal" modern school facilities you wish to have, or use real photos of your school.

+ Write a short welcoming script on the poster that includes at least two "asking for details" structures (e.g., Do you want to see our library? Can you tell me why you like books?). 

- Groups cast their digital posters to the smart TV and present their scripts. The rest of the class acts as the "overseas visitors" and uses the structures (Can you tell me more?) to ask the presenting group questions. 

Step 2: Students perform learning tasks

- Students write text prompts to generate AI images.

- Students assemble their posters and practice their welcoming scripts. 

- 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 the groups for their design skills, AI usage, and natural communication. 

[6.2.TC1a]: Students optimize the use of AI tools for higher efficiency by writing descriptive prompts in a Generative AI tool to create visual representations of school facilities for their project.

* HOMEWORK

- Practice asking for details using Can you tell me more / how / why? with your family members about their day.

- Write a short paragraph (50 words) introducing your favorite room in your school and explain why you like it.

- Prepare for the next lesson: Skills 1.