Tiếng AnhLớp 7Unit 3. Community service

Giáo án Review 1 – Skills

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
identify the purpose, audience, place and action in a short text about a learning fair
distinguish the main message from supporting details
take short notes from announcements and recognise who/what/where/when information
write a short invitation and give a one-minute talk with one example, using topic vocabulary from Unit 3

2. Competences

a) General competences

Self-control and independent learning: Ss complete the reading map and listening notes alone first, then check their answers against the text and audio before discussing with a partner.
Communication and collaboration: Ss work in groups to share ideas about the learning fair, give respectful feedback on each other's talks and listen to questions with attention.
Problem-solving and creativity: Ss decide what information to keep in short notes, choose a suitable example for younger students and adapt their language to the audience and purpose.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read for purpose and main message, listen for key details in announcements, write a short invitation with who/what/where/when, and deliver a one-minute talk with one accurate example.
Language knowledge (pronunciation, vocabulary, grammar): Ss use topic words related to hobbies, healthy living and community service accurately, and use simple present and imperative forms correctly in their talks and invitations.

3. Personal qualities

Responsibility: Ss check the facts in their own examples and take responsibility for the accuracy of what they present to younger students.
Diligence: Ss rehearse their one-minute talk at least twice and revise their invitation after peer feedback.
Kindness: Ss give constructive, polite feedback to classmates and respond to questions respectfully.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard
Textbook Global Success 7, Unit 3, Review 1 – Skills
Audio recording of the two announcements for the listening task
Teacher rubric for the talk and invitation (content 4, coherent organisation 2, accurate language 2, listening and clear delivery 2)
NeoEdu lesson page with interactive exercises: neoedu.vn/learn/7/english/review-1-skills

2. Students

Textbook Global Success 7
Notebook, pen and pencil
Worksheet 1 and Worksheet 2 (printed or copied)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming the learning fair

a) Aims

Ss activate prior knowledge of the three themes of the learning fair and understand its purpose.

b) Content

T shows a picture of a school learning fair with three stands labelled hobbies, healthy living and community service. T asks: 'What is a learning fair? Who is it for? What can you show at a stand?'

c) Expected outcomes

Ss name the three themes (hobbies, healthy living, community service) and state the purpose: to share useful ideas, with the fair aimed at younger students.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture and asks the three guiding questions. T writes the three themes on the board.
Students
Ss look at the picture and listen to the questions.
Teacher
Step 2: Task performance
T asks Ss to think for 30 seconds and then discuss with a partner (Think-Pair).
Students
Ss discuss in pairs. Possible answers: 'A learning fair is a place where students share what they learn.' 'It is for younger students.' 'We can show a hobby, a healthy habit or a community project.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their answers.
Students
Representative pairs report. Example: 'Our fair has three stands: hobbies, healthy living and community service.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and introduces today's aim: reading, listening, speaking and writing around the learning fair.
Students
Ss write the lesson title and the three themes in their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Reading for purpose, audience and main message

a) Aims

Ss identify the purpose, audience, place and action in the review text, and separate the main message from supporting details.

b) Content

Ss read the review text about the learning fair in Unit 3 (Read and synthesise) and complete Worksheet 1. Key questions: 'What is the text about?' 'Who is the fair for?' 'Where do the groups meet and who coordinates them?' 'What do the groups do before they present?' 'What is the main message, and which sentences are supporting details?'

c) Expected outcomes

Worksheet 1 completed: Purpose = to prepare a learning fair for Review 1; Audience = younger students; Place = the library; Action = groups prepare original examples, check facts, rehearse and ask a teacher for feedback. Main message = a good presentation uses clear, original explanations that are checked and rehearsed. Supporting details = the three groups (hobbies, healthy living, community service), Mai coordinating on Friday afternoon, the choice of clear explanations instead of copied paragraphs.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and asks Ss to read the text once quickly for the general idea. T explains: 'Main message = the most important idea. Supporting details = examples and facts that explain the main message.'
Students
Ss read the text quickly and listen to T's explanation.
Teacher
Step 2: Task performance
T asks Ss to read again and fill in the reading map individually, then compare with a partner. T circulates and helps weaker Ss locate the key sentences.
Students
Ss read again, underline key words (purpose, audience, library, younger students, check facts, rehearse) and complete Worksheet 1. In pairs, they compare answers. Possible answer: 'Audience: younger students, because the text says the fair is for younger students.'
Teacher
Step 3: Report and discussion
T asks 2–3 Ss to present their answers and asks the class to agree or disagree. T asks: 'Why is the library mentioned? Is it the main message or a detail?'
Students
Ss report. Possible answers: 'The place is the library because Mai coordinates the groups there.' 'The library is a supporting detail; the main message is about clear, original and checked explanations.'
Teacher
Step 4: Conclusion and assessment
T confirms the reading map and writes the key skill on the board: find the purpose and audience first; then separate the main message from supporting details. T reminds Ss: 'Use evidence from the text to support your answers.'
Students
Ss copy the key points into their notebooks and check their worksheet.

Activity 2.2: Knowledge formation · 15 minutes

Listening for key information in announcements

a) Aims

Ss take short notes from two announcements and identify the key information needed for the learning fair.

b) Content

Ss listen to the two announcements (the new announcement and the separate announcement) in the textbook recording. Ss take short notes using Worksheet 2 rather than writing every word. Key questions: 'What must each group check?' 'On which day do they meet now?' 'Who makes the announcement?' 'What information is needed for an invitation: who, what, where, when?'

c) Expected outcomes

Worksheet 2 completed with short notes. Key information: each group must check its equipment; the meeting is moved to Tuesday morning; the place is the library. Ss also list the who/what/where/when items for the invitation.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and explains: 'Use short notes, such as key words and numbers. You do not need to write full sentences.' T plays the first announcement once.
Students
Ss listen and read the questions on Worksheet 2.
Teacher
Step 2: Task performance
T plays the first announcement again, pauses if needed, then plays the separate announcement. T asks Ss to write notes and then compare with a partner.
Students
Ss write short notes. Possible notes: 'Check: equipment.' 'Day: Tuesday morning.' 'Where: library.' Ss compare with their partner and fill in any missing information.
Teacher
Step 3: Report and discussion
T asks Ss to answer orally: 'What must each group check?' and 'On which day do they meet?' T asks 1–2 pairs to read their notes.
Students
Ss answer: 'Each group must check its equipment.' 'They meet on Tuesday morning.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and models a note-taking format: Who / What / Where / When. T reminds Ss to listen for changes in announcements, such as a new day or time.
Students
Ss record the note-taking format in their notebooks and check their Worksheet 2.

Activity 3: Practice · 20 minutes

Checking comprehension and explaining the choice of examples

a) Aims

Ss answer comprehension questions from the review text and listening task, and explain why clear original examples suit younger students.

b) Content

Ss complete Exercises 2–8 from the Review 1 Skills section: multiple-choice questions 2, 3, 4 and 6 (after the listening), true/false statement 5, the listening question 7, and the explanation question 8. T may use the NeoEdu interactive exercises for quick checking.

c) Expected outcomes

Answer key: 2 – D (Mai coordinates the groups). 3 – C (in the library). 4 – B (younger students). 5 – a) True (They use original examples.); b) False (They do not copy long paragraphs.); c) True (They ask a teacher for feedback.). 6 – A (its equipment). 7 – Tuesday (morning). 8 – Suggested answer: Younger students need focused explanations; original examples can be tailored to them. The team checks facts and rehearses so that the explanation is accurate and easy to understand. Teacher rubric for Exercise 8: audience link 4, two text details 4, clear expression 2.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the exercise numbers on the board and reminds Ss to refer to the text and the listening notes for evidence. T sets a time limit of 8 minutes for Exercises 2–7.
Students
Ss read the questions and prepare to answer with evidence.
Teacher
Step 2: Task performance
Ss work individually for Exercises 2–7, then check with a partner. For Exercise 8, Ss write 3–4 sentences in their notebooks, with at least two details from the text.
Students
Ss answer the exercises. Possible answer for Exercise 8: 'Younger students can understand clear examples more easily. The team checks the facts, so the examples are correct.'
Teacher
Step 3: Report and discussion
T calls on Ss to give answers and asks the class to justify each answer with evidence. T asks 1–2 Ss to read their answer to Exercise 8.
Students
Ss give answers and explain using the text. Example: 'Exercise 5c is True because the text says they ask a teacher for feedback.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and gives feedback on Exercise 8 using the rubric. T emphasises: 'Always find evidence in the text, and adapt your language to the audience.'
Students
Ss correct their answers and note any mistakes in their notebooks.

Activity 4: Application · 30 minutes

Writing an invitation and giving a one-minute talk

a) Aims

Ss write a short invitation to the learning fair and give a one-minute talk with one accurate example, adapting the language to younger students.

b) Content

Part A: Ss write an invitation to the learning fair using who/what/where/when (Worksheet 2, section B). Part B: Ss prepare and give a one-minute talk on either hobbies or healthy living (Exercises 9 and 10), including two accurate topic words and one useful example. Peers listen and give feedback using the teacher rubric. Ss may finish the invitation at home.

c) Expected outcomes

Invitation: a short text with the four items (who: Ss of our school; what: Learning Fair for Review 1; where: the library; when: Tuesday morning). One-minute talk (hobbies, suggested model): 'My hobby is making paper models. I make them on Sunday afternoons. I need clean paper, glue and a ruler.' Talk (healthy living, suggested model): 'You can build healthy habits step by step. Eat regular meals with different vegetables and drink water.' Assessment: content 4, coherent organisation 2, accurate language 2, listening and clear delivery 2 (human assessment).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models a short invitation on the board and a one-minute talk with one example. T explains the rubric and reminds Ss to keep the talk focused and speak clearly.
Students
Ss listen to the model and note the who/what/where/when items and the structure of a talk.
Teacher
Step 2: Task performance
Ss write their invitation individually (5 minutes). Then Ss work in groups of four: each S rehearses the one-minute talk while others listen and take notes. T circulates to support pronunciation and word choice.
Students
Ss write the invitation and rehearse. Example topic words: 'hobby', 'healthy habit', 'vegetables', 'sunlight'. Groups give brief feedback: 'Your example is clear.' 'Speak a bit slower.'
Teacher
Step 3: Report and discussion
T invites 3–4 Ss to present their talks to the class and asks one or two listeners to ask a question. T reminds the class to listen respectfully.
Students
Ss present. Listeners ask questions such as 'Why do you need a ruler?' and the speaker responds politely.
Teacher
Step 4: Conclusion and assessment
T gives feedback on content, organisation, language and delivery, and records any common errors. T confirms the key requirement: 'Use evidence and adapt your language to the audience and purpose.'
Students
Ss revise their invitation and talk notes based on the feedback.

Worksheets

Worksheet 1 – Reading map

Read the review text about the learning fair. Complete the table with short answers.

Purpose: ______
Audience: ______
Place: ______
Action (what the groups do before presenting): ______
Main message: ______
Supporting details (write two): ______ / ______
Questions:

Who coordinates the groups?
Why do the groups choose clear explanations instead of long copied paragraphs?

Worksheet 2 – Listening notes and invitation

A. Listen to the two announcements. Take short notes.

What must each group check? ______
Which day is the meeting now? ______
Where is the meeting? ______
B. Plan an invitation with who/what/where/when.
Who: ______
What: ______
Where: ______
When: ______
C. Write your invitation in 3–4 sentences using the information above.

Homework

Finish the invitation for the learning fair (3–4 sentences) and check the who/what/where/when items.
Rehearse your one-minute talk on hobbies or healthy living at least three times. Use two topic words and one useful example.
Review the Review 1 Skills section on the NeoEdu page (neoedu.vn/learn/7/english/review-1-skills) to practise the exercises again.
Read the review text again and write one sentence that gives the main message in your own words.

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