Tiếng AnhLớp 7Unit 6. A visit to a school

Giáo án Review 2 – Language

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- use as + adjective + as and not as + adjective + as to compare the same feature, and distinguish like (similar) from different from (difference)
- choose some, a lot of, how many and how much correctly with countable and uncountable nouns, including container expressions such as two bottles of water
- use the prepositions at, on and in for time and place according to meaning
- pronounce the contrasting sounds /ʃ/ – /ʒ/, /ɒ/ – /ɔː/ and /tʃ/ – /dʒ/ in words and short phrases

2. Competences

a) General competences

Self-control and independent learning: Ss check their own answers against the key, identify their error types and correct them without help from the teacher.
Communication and collaboration: Ss work in pairs and groups to explain their answers, give reasons with 'because' and give feedback to each other politely.
Problem-solving and creativity: Ss use the rule of 'meaning first, then form' to solve new gap-fill items and plan a short paragraph about a personal event or dish.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat sound pairs, read model sentences aloud, discuss answers orally and write a 60–80-word paragraph with a supported comparison.
Language knowledge (pronunciation, vocabulary, grammar): Ss recall the meanings of instrument, exhibition, tablespoon and serve; apply the grammar patterns of Units 4, 5 and 6; and pronounce /ʃ/, /ʒ/, /ɒ/, /ɔː/, /tʃ/ and /dʒ/ accurately.

3. Personal qualities

Diligence: Ss complete all ten review items and the writing plan within the time limit and redo any item they answered wrongly.
Honesty: Ss admit when they are unsure of an answer and base their comparisons in the writing task on real evidence rather than personal opinion alone.
Responsibility: Ss keep their worksheets safe, complete their individual writing task at home and follow safety rules when describing cooking steps that need adult help.

II. Teaching aids and materials

1. Teacher

Lesson plan, answer key and class roster
Projector or interactive board with slides showing the ten review items, the sound pairs and the model paragraphs
Pictures of a drum, a portrait, a landscape, a school gate and a classroom
Online lesson page on NeoEdu: neoedu.vn/learn/7/english/review-2-language (grammar explanations, examples and interactive exercises, used for the Explore and Practice activities)
Timer and small reward stickers

2. Students

Textbook English 7 (Global Success), Unit 4, 5 and 6
Notebook, pen, pencil and eraser
Worksheet 1 and Worksheet 2 (printed or copied)
Mobile device or classroom computer for the NeoEdu interactive exercises (if available)

III. Procedures

Activity 1: Warm-up · 4 minutes

Sound Check and Quick Recall

a) Aims

Ss recall the three grammar areas of Units 4, 5 and 6 and listen to the contrasting sounds to prepare for the review.

b) Content

Ss look at four pictures (a drum, a portrait, a school gate, a fridge with eggs and milk) and answer quick questions: 'Does this drum sound like thunder?', 'Is a portrait different from a landscape?', 'How many eggs do we need?', 'What time do we meet at the school gate?'. Then Ss listen to and repeat the pairs show – vision and cheap – jeep.

c) Expected outcomes

Ss give short oral answers such as 'Yes, it sounds like thunder', 'A portrait is different from a landscape', 'We need some eggs; eggs are countable, so we use how many' and 'We meet at the school gate at 8:15'. Ss pronounce the sounds /ʃ/ – /ʒ/ and /tʃ/ – /dʒ/ with reasonable accuracy.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four pictures on the board and says: 'Look at the pictures. Answer my questions quickly. Then listen and repeat after me.' T gives the first question for each picture and sets a 4-minute time limit.
Students
Ss look at the pictures and listen to the questions. Ss get ready to answer in full sentences.
Teacher
Step 2: Task performance
T monitors and encourages Ss to answer in complete sentences. T plays the audio or models the sound pairs: 'show – vision, cheap – jeep'. T asks Ss to repeat chorally and then individually.
Students
Ss answer in pairs. Ss repeat show and vision, then cheap and jeep, paying attention to the initial and middle sounds.
Teacher
Step 3: Report and discussion
T calls on three or four Ss to answer the picture questions aloud and asks one pair to say the sound pairs in turn.
Students
Ss give their answers, for example 'Yes, this drum sounds like thunder' and 'It is different from a landscape because it shows a person'. Ss say the sound pairs in turn.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes the target structures on the board: as + adjective + as; some / how many / how much; at / on / in. T says: 'Today we will review these patterns and sounds.'
Students
Ss copy the three target structures into their notebooks and note the new focus for the lesson.

Activity 2.1: Knowledge formation · 8 minutes

Comparisons: Like, Different From, As ... As

a) Aims

Ss review the comparison patterns from Unit 4 and use them correctly to show similarity, difference and equality.

b) Content

Ss read the grammar connection on the NeoEdu page and the board. Ss study the examples 'This drum sounds like thunder', 'as interesting as' and 'not as bright as'. Ss discuss the difference between like (similar) and different from (difference), and why the adjective stays in its base form after as ... as. Then Ss do Review item 1 (This guitar is as old ___ that one) and Review item 2 (A portrait is different ___ a landscape).

c) Expected outcomes

Ss explain the key points in their own words:

like + noun = similar; different from = shows difference
as + adjective + as = equality; not as + adjective + as = a lower degree
Keep the adjective in its base form: 'as interesting as', not 'as more interesting as'
Item 1: C (as). Item 2: B (from). Ss write a correct example for each pattern.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T puts the two example sentences on the board and asks: 'What does like mean here? What does different from show?' T asks Ss to look at the NeoEdu grammar page for 2 minutes.
Students
Ss read the examples and the grammar note individually and underline the key words.
Teacher
Step 2: Task performance
T asks Ss to work in pairs to complete items 1 and 2 and to explain why the other options are wrong. T moves around and checks whether Ss keep the adjective in its base form.
Students
Ss discuss in pairs. Expected answers: 'C, because the pattern is as + adjective + as'; 'B, because we use different from'. Ss explain: 'The other options do not match the pattern.'
Teacher
Step 3: Report and discussion
T asks one pair to read their answers and invites another pair to explain the rule.
Students
Ss report: 'Item 1 is C. We use as + adjective + as to show equality.' 'Item 2 is B. Different from shows difference.' Other Ss add a correction if needed.
Teacher
Step 4: Conclusion and assessment
T summarises the structures on the board and corrects the common mistake 'as more interesting as' by writing 'as interesting as'. T reminds Ss to compare the same feature and to use evidence.
Students
Ss write the rule and the correction in their notebooks and make one sentence each with 'as ... as' and 'different from'.

Activity 2.2: Knowledge formation · 8 minutes

Quantities: Some, A Lot Of, How Many and How Much

a) Aims

Ss review quantity expressions from Unit 5 and choose the right word with countable and uncountable nouns.

b) Content

Ss read the grammar note on the board: some + plural countable or uncountable noun; a lot of / lots of with both types; how many with plural countable nouns; how much with uncountable nouns; a container makes an uncountable food countable (two bottles of water). T highlights the rule: do not add -s to rice, flour or water when speaking of the substance. Ss do Review item 5 (We need ___ flour for the pancakes) and Review item 6 (How ___ eggs do we need?).

c) Expected outcomes

Ss identify the noun type and the correct word:

Item 5: B (some), because flour is uncountable.
Item 6: A (many), because eggs is a plural countable noun.
Ss note: 'two bottles of water', 'lots of milk', 'a lot of apples', and 'Do not add -s to flour.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the grammar note on the board and asks Ss to classify the nouns flour, eggs, milk, apples and water as countable or uncountable.
Students
Ss sort the five nouns into two columns in their notebooks.
Teacher
Step 2: Task performance
T asks Ss to do items 5 and 6 in pairs, one reading the question and the other choosing the answer and giving a reason. T checks that Ss use the noun type to decide.
Students
Ss discuss: 'Flour is uncountable, so we use some.' 'Eggs is plural countable, so we use how many.'
Teacher
Step 3: Report and discussion
T calls on two pairs to report their answers and reasons.
Students
Ss report: 'Item 5 is B, some. Flour is uncountable.' 'Item 6 is A, many. Eggs is countable.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and emphasises: 'Identify the noun type first, then choose the quantity word.' T writes 'two bottles of water' on the board as a container example.
Students
Ss copy the rule and write one sentence each with some and how many.

Activity 2.3: Knowledge formation · 7 minutes

Prepositions of Time and Place

a) Aims

Ss review the prepositions at, on and in from Unit 6 and choose them according to meaning.

b) Content

Ss look at the grammar note on the NeoEdu page: at seven o'clock; on Monday / on 12 May; in June / in 2026 / in the morning; at night but in the evening; in a room, on a surface, at an exact point such as at the entrance. T explains that at school refers to the school activity or site, while in the classroom places someone inside a room. Ss do Review item 9 (We meet ___ 8:15) and Review item 10 (The visit is ___ Monday).

c) Expected outcomes

Ss give these answers and reasons:

Item 9: A (at), because at introduces a clock time.
Item 10: D (on), because on is used with a day.
Ss note: 'The visit plan needs both time and meeting point', for example 'We meet at the school gate on Monday at 8:15.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three groups on the board (time: at / on / in, place: in / on / at) and asks Ss to match the examples to each group.
Students
Ss copy the groups and match examples such as 8:15, Monday, June and the entrance.
Teacher
Step 2: Task performance
T asks Ss to complete items 9 and 10 individually, then compare answers with a partner and explain the meaning.
Students
Ss answer individually, then compare: 'A, at, because 8:15 is a clock time.' 'D, on, because Monday is a day.'
Teacher
Step 3: Report and discussion
T asks two Ss to read their answers and gives one more example: 'We meet at the school gate.' T asks: 'Why not in the school gate?'
Students
Ss answer: 'Because the school gate is an exact point, we use at.' Other Ss explain their reasons.
Teacher
Step 4: Conclusion and assessment
T concludes: 'Meaning decides the preposition. Identify the time or place first, then choose the form.' T asks Ss to write one visit plan sentence with a time and a meeting point.
Students
Ss write one plan sentence in their notebooks, for example 'The visit starts at 9 a.m. on Friday at the school entrance.'

Activity 2.4: Knowledge formation · 4 minutes

Sound Pairs: /ʃ/–/ʒ/, /ɒ/–/ɔː/, /tʃ/–/dʒ/

a) Aims

Ss recognise and pronounce the three contrasting sound pairs in words and short phrases.

b) Content

Ss listen to the model words: show – vision (/ʃ/ voiceless, /ʒ/ voiced); hot – fork (/ɒ/ short, /ɔː/ long); cheap – jeep (/tʃ/ voiceless, /dʒ/ voiced). T reminds Ss: do not add /d/ before /ʒ/ in vision, and do not add an extra vowel after /tʃ/ in teach. Ss repeat the pairs and then read the phrase 'Watch the show, then measure the vision'.

c) Expected outcomes

Ss pronounce the sounds correctly: /ʃ/ and /ʒ/ use a narrow air passage with the tongue near the tooth ridge; /ɒ/ is short and /ɔː/ is longer with rounded lips; /tʃ/ starts with a brief closure and /dʒ/ is voiced. Ss can say which sound is voiced and which is voiceless.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three sound pairs on the board and asks Ss to listen carefully to the difference in voicing and length.
Students
Ss listen to the model and watch T's mouth shape.
Teacher
Step 2: Task performance
T asks Ss to repeat each pair chorally, then in pairs, and to say the phrase 'Watch the show, then measure the vision'. T corrects /d/ or extra vowel errors.
Students
Ss practise in pairs. One S says a word and the partner identifies the sound.
Teacher
Step 3: Report and discussion
T asks three pairs to read the words aloud and to identify the voiced sound in each pair.
Students
Ss report: 'In jeep, the sound /dʒ/ is voiced.' 'In show, the sound /ʃ/ is voiceless.'
Teacher
Step 4: Conclusion and assessment
T summarises the key points and reminds Ss: 'Do not judge the vowel by spelling only. Follow the model consistently.'
Students
Ss write the three pairs in their notebooks with a short note on voicing or length.

Activity 3: Practice · 6 minutes

Review Quiz on Grammar and Vocabulary

a) Aims

Ss apply the grammar patterns and vocabulary from Units 4, 5 and 6 to complete the review items correctly.

b) Content

Ss complete Worksheet 1 with Review items 1, 2, 5, 6, 9 and 10, then recall the meanings of instrument, exhibition, tablespoon and serve (items 3 and 7). Ss check answers with a partner and mark any item they got wrong.

c) Expected outcomes

Answer key:

1. C (as)
1. B (from)
1. instrument = nhạc cụ; exhibition = triển lãm
1. B (some)
1. A (many)
1. tablespoon = thìa canh; serve = phục vụ/dọn món
1. A (at)
1. D (on)
  Ss record the number of correct answers and the reason for each mistake.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and sets a 6-minute time limit. T reminds Ss: 'Identify the intended meaning and time first, then choose the form.'
Students
Ss read the instructions and begin to work individually.
Teacher
Step 2: Task performance
T walks around, checks the vocabulary items and gives hints without giving the answer directly, for example: 'Which word is for a food measure?'
Students
Ss complete the worksheet individually and then check their answers with a partner. Ss explain their choices.
Teacher
Step 3: Report and discussion
T reads the answers aloud and asks Ss to raise their hands if they got each item right. T asks a student who made an error to explain the correction.
Students
Ss compare their answers with the key and report any corrections, for example: 'I chose many, but flour is uncountable, so the answer is some.'
Teacher
Step 4: Conclusion and assessment
T confirms the key and reminds Ss to explain a correction rather than memorise an option letter. T gives praise for accuracy.
Students
Ss correct their worksheets in a different colour pen and write the reason for each corrected item.

Activity 4: Application · 8 minutes

Writing a Short Paragraph About an Event or a Dish

a) Aims

Ss use comparison, quantity and preposition structures to write a short paragraph about an event or a simple dish.

b) Content

Ss complete Worksheet 2 by choosing one of two tasks:
Task A (Review item 4): write 60–80 words about an arts event you enjoyed. Include the place, one specific work and a supported comparison using as ... as or not as ... as.
Task B (Review item 8): write 60–80 words explaining a simple dish, the quantities and safe preparation. Say which step needs adult help.
In class, Ss plan the paragraph and write the first two sentences. The full paragraph is finished at home.

c) Expected outcomes

A 60–80-word paragraph with:

correct comparison structures (for example: 'Its blue colours were not as bright as those in the next painting')
correct quantity words (for example: 'two eggs', 'some chopped vegetables', 'a little cooking oil')
correct prepositions of time and place (for example: 'We meet at the school entrance on Monday')
a safety statement (for example: 'An adult heats the pan').
Model for Task A: 'Our school held a small art exhibition in the library. I liked a landscape showing a river after rain. Its blue colours were not as bright as those in the next painting, but they made the scene feel calm. A student explained how she mixed the colours. I learnt that two paintings can show the same place in very different ways.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Worksheet 2, reads both tasks aloud and models the planning: 'First choose a task, then write the topic and three ideas.' T sets a time limit of 5 minutes to plan in class.
Students
Ss choose Task A or Task B and write a short plan with three ideas.
Teacher
Step 2: Task performance
T monitors and asks guiding questions: 'Where did it happen?', 'Which work or step do you describe?', 'What comparison can you make?'.
Students
Ss answer T's questions in pairs and write the first two sentences of their paragraph. Ss exchange plans and check the structures with a partner.
Teacher
Step 3: Report and discussion
T asks three Ss to read their first two sentences aloud and invites the class to identify one correct structure in each.
Students
Ss read their sentences and the class points out the target structure, for example: 'This sentence uses not as bright as to show a lower degree.'
Teacher
Step 4: Conclusion and assessment
T gives brief feedback: relevance of content, correct unit patterns and clarity. T sets the homework to complete the paragraph in 60–80 words.
Students
Ss note the feedback and the homework requirement in their notebooks.

Worksheets

Worksheet 1

Instructions: Choose the correct answer (A, B, C or D) and explain your choice in one short sentence.

1. This guitar is as old ___ that one. A. from B. like C. as D. than
1. A portrait is different ___ a landscape. A. for B. from C. as D. with
1. Match the words to their meanings: instrument / exhibition — (a) triển lãm (b) nhạc cụ
1. We need ___ flour for the pancakes. A. many B. some C. a D. an
1. How ___ eggs do we need? A. many B. much C. a D. an
1. Match the words to their meanings: tablespoon / serve — (a) thìa canh (b) phục vụ/dọn món
1. We meet ___ 8:15. A. at B. on C. in D. to
1. The visit is ___ Monday. A. at B. on C. from D. on

After you finish, check your answers with a partner. For each mistake, write the reason for the correction.

Worksheet 2

Choose ONE task and write 60–80 words.

Task A: Write about an arts event you enjoyed. Include the place, one specific work and a supported comparison using as ... as or not as ... as.
Task B: Write about a simple dish. Include the quantities (for example: some, two, a little), the main steps and the step that needs adult help.

Planning frame:

Topic:
Idea 1:
Idea 2:
Idea 3:
Structures I will use (at least two):
Sentence 1:
Sentence 2:

Self-check before submitting:

Is the content relevant to the task?
Did I use the correct unit pattern?
Is my writing clear and within 60–80 words?

Homework

Finish the paragraph you started in class on Worksheet 2 (Task A or Task B), 60–80 words, and check it against the self-check list.
Review the three grammar areas: as ... as, some / how many / how much, and at / on / in, using the NeoEdu page neoedu.vn/learn/7/english/review-2-language. Complete the interactive exercises at home if you have access.
Practise the sound pairs /ʃ/–/ʒ/, /ɒ/–/ɔː/ and /tʃ/–/dʒ/ by reading the words show, vision, hot, fork, cheap and jeep aloud. Record yourself if possible and compare with the model.
Write down the meanings of instrument, exhibition, tablespoon and serve in your vocabulary notebook and make one new sentence with each word.

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