NeoEdu
Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 6. A visit to a school

Giáo án Review 2 – 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 review text about a learning fair;
  • distinguish the main message from supporting details in a reading text;
  • note key information (who, what, where, when) from a short announcement;
  • explain one idea with a clear example and respond respectfully to questions in a talk;
  • use the vocabulary and sentence patterns of Unit 6 to write an invitation and give a one-minute talk.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete reading and listening tasks individually, check their answers against the text, and revise their own notes before sharing.
  • Communication and collaboration: Ss work in pairs and groups to compare answers, rehearse a one-minute talk, give peer feedback and respond politely to questions.
  • Problem-solving and creativity: Ss decide which example is clearest for younger students and design an invitation and a short talk for a learning fair.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss use evidence from a text or announcement to answer questions, take short notes, write an invitation with who/what/where/when, and give a one-minute talk with one example.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use topic words such as learning fair, original, coordinate, rehearse, feedback and audience accurately, and use the simple present and past forms from Unit 6 correctly when describing events and steps.

3. Personal qualities

  • Diligence: Ss finish every task in the worksheets and rehearse their talk at least once before presenting.
  • Responsibility: Ss check the facts in their own examples and take care that the information they share is accurate.
  • Honesty: Ss give their true answers based on the text or recording and admit when they are not sure.
  • Kindness: Ss give constructive, respectful feedback to classmates and listen politely when others speak.
  • Patriotism: Ss show pride in their school community by presenting a learning fair that helps younger students learn.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the review text, the questions and the rubric
  • Audio player and the Unit 6 listening recording (the two announcements for Exercises 6 and 7)
  • Board and markers
  • Printed worksheets for each pair or group
  • NeoEdu online lesson page for Review 2 (neoedu.vn/learn/7/english/review-2-skills) to show interactive exercises and examples

2. Students

  • Student's book (Unit 6, Review 2)
  • Notebook and pen
  • Highlighter or coloured pencils
  • Blank paper or card for group posters and invitations

III. Procedures

Activity 1: Warm-up · 10 minutes

Brainstorm: Our Learning Fair

a) Aims

Ss activate prior knowledge of Unit 6 and the idea of a learning fair, and identify the purpose of the review task.

b) Content

Ss look at the picture and the title 'Review 2 – Learning Fair' on the slide. They answer T's questions: What is a learning fair? Who is it for? What can students do at a fair? Ss note down useful words such as 'present', 'example', 'audience' and 'feedback'.

c) Expected outcomes

A class word web on the board with at least five words, for example: learning fair, present, example, audience, feedback, rehearse, original. Ss also state the goal of the lesson: 'We will read, listen, speak and write about a learning fair.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks: 'What do you see? What is a learning fair?' T writes the lesson goal on the board and introduces the words 'learning fair (hội chợ học tập)' and 'audience (người xem, người nghe)'.

    Students

    Ss look at the picture and listen to the instructions. They copy the lesson goal into their notebooks.

  2. Teacher

    Step 2: Task performance

    T gives Ss 3 minutes to brainstorm in pairs and asks: 'What do students do at a fair? Who comes to the fair?'

    Students

    Ss discuss in pairs and write down words. Possible answers: 'present projects', 'show posters', 'explain examples', 'younger students', 'parents', 'teachers'.

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to share their words and writes them on the word web on the board.

    Students

    Each pair reads out 1–2 words. Ss may say: 'We can present a food project', 'The audience is younger students'.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the word web, explains that the fair is for younger students, and says the lesson will focus on how to explain clearly and accurately.

    Students

    Ss listen and write the key words they will need in the lesson.

Activity 2.1: Knowledge formation · 20 minutes

Reading and Synthesising the Review Text

a) Aims

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

b) Content

Ss read the review text silently, then answer the questions on Worksheet 1: (1) What is the purpose of the text? (2) Who is the audience? (3) Where do the groups meet? (4) What actions do the groups take? (5) What is the main message? Then Ss list two supporting details.

c) Expected outcomes

Completed Worksheet 1:

  • Purpose: to prepare a learning fair for Review 2.
  • Audience: younger students.
  • Place: the library.
  • Action: prepare one original example, check facts, rehearse, ask a teacher for feedback.
  • Main message: the team chooses clear explanations instead of long copied paragraphs.
  • Supporting details: Mai coordinates the groups on Friday afternoon; each group checks its facts; the fair is for younger students.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and reads the text aloud once. T explains the four key questions: purpose, audience, place, action. T models the first question with the class.

    Students

    Ss listen, follow the text in their books, and ask questions about any unknown words such as 'coordinate (điều phối)' and 'rehearse (diễn tập)'.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read the text again individually and underline the key phrases. T then tells pairs to answer the questions on the worksheet. T circulates and helps weaker pairs locate evidence.

    Students

    Ss underline evidence in the text and write answers. Possible answers: 'Purpose: to prepare a learning fair'; 'Audience: younger students'; 'Place: the library'; 'Action: rehearse and ask a teacher for feedback'.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3–4 pairs to share their answers. T asks: 'What is the main message? Which sentence is a supporting detail?'

    Students

    Pairs report their answers. Possible answer: 'The main message is that clear explanations are better than long copied paragraphs.' Supporting detail: 'Mai coordinates the groups in the library on Friday afternoon.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and draws a simple diagram on the board: main message in the centre, supporting details around it. T reminds Ss to use evidence from the text when answering questions.

    Students

    Ss copy the diagram into their notebooks and check their worksheets.

Activity 2.2: Knowledge formation · 15 minutes

Listening for Key Information

a) Aims

Ss take short notes using who, what, where and when, and understand key details from announcements.

b) Content

Ss listen to the two announcements in the Unit 6 recording. They take short notes instead of writing every word. Ss then answer: (1) Which item must each group check in the new announcement? (2) On which day do the groups meet in the separate announcement?

c) Expected outcomes

Short notes in Worksheet 2, for example:

  • New announcement: each group must check its equipment.
  • Separate announcement: the meeting is moved to Monday morning.
  • Answers: A (its equipment); Monday.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the purpose of note-taking: 'Do not write every word. Write only key words.' T shows an example on the board: 'Meeting – library – Monday morning'. T distributes Worksheet 2.

    Students

    Ss read the questions on Worksheet 2 and predict the key words they will need to listen for.

  2. Teacher

    Step 2: Task performance

    T plays the first announcement twice. Ss take notes. T pauses, then plays the second announcement once more for pairs to check their notes.

    Students

    Ss listen and write short notes. They compare their notes with a partner and fill in missing information.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What must each group check?' and 'On which day do they meet?' T calls on pairs to report their answers and explain which key words helped them.

    Students

    Ss answer: 'They must check their equipment.' 'They meet on Monday.' Ss explain: 'I heard the word equipment and the word Monday clearly.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers: A (its equipment) and Monday. T highlights the difference between the two announcements and reminds Ss to listen for changes such as a new day or a new time.

    Students

    Ss correct their notes and underline the key information.

Activity 2.3: Knowledge formation · 10 minutes

Explaining One Idea with an Example

a) Aims

Ss recognise how a clear example supports an explanation in a talk, and practise responding respectfully to questions.

b) Content

T models a short explanation using a model talk about music and arts. Ss identify the idea and the example. Then Ss practise asking and answering one question using polite phrases such as 'Thank you for your question', 'That is a good point'.

c) Expected outcomes

A list of two polite response phrases written on the board and one example of an explanation with a clear example, for example: 'I learnt that two paintings can show the same place in very different ways.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the model talk on music and arts aloud and asks Ss to listen for the main idea and the example.

    Students

    Ss listen and raise their hands when they hear the idea and the example.

  2. Teacher

    Step 2: Task performance

    T asks Ss in pairs to find the idea and the example in the talk, and then to ask each other one question about the talk. T writes useful polite phrases on the board.

    Students

    Pairs identify the idea: 'Two paintings can show the same place differently.' Example: 'a landscape showing a river after rain'. Ss practise: 'Why did you choose that painting?' 'Thank you for your question. I chose it because its colours feel calm.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to perform their question and answer in front of the class. T gives brief feedback on clarity and politeness.

    Students

    Pairs present their exchange. Ss listen carefully and respond politely.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: a good talk explains one idea, supports it with an example, and responds respectfully to questions. T writes the key structure on the board: idea + example + response.

    Students

    Ss copy the structure into their notebooks.

Activity 3: Practice · 15 minutes

Checking Understanding of the Review Text

a) Aims

Ss consolidate reading and listening skills by answering multiple-choice and true/false questions with evidence from the text.

b) Content

Ss do Exercises 2 to 7 from the book:

  • Q2: Who coordinates the groups?
  • Q3: Where do they meet?
  • Q4: Who is the fair for?
  • Q5: True or false statements about the review text.
  • Q6: Listening: What must each group check?
  • Q7: Listening: On which day do they meet?

c) Expected outcomes

Answer key:

  • Q2: C (Mai)
  • Q3: B (in the library)
  • Q4: A (younger students)
  • Q5: a) T; b) F; c) T
  • Q6: A (its equipment)
  • Q7: Monday

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains that Ss will answer questions individually, then check with a partner. T reminds Ss to give evidence from the text for each answer.

    Students

    Ss read Exercises 2–7 and prepare to answer individually.

  2. Teacher

    Step 2: Task performance

    T gives Ss 6 minutes to answer Exercises 2–5 individually. Then T plays the listening for Exercises 6 and 7 twice. T monitors and supports Ss who are slow.

    Students

    Ss answer Exercises 2–5 in their notebooks, then listen and answer Exercises 6–7. Ss compare answers with a partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on individuals to give answers and asks them to point to the sentence in the text that supports their answer.

    Students

    Ss report answers. For example: 'Question 2 is C because the text says Mai coordinates the groups.' 'Question 5b is False because the text says they check facts and do not copy long paragraphs.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key on the board and explains any errors. T shows the NeoEdu interactive exercise for Review 2 as extra practice if time allows.

    Students

    Ss correct their answers and record the correct ones in their notebooks.

Activity 4: Application · 20 minutes

Preparing an Invitation and a One-Minute Talk

a) Aims

Ss apply reading, listening, speaking and writing skills to design an invitation and give a one-minute talk for the learning fair, using accurate vocabulary and one useful example.

b) Content

In groups of four, Ss:

  1. Write a short invitation for younger students with who/what/where/when (Worksheet 2).
  2. Choose either music and arts or food and drink, then prepare a one-minute talk with two accurate topic words and one useful example, based on the model talks in Exercises 9 and 10.
  3. Rehearse the talk once and give feedback to a partner.

c) Expected outcomes

  • A written invitation, for example:
    Who: Grade 7 students and their teachers
    What: Review 2 Learning Fair
    Where: the library
    When: Friday afternoon
  • A one-minute talk using two topic words (for example, 'coloured' and 'painting' for music and arts; 'chopped vegetables' and 'cooking oil' for food and drink) and one clear example.
  • Rubric scores: content 4, coherent organisation 2, accurate language 2, listening and clear delivery 2 (total 10).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the rubric on the projector. T reminds Ss that oral and written work will be assessed by the teacher. T distributes Worksheet 2 and gives the groups 12 minutes to prepare.

    Students

    Ss read the task and the rubric. Groups choose a topic and divide the roles: writer, speaker, timekeeper, feedback giver.

  2. Teacher

    Step 2: Task performance

    T moves around the groups, checks that invitations include who/what/where/when, and helps groups choose clear examples. T asks guiding questions such as 'Is your example clear for younger students?' 'Are your topic words accurate?'

    Students

    Ss write the invitation and draft the talk. Each speaker rehearses once, and the partner gives feedback. Possible feedback: 'Your example is clear. Try to speak a little slower.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 groups to present their talks in front of the class. Other Ss listen, take notes and ask one respectful question. T gives comments on content, organisation, language and delivery.

    Students

    Speakers give their one-minute talks. Listeners ask questions such as 'Why did you choose that example?' Speakers respond politely, for example: 'Thank you for your question. I chose it because it is easy to understand.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key points: use evidence, adapt language to the audience, explain clearly, and respond respectfully. T collects the invitations for teacher assessment and gives a short written comment on each one.

    Students

    Ss reflect on what they learnt and note one point they will improve in their next talk.

Worksheets

Worksheet 1: Reading and Synthesising the Review Text

Read the review text and answer the questions.

    1. What is the purpose of the text?
    1. Who is the audience?
    1. Where do the groups meet?
    1. What actions do the groups take? (List two.)
    1. What is the main message?
    1. Write two supporting details.

Diagram: Main message in the centre; supporting details around it.

  • Main message: ______________________________
  • Supporting detail 1: ______________________________
  • Supporting detail 2: ______________________________

Worksheet 2: Listening Notes and Invitation

Part A: Listening notes

  • Announcement 1 – What must each group check? ______________________
  • Announcement 2 – Which day is the meeting? ______________________
  • Key words I heard: ______________________

Part B: Invitation (who/what/where/when)

  • Who: ______________________
  • What: ______________________
  • Where: ______________________
  • When: ______________________

Part C: One-minute talk plan

  • Topic (music and arts / food and drink): ______________________
  • Two topic words: ______________________
  • One useful example: ______________________
  • Peer feedback (one strength and one suggestion): ______________________

Homework

  • Rewrite your one-minute talk in 80–100 words and practise it aloud three times at home.
  • Read the review text again and write three sentences that show the purpose, audience and action of a learning fair in your own words.
  • Listen to the Unit 6 recording again and write down the key information (who, what, where, when) in short notes.
  • Try the interactive exercises on the NeoEdu page (neoedu.vn/learn/7/english/review-2-skills) and note any questions you find difficult to bring to class.

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