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Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 9. Festivals around the world

Giáo án Review 3 – 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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Recall and use the form of 'How far is it from ... to ...?' and 'It is about ...' with it as an empty subject.
    • Use should / should not + base verb to give safe advice, and form questions with Should.
    • Use Although / though and However correctly to show contrast, without combining but with Although.
    • Form Yes/No questions with be, Do/Does or Did, and give correct short answers.
    • Pronounce the diphthongs /aɪ/ (bike, ride, fine) and /eɪ/ (train, lane) and the centring diphthongs /ɪə/ (near) and /eə/ (care) accurately.
    • Mark and pronounce the word stress in party (PAR-ty) and parade (pa-RADE).
    • Recall the meanings of the words passenger, road sign, plot and review.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers against the explanations and correct their mistakes without depending on the option letter.
  • Communication and collaboration: Ss work in pairs and small groups to explain grammar choices, sort sounds and check answers, and report them to the class.
  • Problem-solving and creativity: Ss choose the correct connector or auxiliary by first identifying the intended meaning and time, then apply the rule to new sentences about their route to school or a film.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer questions about distance and festivals, read example sentences aloud, and write a 60–80-word paragraph using contrast connectors and distance expressions.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the grammar patterns from Units 7, 8 and 9, pronounce the target diphthongs and stress patterns, and recall the meanings of key vocabulary.

3. Personal qualities

  • Diligence: Ss complete all review exercises and the writing task carefully, and revise the patterns at home.
  • Responsibility: Ss take turns in pair and group work, check their partners' pronunciation fairly, and finish their own sheets before the report.
  • Honesty: Ss admit when they are unsure of an answer and ask for explanation instead of guessing or copying a classmate's option letter.
  • Kindness: Ss give constructive feedback to classmates about pronunciation and sentence accuracy, and encourage weaker peers during the chant and the writing check.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector, speakers and whiteboard
  • NeoEdu interactive lesson: neoedu.vn/learn/7/english/review-3-language (grammar explanations, examples and interactive exercises for Review 3)
  • Flashcards with the words: passenger, road sign, plot, review, party, parade, bike, train, fine, lane, near, care
  • Sound sorting cards (four columns: /aɪ/ – /eɪ/ – /ɪə/ – /eə/) and a timer
  • Phiếu học tập (Worksheet 1 and Worksheet 2) printed for each pair

2. Students

  • Student's book Tiếng Anh 7 (Global Success), Units 7–9
  • Notebook, pen, pencil and eraser
  • Mini whiteboard and marker (optional) for quick answers

III. Procedures

Activity 1: Warm-up · 5 minutes

Word Flash: Recalling Key Vocabulary

a) Aims

Ss recall the meanings of the key vocabulary from Units 7–9 and get ready for the review of the lesson.

b) Content

Ss look at the flashcards for passenger, road sign, plot and review. T shows each word for 3 seconds, then hides it. Ss say the Vietnamese meaning or write it on their mini whiteboards. Ss then answer one warm-up question: 'Which festival word do you know: parade or costume?'

c) Expected outcomes

Ss give the correct meanings: passenger (hành khách), road sign (biển báo giao thông), plot (cốt truyện), review (bài nhận xét). Ss can say: 'A parade is a procession of people and floats in a festival.' Ss also activate the topic: the lesson connects Units 7 (travel and safety), 8 (films) and 9 (festivals).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Today we review the language of Units 7, 8 and 9. Let's start with some quick vocabulary. Look at the cards and tell me the meaning.' T shows the flashcards one by one.

    Students

    Ss look at the flashcards and get ready to answer quickly.

  2. Teacher

    Step 2: Task performance

    T shows each card for about 3 seconds, then hides it. T asks: 'What does passenger mean?' and gives a short pause before the next card.

    Students

    Ss say or write the meaning on the mini whiteboard. Ss who are unsure may look at their Unit 7 and 8 vocabulary lists in the book.

  3. Teacher

    Step 3: Report and discussion

    T checks the answers with the whole class and asks: 'Who can make a sentence with road sign?'

    Students

    Expected answer: 'Ss point to the road sign on the picture and say: There is a road sign near the crossing.' Other Ss repeat the word correctly.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings: passenger – hành khách; road sign – biển báo giao thông; plot – cốt truyện; review – bài nhận xét. T says: 'These words will help you in our writing tasks today.'

    Students

    Ss copy the four words and their meanings into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Grammar Connections: Distance, Advice, Contrast and Questions

a) Aims

Ss review the grammar patterns of Units 7, 8 and 9 and explain how to choose the correct form in each case.

b) Content

Ss work in pairs with the grammar notes. Each pair answers four questions:

  • Unit 7: How do we ask and answer about distance? Example: 'How far is it from your home to school?' – 'It is about two kilometres.' Why is it here an empty subject?
  • Unit 7: What follows should or should not? Example: 'You should wear a helmet.' 'Should we stop here?'
  • Unit 8: Why can we not use but together with Although? Example: 'Although the film was long, I enjoyed it.' Compare with: 'The film was long. However, I enjoyed it.' Why is a comma alone not enough with however?
  • Unit 9: How do we form Yes/No questions with be, with ordinary present verbs and in the past? Example: 'Is the parade colourful?' 'Do people wear costumes?' 'Did you join?'
    Pairs also check: 'Do you...?' – 'Yes, I do.' (not 'Yes, I am').

c) Expected outcomes

Ss write short rule notes in their notebooks:

  • Distance: How far is it from A to B? – It is about + distance. 'It' is an empty subject, not a particular object.
  • Advice: should / should not + base verb (not wear, wears or wearing). Should is for sensible advice, not a guaranteed prediction.
  • Contrast: Although + clause, clause (no but). However links two separate sentences and needs a full stop or semicolon before it, not a comma alone.
  • Yes/No questions: Is/Are + subject...? / Do/Does + subject + base verb...? / Did + subject + base verb...? Short answers repeat the auxiliary: Yes, they do. No, she did not.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in pairs. Look at the grammar notes on the screen. Discuss the four questions and write your answers in short rules.' T shows the NeoEdu grammar page on the projector.

    Students

    Ss read the example sentences silently and get ready to discuss with their partner.

  2. Teacher

    Step 2: Task performance

    T moves around the room and listens. T asks guiding questions: 'Why do we say It is about two kilometres and not It is about two kilometres at a place?' 'What is the verb form after should?'

    Students

    Expected answers: 'It is an empty subject because it does not refer to a particular object.' 'After should we use the base verb: should wear.' 'Although and but are not used together because both connect the same contrast.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to share their rules. T asks the class: 'Do you agree? Why?' and corrects any wrong rule on the board.

    Students

    Expected answer: 'Ss say: We use do with people because people is plural and wear is an ordinary verb. We use did for the past: Did you join? Yes, I did.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the four rules and stresses the common mistakes: 'Do not say Yes, I am to Do you...?' 'Do not add but to although.' 'Use the base verb after should.' T says: 'Identify the intended meaning and time first, then choose the form.'

    Students

    Ss correct their own rule notes and write the final version in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Sound and Word Connections: Diphthongs and Word Stress

a) Aims

Ss distinguish the target diphthongs /aɪ/, /eɪ/, /ɪə/, /eə/ and mark the word stress in two-syllable words.

b) Content

T models the sounds with the words bike, ride, train, fine, lane, near and care. Ss repeat in chorus, then in pairs. Ss sort the words into four groups on Worksheet 2: /aɪ/ (bike, ride, fine), /eɪ/ (train, lane), /ɪə/ (near), /eə/ (care). Then T models the stress: PAR-ty and pa-RADE. Ss clap the stress and mark it on Worksheet 2. Finally, Ss read the sentence: 'The parade is colourful at the party.'
Note for T: /aɪ/ and /eɪ/ are single-syllable diphthongs; do not split the glide into two syllables. Follow the British model in the course for /ɪə/ and /eə/.

c) Expected outcomes

Ss complete the sound sorting:

  • /aɪ/: bike, ride, fine
  • /eɪ/: train, lane
  • /ɪə/: near
  • /eə/: care
    Stress marks:
  • PAR-ty (first syllable stressed)
  • pa-RADE (second syllable stressed)
    Ss can explain that stress is a property of each word, not a rule that all nouns follow.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen and repeat the words. Then sort them into four groups on your worksheet and mark the stress in party and parade.' T models the pronunciation and the clapping.

    Students

    Ss listen carefully, repeat the words in chorus and get ready to sort them.

  2. Teacher

    Step 2: Task performance

    T uses sound sorting cards on the board and asks: 'Which group does ride belong to?' T plays a chant: 'Bike, ride, fine – train, lane – near – care.' T walks around to check the pronunciation.

    Students

    Ss work in pairs, sort the words and clap the stress. Expected answer: 'Ss say ride belongs to /aɪ/ because the glide moves from an open vowel towards /ɪ/, and train belongs to /eɪ/ because it begins nearer /e/.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their groups aloud. T asks: 'Where is the stress in parade?' and 'Why do we stress PAR-ty on the first syllable?'

    Students

    Expected answer: 'Ss say: PAR-ty and pa-RADE, the stronger and longer syllable is the first in party and the second in parade.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct groups and the stress marks. T says: 'Keep the two sets distinct. The stress belongs to each word, so learn it with the word.'

    Students

    Ss correct their worksheet and repeat the sentence: 'The parade is colourful at the party.'

Activity 3: Practice · 12 minutes

Review Quiz: Choosing the Correct Form

a) Aims

Ss apply the grammar and vocabulary patterns of Units 7–9 to choose the correct answers in review exercises and explain each choice.

b) Content

Ss complete Worksheet 1 individually (about 4 minutes), then check in pairs (about 3 minutes). The items are:

  1. How far is ___ from here to the station? A. this; B. they; C. it; D. there
  2. You should ___ a helmet. A. wore; B. wear; C. wears; D. wearing
  3. Match the words to their meanings: passenger, road sign
  4. The film was short. ___, it told a complete story. A. However; B. Although; C. Though; D. Because
  5. ___ the film was slow, the ending was moving. A. However; B. Although; C. Because; D. But
  6. Match the words to their meanings: plot, review
  7. ___ people wear costumes at this festival? A. Do; B. Are; C. Is; D. Does
  8. ___ the parade held every year? A. Do; B. Does; C. Did; D. Is
    T then uses the interactive exercises on the NeoEdu page for a quick whole-class check.

c) Expected outcomes

Answer key:

  1. C (it is the empty subject in the distance pattern)
  2. B (a modal is followed by a base verb)
  3. passenger – hành khách; road sign – biển báo giao thông
  4. A (However links separate contrasting sentences)
  5. B (Although introduces a contrasting subordinate clause)
  6. plot – cốt truyện; review – bài nhận xét
  7. A (People is plural and wear is an ordinary verb)
  8. D (The statement uses be: the parade is held...)
    Ss must also give one reason for each answer, for example: 'Question 8 is D because the sentence is in the present with the verb be.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Complete Worksheet 1 on your own in four minutes. Then check your answers with your partner and explain your choices. Do not just say the letter; say the reason.' T displays the timer.

    Students

    Ss read the instructions and start the worksheet individually.

  2. Teacher

    Step 2: Task performance

    T walks around and supports weaker Ss. T asks: 'What is the intended time in question 4?' 'Is the sentence about a contrast?'

    Students

    Ss check with a partner. Expected answer: 'Ss say: In question 5, we need a contrast, but the clause is subordinate, so we use Although.'

  3. Teacher

    Step 3: Report and discussion

    T asks four pairs to report their answers and reasons. T uses the NeoEdu interactive exercise to show the answers and asks the class to vote.

    Students

    Expected answer: 'Ss say: Question 1 is C because it is an empty subject in How far is it...?' 'Question 9 is A because people is plural.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms all answers and explains the common mistakes: 'Do not answer Yes, I am to Do you...?' 'Do not use but with although.' 'Use the base verb after should.' T says: 'Check the meaning and the time before you choose the form.'

    Students

    Ss correct their worksheets and write the reason next to each wrong answer.

Activity 4: Application · 10 minutes

Writing Challenge: My Route and My Favourite Film

a) Aims

Ss use the grammar and vocabulary of Units 7–9 in a short personal writing task about safety, distance, contrast and a film.

b) Content

Ss choose one writing task and write 60–80 words in class (about 7 minutes):
Task A: Write about your route to school. Include a distance estimate (for example: 'It is about one kilometre.'), three safe habits with should or should not, and one sentence about the weather with Although or However.
Task B: Write a short review of an age-appropriate film. Include the type of film, a brief non-spoiler plot, your opinion and one contrast sentence with Although or However.
Ss swap their paragraphs with a partner and check the points: relevant content, correct pattern and clarity (about 3 minutes). Homework: Ss finish the other task at home.

c) Expected outcomes

Each Ss writes a paragraph of 60–80 words. A good product includes:

  • Task A: distance expression (It is about ... kilometres), should / should not + base verb, a contrast sentence with Although or However (no but with although), and clear sentences.
  • Task B: film type, plot without spoilers, opinion, a contrast sentence, and clear linking.
    Sample idea (Task A): 'My school is about one kilometre from my home. I usually walk with my older sister. We should stay on the pavement and use the marked crossing. Although it rains sometimes, we walk to school because it is good exercise.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Choose Task A or Task B. Write 60–80 words. Use at least one contrast connector and one grammar pattern from today's lesson.' T writes the checklist on the board: relevant task, correct unit pattern, clarity.

    Students

    Ss choose their task and plan their ideas in a few notes.

  2. Teacher

    Step 2: Task performance

    T monitors and gives individual feedback. T asks: 'Did you use however with a full stop before it?' 'Did you use Do/Does/Did correctly in your questions?'

    Students

    Ss write their paragraphs individually. Expected answer: 'Ss write: My school is about one kilometre from my home. We should not use a phone while crossing.'

  3. Teacher

    Step 3: Report and discussion

    T asks three Ss to read their paragraphs aloud and invites the class to check the connectors and the stress of the words.

    Students

    Ss read aloud and listen. The class gives feedback using the checklist: 'Your Although sentence is correct because there is no but.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key points: 'Use distance expressions with it, should + base verb, Although without but, and However with a full stop before it.' T praises the best ideas and asks Ss to revise their own paragraph.

    Students

    Ss correct their paragraphs and keep them in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1: Review Units 7, 8 and 9
Part A. Choose the correct answer (A, B, C or D).

  1. How far is ___ from here to the station? A. this B. they C. it D. there
  2. You should ___ a helmet. A. wore B. wear C. wears D. wearing
  3. ___ the film was slow, the ending was moving. A. However B. Although C. Because D. But
  4. The film was short. ___, it told a complete story. A. However B. Although C. Though D. Because
  5. ___ people wear costumes at this festival? A. Do B. Are C. Is D. Does
  6. ___ the parade held every year? A. Do B. Does C. Did D. Is
    Part B. Match the words with their meanings.
  • passenger / road sign / plot / review
    Meanings: hành khách; biển báo giao thông; cốt truyện; bài nhận xét
    Part C. Explain your answer for questions 1, 4 and 6 in one short sentence each.
    Part D. Write a short answer to each question.
  • Do people wear costumes at the festival? (Yes / No)
  • Did you join the parade last year? (Yes / No)

Phiếu học tập số 2

Worksheet 2: Sounds and Word Stress
Part A. Sort the words into the correct groups.

  • bike, train, near, fine, care, lane, ride
    Group 1: /aɪ/ ___
    Group 2: /eɪ/ ___
    Group 3: /ɪə/ ___
    Group 4: /eə/ ___
    Part B. Mark the stress.
  • PAR-ty or par-TY? (Write the stressed syllable in capital letters.)
  • parade: pa-___ (write the stressed syllable)
    Part C. Read the sentence aloud and tick (✓) the words you pronounced correctly.
  • The parade is colourful at the party.
    Part D. Compare the pairs and write one sentence about the difference.
  • ride – train
  • fine – lane

Homework

  • Revise the grammar notes: distance with it, should + base verb, Although / However, and Yes/No questions with be, do/does and did.
  • Finish the writing task you did not choose in class (Task A or Task B) in 60–80 words. Use at least one contrast connector and one correct pattern from the lesson.
  • Practise the sounds /aɪ/, /eɪ/, /ɪə/, /eə/ and the stress in PAR-ty and pa-RADE by reading the sentence 'The parade is colourful at the party' aloud three times.
  • Do the interactive exercises for Review 3 on NeoEdu (neoedu.vn/learn/7/english/review-3-language) and check your answers with the explanations.

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