Tiếng AnhLớp 7Unit 9. Festivals around the world

Giáo án Review 3 – 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

Identify the purpose, audience, place and action in a short review text about a learning fair.
Distinguish the main message from supporting details in a reading text.
Take short notes from a listening announcement instead of transcribing every word.
Plan and write an invitation that gives who, what, where and when.
Give a one-minute talk that explains one idea with one accurate example.

2. Competences

a) General competences

Self-control and independent learning: Ss read and listen for specific information on their own, check their answers against the text, and revise their notes before the speaking task.
Communication and collaboration: Ss work in pairs and groups to share answers, give feedback on each other's talks, and listen respectfully to questions.
Problem-solving and creativity: Ss use evidence from the text to justify answers, adapt their language to a younger audience, and create an original example for the learning fair.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss locate key information in a text and an announcement, write a short invitation, and deliver a one-minute talk on traffic or films.
Language knowledge (pronunciation, vocabulary, grammar): Ss use topic words such as traffic, pavement, crossing, film, scene, and recommend, and apply the simple present and simple future forms in the invitation and talk.

3. Personal qualities

Responsibility: Ss check the facts of their examples and complete tasks on time before presenting to the group.
Honesty: Ss give their own answers, admit when they are unsure, and do not copy long paragraphs from the text.
Kindness: Ss give constructive, polite feedback to classmates and listen patiently when others speak.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 7 (Global Success), Unit 9, Review 3 – Skills
Audio recording of the listening announcements (Tasks 6 and 7)
Projector or interactive board, slides with the reading text and key vocabulary
Worksheets 1 and 2, sticky notes, timer
NeoEdu learning page: neoedu.vn/learn/7/english/review-3-skills (interactive exercises and model examples)

2. Students

Notebook, pen, pencil, eraser
Textbook
A4 paper or card for the invitation draft
Highlighter or coloured pencils

III. Procedures

Activity 1: Warm-up · 5 minutes

Learning fair brainstorm

a) Aims

Ss recall the topics of Unit 9 and get ready to link them with a school learning fair.

b) Content

Ss look at the picture or the title 'Learning fair' and answer: What topics can we present at a learning fair? Which festival, film or traffic rule do you know well?

c) Expected outcomes

A list of 3 to 5 topic words on the board, such as festival, traffic, film, audience, invitation, and one idea from each S about what they will present.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Our school is holding a learning fair. Look at the title and tell me what topics we can present.' T writes the question on the board: What topics can we present at a learning fair?
Students
Ss read the title and think for 30 seconds on their own.
Teacher
Step 2: Task performance
T asks Ss to turn to a partner and share one topic and one word they know about it.
Students
Ss discuss in pairs. Possible answers: 'Traffic rules and crossing the road.' 'Films for children and a good story.' 'Festivals around the world, such as Tết and Christmas.'
Teacher
Step 3: Report and discussion
T calls on 3 pairs to report and writes the topic words on the board.
Students
Representative Ss report: 'We can talk about traffic safety.' 'We can present a film we like.' 'We can talk about a festival.'
Teacher
Step 4: Conclusion and assessment
T confirms: 'Today we will read about a learning fair, listen to an announcement, write an invitation and give a short talk. Our topics are traffic, films and festivals.' T writes the lesson aims on the board.
Students
Ss copy the aims into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Reading: 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 text 'Our school is preparing a learning fair for Review 3...' and complete Worksheet 1: (1) Who coordinates the groups, where and when? (2) Who is the fair for? (3) What is the main message? (4) Name two supporting details. Ss also find the words that show the team uses clear explanations and original examples.

c) Expected outcomes

Completed Worksheet 1:

Purpose: to prepare a learning fair for Review 3.
Audience: younger students.
Place: the library.
Action: Mai coordinates the groups on Friday afternoon; each group prepares one original example, checks its facts, rehearses and asks a teacher for feedback.
Main message: The team prepares clear, original and checked explanations for younger students.
Supporting details: the three groups (traffic, films, festivals); rehearsal and teacher feedback.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and says: 'Read the text once quickly, then answer the questions. Do not translate every word. Look for who, where, when, what and for whom.' T models the first question using the first sentence.
Students
Ss receive Worksheet 1 and read the text silently for 1 minute, then reread it for details.
Teacher
Step 2: Task performance
T circulates, prompts Ss who are stuck with questions such as 'Which sentence tells you the place?' and checks pairs who finish early by asking them to underline the main message.
Students
Ss work in pairs, underline key information and fill in the worksheet. Possible answers: 'Mai coordinates the groups in the library on Friday afternoon.' 'The fair is for younger students.' 'The main message is that the team chooses clear explanations and checks facts.'
Teacher
Step 3: Report and discussion
T calls on 2 pairs to report their answers and asks the class: 'Is the rehearsal a main message or a supporting detail? Why?'
Students
Pairs report their answers. Expected answer: 'Rehearsal is a supporting detail, because it supports the main message of clear, accurate explanations.'
Teacher
Step 4: Conclusion and assessment
T summarises on the board: Purpose – Audience – Place – Action; Main message vs. supporting details. T highlights: 'When you read, first find the purpose and audience, then decide which sentence is the main message and which sentences give details.'
Students
Ss copy the summary into their notebooks and tick the items they have understood.

Activity 2.2: Knowledge formation · 20 minutes

Listening: short notes and invitation

a) Aims

Ss listen to short announcements, take brief notes instead of transcribing every word, and plan an invitation with who, what, where and when.

b) Content

Ss listen to the first announcement and note what each group must check. Then they listen to the second announcement and note the new day of the meeting. Finally, Ss use Worksheet 2 to plan an invitation to the learning fair with who, what, where and when.

c) Expected outcomes

Completed Worksheet 2:

Announcement 1: each group must check its equipment.
Announcement 2: the meeting is moved to Wednesday morning.
Invitation plan:
- Who: younger students and teachers of our school
- What: the Review 3 learning fair (traffic, films, festivals around the world)
- Where: the school library
- When: Wednesday morning (new date)
A short invitation draft of 3 to 4 sentences.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'You will hear two short announcements. Do not write everything. Write only key words. Then you will plan an invitation with who, what, where and when.' T distributes Worksheet 2.
Students
Ss read the note-taking boxes on Worksheet 2 and prepare their pens.
Teacher
Step 2: Task performance
T plays Announcement 1, pauses, plays it again if needed, then plays Announcement 2. T monitors and encourages Ss to write key words only.
Students
Ss listen and write key notes: Announcement 1 – 'check equipment'. Announcement 2 – 'Wednesday morning'. Then Ss draft the invitation in pairs, using who/what/where/when.
Teacher
Step 3: Report and discussion
T asks: 'What must each group check?' and 'On which day do they meet now?' Then T invites 2 pairs to read their invitation drafts aloud.
Students
Ss answer: 'Each group checks its equipment.' 'They meet on Wednesday morning.' Pairs read a sample invitation, for example: 'Dear students, you are invited to our learning fair on Wednesday morning in the school library. Come and learn about traffic, films and festivals around the world!'
Teacher
Step 4: Conclusion and assessment
T confirms the key points: take short notes, not full sentences; an invitation must answer who, what, where and when. T praises Ss who wrote a clear invitation with all four elements.
Students
Ss check their invitation drafts against the four questions and correct missing information.

Activity 3: Practice · 25 minutes

Reading and listening check-up

a) Aims

Ss apply the reading and listening skills to answer comprehension questions and justify their answers with evidence from the text.

b) Content

Ss complete the textbook exercises: Task 2 (Who coordinates the groups?), Task 3 (Where do they meet?), Task 4 (Who is the fair for?), Task 5 (true or false statements about the review text), Task 6 (what each group must check), Task 7 (on which day they meet), and Task 8 (explain why clear original examples suit the younger audience). Ss must give evidence from the text for each answer.

c) Expected outcomes

Answers:

Task 2: B. Mai.
Task 3: A. in the library.
Task 4: D. younger students.
Task 5: a) T; b) F; c) T.
Task 6: A. its equipment.
Task 7: Wednesday (morning).
Task 8 (sample): Younger students need focused explanations. The team uses original examples and checks facts, so the explanation is accurate and easy to understand. They also rehearse to make sure the message is clear.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays Tasks 2 to 5 on the board and says: 'Read each question, find the evidence in the text, then choose the answer. For Task 8, write 2 or 3 sentences.' T also asks Ss to use the NeoEdu page for extra practice if they finish early.
Students
Ss open their textbooks and read the tasks silently.
Teacher
Step 2: Task performance
T asks Ss to do Tasks 2 to 5 individually for 5 minutes, then plays the audio for Tasks 6 and 7 twice. T walks around and checks Task 8 by asking: 'Why is clear explanation important for younger students?'
Students
Ss answer individually, then check in pairs. For Task 8, Ss write: 'Younger students need clear and simple explanations. Original examples help them understand. The team checks facts, so the information is correct.'
Teacher
Step 3: Report and discussion
T calls on Ss to give answers for each task and asks the class to show the evidence sentence. T asks: 'Where in the text is the answer to Task 5, option b?'
Students
Ss report: 'Task 5b is false, because the text says they choose clear explanations instead of long copied paragraphs.' Other Ss give their own evidence for Task 8.
Teacher
Step 4: Conclusion and assessment
T confirms all answers and writes the key evidence on the board. T reminds Ss: 'Always check your answer with a sentence from the text or the recording.'
Students
Ss correct any wrong answers in their books and write the evidence in brackets.

Activity 4: Application · 20 minutes

One-minute talk for the learning fair

a) Aims

Ss give a one-minute talk about traffic or films, explain one idea with one useful example, and respond respectfully to a question.

b) Content

Ss choose one topic: traffic or films. They prepare a one-minute talk with focused content, two accurate topic words and one useful example (Tasks 9 and 10). They rehearse in groups of 3 and then present. The rest of the group listens, asks one question and gives one piece of feedback. Teacher rubric: content 4, coherent organisation 2, accurate language 2, listening and clear delivery 2.

c) Expected outcomes

Each S delivers a one-minute talk. Sample talk for traffic: 'My school is about one kilometre from my home. I usually walk with my older sister. We stay on the pavement and use the marked crossing near the school. We wait until it is safe and look both ways before crossing. We should not use a phone while crossing. On rainy days we leave a little earlier, not run across the road.'
Sample talk for films: 'I watched River Helpers, an imaginary family film about children saving a village library. The story follows a girl who learns to ask others for help. Although some scenes are slow, the ending is warm and believable. I liked the music because it supported the quiet moments. I would recommend it to friends who enjoy stories about teamwork. I will not reveal the final surprise.'
Teacher rubric: 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 says: 'Choose traffic or films. Prepare a one-minute talk with one idea, two topic words and one example. Rehearse with your group first, then present. Listen to questions and answer politely.' T shows the rubric on the board.
Students
Ss choose a topic and write 4 to 5 notes on a card. They note two topic words, such as pavement and crossing for traffic, or scene and recommend for films.
Teacher
Step 2: Task performance
T puts Ss into groups of 3 and asks them to rehearse for 5 minutes. T moves around, gives feedback on pronunciation and content, and encourages Ss to make eye contact.
Students
Ss rehearse in groups. Each S speaks for one minute while the others listen and give one piece of feedback, such as 'Your example is clear. Speak a little slower.'
Teacher
Step 3: Report and discussion
T invites 3 to 4 Ss to present to the whole class. After each talk, T asks the class: 'What question would you ask?' and encourages a respectful question.
Students
Volunteer Ss present their talks. Example question from the audience: 'Why do you walk with your sister?' Speaker answers: 'Because it is safer and we can talk on the way.'
Teacher
Step 4: Conclusion and assessment
T gives feedback using the four rubric areas, praises clear examples and respectful questions, and reminds Ss: 'A good talk uses accurate words, one clear example and a polite tone.'
Students
Ss note one thing they did well and one thing to improve in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1 – Reading: purpose, audience and main message
Read the text 'Our school is preparing a learning fair for Review 3' and answer.

Purpose: Why is the school preparing the fair?
Audience: Who is the fair for?
Place: Where does Mai coordinate the groups?
Action: What does each group do before presenting?
Main message: What is the most important idea of the text?
Supporting details (write 2): ..., ...
Tip: Find who, where, when, what and for whom first. Then decide which sentence is the main message.

Phiếu học tập số 2

Worksheet 2 – Listening notes and invitation
Part A. Take short notes (key words only).

Announcement 1: What must each group check? → ...
Announcement 2: On which day do they meet now? → ...
Part B. Plan an invitation.
Who: ...
What: ...
Where: ...
When: ...
Part C. Write your invitation in 3 to 4 sentences. Check that it answers who, what, where and when.

Homework

Write a complete invitation to the learning fair for your family or a younger friend, with who, what, where and when. Write 4 to 5 sentences in your notebook.
Rehearse your one-minute talk (traffic or films) three times at home. Time yourself and use at least two topic words and one example.
Review the answers to Tasks 2 to 8. Find one piece of evidence in the text for each answer.
Practise listening on the NeoEdu page neoedu.vn/learn/7/english/review-3-skills, and write down only key words for each recording.

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