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Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 11. Travelling in the future

Giáo án A Closer Look 1

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 the six target words (driverless, solar-powered, hyperloop, eco-friendly, autopilot, vehicle) with their Vietnamese meanings in sentences about travelling in the future.
  • Pronounce a short prediction with correct sentence stress on content words and contrastive stress on the focus word.

2. Competences

a) General competences

  • Self-control and independent learning: Ss recall the target words by covering the English side of the word cards and check their own answers before the class discusses them.
  • Communication and collaboration: Ss work in pairs to read sentences aloud, listen to each other's stress patterns and give constructive feedback.
  • Problem-solving and creativity: Ss choose suitable words to complete a message about travelling in the future and build original sentences with driverless and hyperloop.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to a word, identify it, read target sentences aloud and write a short message about future travel.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words correctly, apply the will + base verb structure in predictions, and identify sentence stress in the model sentences.

3. Personal qualities

  • Diligence: Ss practise the pronunciation drill repeatedly until their stress patterns are clear, and complete all word-card tasks on time.
  • Responsibility: Ss take turns in pair work, check their partner's answers fairly and finish the homework message on their own.

II. Teaching aids and materials

1. Teacher

  • Projector, slides with the six target words and the model sentences
  • Audio recording of the target words and the stress sentences
  • Word cards (English side and Vietnamese meaning side)
  • Printed Worksheet 1 for each pair
  • NeoEdu learning resource: neoedu.vn/learn/7/english/unit-11-a-closer-look-1 (lesson presentation, examples and interactive exercises)

2. Students

  • Notebook, pencil, eraser
  • Pair of blank paper strips for writing the word cards
  • Textbook Tiếng Anh 7 (Global Success), Unit 11

III. Procedures

Activity 1: Warm-up · 5 minutes

Future Travel Predictions

a) Aims

Ss activate prior knowledge about travelling and get familiar with the topic of the lesson.

b) Content

Ss look at the slide with the question “How will people travel in the future?” and make quick predictions in full sentences with will, e.g. “People will travel by driverless cars.” Ss use the cue words on the slide (car, bus, train, plane) to build their predictions.

c) Expected outcomes

Each pair writes down two predictions in full sentences with will, for example: “Cars will fly over the city.” “Buses will use clean energy.” Ss understand that the lesson focuses on words and sounds for future travel.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the slide and asks: “How will people travel in the future?” T gives the example “Trains will go very fast.” and asks Ss to predict in pairs within 2 minutes.

    Students

    Ss listen to the question and look at the example carefully.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss use will correctly, followed by the base verb.

    Students

    Ss discuss in pairs and write two predictions each. Possible answers: “Buses will be driverless.” “Planes will use autopilot.”

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to read their predictions aloud and writes some ideas on the board.

    Students

    Ss read their sentences aloud and listen to others' predictions.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good predictions and says: “Today we will learn new words and sounds to talk about future travel.” T writes the title of the lesson on the board.

    Students

    Ss note the title and get ready for the new lesson.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary: Word Cards and Recall

a) Aims

Ss learn the meaning, pronunciation and use of the six target words through word cards and a cover-and-recall technique.

b) Content

Ss study the six target words: driverless (không người lái), solar-powered (chạy bằng năng lượng mặt trời), hyperloop (hệ thống tàu ống tốc độ cao), eco-friendly (thân thiện môi trường), autopilot (chế độ lái tự động), vehicle (phương tiện). Each word is learned with a useful phrase: a driverless vehicle, a solar-powered bus, a hyperloop system, an eco-friendly car, autopilot mode, a new vehicle. Ss cover the English side of the word card, recall the word from its meaning, then say a complete message about this unit.

c) Expected outcomes

Ss complete six word cards, each with: the target word, its Vietnamese meaning, and a useful phrase. Example card: “solar-powered (chạy bằng năng lượng mặt trời) – a solar-powered bus”. Ss can recall all six words from their Vietnamese meanings.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six target words on the slide and models the pronunciation. T explains the cover-and-recall technique: cover the English side, recall the word, then check.

    Students

    Ss listen, repeat the words chorally and in groups, then take out their paper strips.

  2. Teacher

    Step 2: Task performance

    T asks Ss to make their word cards in pairs and then test each other: “What does driverless mean?” T walks around to check that the meanings are not replaced by similar-looking words.

    Students

    Ss write the word, meaning and useful phrase on each card. Ss cover the English side and answer: “Driverless – không người lái.” “Hyperloop – hệ thống tàu ống tốc độ cao.”

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to say one complete message using a target word, e.g. “In the future, I think a hyperloop will connect cities.”

    Students

    Ss present their sentences. Other pairs listen and say if the meaning is accurate.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the six meanings and gives the common mistake to avoid: “Hyperloop is a transport system, not a type of vehicle name for a single car.” T reminds Ss to use the words in full sentences about the topic.

    Students

    Ss correct their cards if needed and record the corrected meanings.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation: Sentence Stress and Contrast

a) Aims

Ss identify sentence stress on content words and contrastive stress on the focus word, and practise a short prediction at slow and natural speed.

b) Content

T models the sentence “Our BUS will use CLEAN ENERGY.” and “This is MINE, not yours.” Ss listen and mark the stressed words. T then models the prediction “I think future buses will be cleaner.” slowly, then at natural speed. Ss notice that will and be are weak in the sentence, while think, future, buses and cleaner carry the main stress.

c) Expected outcomes

Ss mark the stress on the model sentences: “Our BUS will use CLEAN ENERGY.” and “This is MINE, not yours.” Ss read the prediction “I think future buses will be cleaner.” with weak function words and stressed content words. Ss can explain that stress changes with contrast.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the audio of the two model sentences and asks: “Which words are louder and longer?”

    Students

    Ss listen carefully and underline the words they hear as stressed.

  2. Teacher

    Step 2: Task performance

    T models the prediction slowly, then at natural speed. T asks Ss to practise in pairs: one reads slowly, the other reads at natural speed.

    Students

    Ss practise reading the prediction. Possible answer: Ss stress “THINK”, “FUture”, “BUSes” and “CLEANer”, while will and be are weak.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to read the sentence aloud and asks the class: “Which word is the most important in ‘This is MINE, not yours’?”

    Students

    Ss answer: “MINE – because it contrasts with yours.”

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule: content words are usually stressed; function words are weaker; contrast can move the stress. T writes the rule on the board.

    Students

    Ss copy the rule into their notebooks.

Activity 3: Practice · 10 minutes

Vocabulary and Sound Practice

a) Aims

Ss consolidate the target words, their meanings and the pronunciation focus through matching, completion, listening and multiple-choice tasks.

b) Content

Ss complete Worksheet 1 in pairs. The worksheet includes: exercise 1 (match words and meanings), exercise 2 (choose the word that means “chế độ lái tự động”), exercise 3 (complete the word for “phương tiện” from the word bank), exercise 4 (listen and choose the word), exercise 5 (choose the stressed word in “This is MINE, not yours.”), exercise 6 (select the correctly matched meanings).

c) Expected outcomes

Answers to Worksheet 1:

    1. driverless – không người lái; solar-powered – chạy bằng năng lượng mặt trời; hyperloop – hệ thống tàu ống tốc độ cao; eco-friendly – thân thiện môi trường
    1. D (autopilot = chế độ lái tự động)
    1. vehicle
    1. C (solar-powered)
    1. B (mine)
    1. A and C (driverless – không người lái; hyperloop – hệ thống tàu ống tốc độ cao)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and explains that Ss work in pairs. T plays the audio for exercise 4 twice.

    Students

    Ss receive Worksheet 1 and read the instructions carefully.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and encourages Ss to use the word cards. T checks exercise 3 by asking: “Which word means phương tiện?”

    Students

    Ss complete the worksheet. Possible difficulty: some Ss choose B in exercise 2 because hyperloop sounds similar; T reminds them to check the meaning.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to give answers for each exercise and asks the class to vote with thumbs up or down.

    Students

    Ss give answers and compare with other pairs.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct answers and explains why B in exercise 6 is wrong: solar-powered means chạy bằng năng lượng mặt trời, not hệ thống tàu ống tốc độ cao. T reminds Ss to check meanings carefully.

    Students

    Ss check their answers, correct mistakes and write the correct answers in their notebooks.

Activity 4: Application · 10 minutes

Personal Message About Future Travel

a) Aims

Ss use the target words and the pronunciation focus to write and say a meaningful message about travelling in the future.

b) Content

Ss write two meaningful sentences with driverless and hyperloop about travelling in the future, then explain what each sentence means. Then Ss write a short message of 4–5 sentences about how they will travel in the future, using at least three target words and will + base verb. Ss read their message aloud with correct sentence stress.

c) Expected outcomes

Sample sentences:

  • “A driverless vehicle will still need careful safety testing.” (It means a vehicle without a driver is still a new idea that must be tested.)
  • “A hyperloop is a proposed high-speed transport system using specially designed tubes.” (It means hyperloop is a proposed system, not a service that is available everywhere.)
    Sample message: “In the future, I think cities will be greener. Eco-friendly buses will use solar-powered engines. Driverless cars will take people to school safely. I will travel by hyperloop to visit my cousin in another city.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two example sentences on the board and asks: “What does each sentence mean?” T explains the task: write a 4–5 sentence message using at least three target words.

    Students

    Ss listen and read the examples on the board. Ss ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for 5 minutes, then share with a partner. T monitors and checks the use of will + base verb and the meaning of the target words.

    Students

    Ss write their sentences and message. Ss read their message to a partner and give feedback on meaning and stress.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 Ss to read their messages aloud and asks the class to identify one target word in each message.

    Students

    Ss read aloud and listen. Other Ss say which target words they heard.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the accurate use of target words and gives feedback on stress. T summarises: the words are used to talk about the future, and will is followed by the base verb.

    Students

    Ss note the feedback and revise their message if needed.

Worksheets

Phiếu học tập số 1

Worksheet 1: Future Travel Words

Exercise 1. Match the words with their meanings.

  • driverless
  • solar-powered
  • hyperloop
  • eco-friendly
    Meanings: không người lái; chạy bằng năng lượng mặt trời; hệ thống tàu ống tốc độ cao; thân thiện môi trường

Exercise 2. Which word means “chế độ lái tự động”?
A. driverless B. hyperloop C. vehicle D. autopilot

Exercise 3. Word bank: driverless, solar-powered, hyperloop, eco-friendly, autopilot, vehicle.
Complete the word from its meaning: “phương tiện” → ______

Exercise 4. Listen to the word. Which word did you hear?
A. eco-friendly B. autopilot C. solar-powered D. driverless

Exercise 5. For the sentence “This is MINE, not yours.”, choose the target sound, stress or intonation.
A. this B. mine C. is

Exercise 6. Select the correctly matched meanings.

  • A. driverless – không người lái
  • B. solar-powered – hệ thống tàu ống tốc độ cao
  • C. hyperloop – hệ thống tàu ống tốc độ cao
  • D. eco-friendly – chế độ lái tự động

Homework

  • Write two meaningful sentences using driverless and hyperloop about travelling in the future, and explain what each sentence means in English.
  • Write a short message of 4–5 sentences about how you will travel in the future. Use at least three target words and will + base verb.
  • Practise reading these sentences aloud with correct stress: “Our BUS will use CLEAN ENERGY.” and “I think future buses will be cleaner.” Record yourself if possible and listen to your stress pattern.
  • Review the six target words with their meanings using the cover-and-recall technique with your word cards before the next lesson.

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