Tiếng AnhLớp 7Unit 11. Travelling in the future

Giáo án Communication

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:
- Make predictions about travelling in the future using the structure 'I think more students will use…, but I am not certain.'
- Use the vocabulary for future transport: driverless, solar-powered, hyperloop, eco-friendly, autopilot, vehicle.
- Ask for repetition or clarification politely, for example 'Could you say that again, please?' and 'Do you mean…?'
- Paraphrase one key detail of a partner's answer and check understanding.

2. Competences

a) General competences

Self-control and independent learning: Ss prepare their own ideas before speaking and check their own predictions against the model.
Communication and collaboration: Ss take turns in pairs and groups, listen actively, ask for repetition and paraphrase what they hear.
Problem-solving and creativity: Ss design an imagined future vehicle as a proposal and answer classmates' questions.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss exchange predictions about future travel, repair a misunderstanding and present a vehicle proposal with energy, safety, access and one limitation.
Language knowledge (vocabulary, grammar): Ss use the six topic words correctly and form sentences with 'will' to make predictions.

3. Personal qualities

Responsibility: Ss listen fully to their partner and ask for clarification before giving an answer.
Diligence: Ss complete all practice tasks and prepare their proposal carefully, including the limitation of their vehicle.

II. Teaching aids and materials

1. Teacher

Lesson plan, projector and slides
Pictures of future vehicles (driverless car, solar-powered bus, hyperloop train)
Board and markers
Worksheet No. 1 (printed for each pair)
NeoEdu learning page with lecture, examples and interactive exercises: neoedu.vn/learn/7/english/unit-11-communication

2. Students

Textbook Tiếng Anh 7, Unit 11
Notebook and pen
Small sheet of paper for the proposal

III. Procedures

Activity 1: Warm-up · 5 minutes

Future travel brainstorm

a) Aims

Ss activate prior knowledge about transport and get ready for the topic of travelling in the future.

b) Content

T shows pictures of different vehicles and asks the question: 'How will students travel in the future?' Ss brainstorm words for future transport, such as vehicle, driverless, solar-powered, hyperloop, eco-friendly and autopilot.

c) Expected outcomes

A list of words on the board, for example: vehicle, driverless car, solar-powered bus, hyperloop train, eco-friendly, autopilot. Ss give one short answer to the question, for example: 'I think more students will use driverless cars.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the pictures and asks: 'How will students travel in the future?' T says: 'Look at the pictures. Think of words about future vehicles.'
Students
Ss look at the pictures and think about the question.
Teacher
Step 2: Task performance
T monitors and gives hints in English when Ss are stuck, for example: 'What kind of energy can a vehicle use?'
Students
Ss call out words in pairs or as a class. Expected answers: 'solar-powered', 'driverless', 'electric', 'eco-friendly'.
Teacher
Step 3: Report and discussion
T writes the words on the board and asks: 'Who can answer the question?'
Students
Some Ss answer, for example: 'I think more students will use solar-powered buses.'
Teacher
Step 4: Conclusion and assessment
T praises good answers and introduces the lesson topic: 'Today we will learn how to make predictions and repair a misunderstanding.'
Students
Ss copy the topic and the new words into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Making predictions

a) Aims

Ss learn how to mark an idea as a prediction, support it with a reason and acknowledge uncertainty.

b) Content

T models the dialogue:
A: How will students travel in the future?
B: I think more students will use clean public transport, but I am not certain.
T asks Ss to find three parts of the answer: the prediction (I think more students will use clean public transport), the uncertainty (but I am not certain) and a reason (Ss add 'because…'). Ss work in pairs to make their own predictions with a reason, for example 'because the air will be cleaner'.

c) Expected outcomes

Ss write the formula on their notebooks: 'I think + subject + will + verb…, but I am not certain.'
Model answer: 'I think more students will use clean public transport, but I am not certain.'
Ss' own answers, for example: 'I think more students will ride solar-powered buses, because the air will be cleaner, but I am not certain.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen to the dialogue. Find the prediction, the reason and the uncertainty.' T writes the question on the board.
Students
Ss listen to T model the dialogue and look for the three parts.
Teacher
Step 2: Task performance
T asks Ss to work in pairs: 'Ask your partner the question and give your own prediction. Remember to say I am not certain.' T walks around and listens.
Students
Ss practise in pairs. Expected answers: 'I think more students will use driverless cars, but I am not certain.'
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to say their predictions. T asks: 'Which words show uncertainty?'
Students
Ss answer: 'I think' and 'but I am not certain'. Some Ss say their prediction with a reason.
Teacher
Step 4: Conclusion and assessment
T summarises the formula and reminds Ss that a prediction needs a clear idea, a reason and a sign of uncertainty.
Students
Ss copy the key note: Mark an idea as a prediction, support it with a reason and acknowledge uncertainty.

Activity 2.2: Knowledge formation · 8 minutes

Repairing a misunderstanding

a) Aims

Ss learn polite expressions for asking for repetition, checking understanding and inviting a view.

b) Content

T writes the expressions on the board: 'Could you say that again, please?', 'Do you mean…?', 'Could you explain one detail, please?', 'What do you think?'. T explains that a listener can ask for repetition when unclear, check understanding by paraphrasing one key detail, and leave time for a reply. Ss match each communicative action with the correct expression (exercise 5 in Worksheet No. 1).

c) Expected outcomes

Matching key:

ask for repetition – Could you say that again?
check understanding – Do you mean this?
invite a view – What do you think?
Ss' note: 'Plan the information your partner needs. Speak clearly and leave time for a reply. After checking, paraphrase one key detail.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Match each action with the correct expression. Work with your partner.' T gives out Worksheet No. 1.
Students
Ss read the worksheet and discuss with their partner.
Teacher
Step 2: Task performance
T monitors and checks the pairs that are stuck. T asks: 'Which expression is for checking understanding?'
Students
Ss match the expressions. Expected answer: 'Do you mean this?' is for checking understanding.
Teacher
Step 3: Report and discussion
T calls on a pair to give the answer and asks the class to agree or disagree.
Students
Ss report their matches and say why they chose them. Other Ss give feedback.
Teacher
Step 4: Conclusion and assessment
T confirms the key and explains that each expression has a different purpose in conversation.
Students
Ss correct their answers and copy the key expressions into their notebooks.

Activity 3: Practice · 10 minutes

Listen, respond and repair

a) Aims

Ss practise choosing relevant responses, ordering an interaction and judging helpful communication.

b) Content

Ss complete exercises 1 to 6 in Worksheet No. 1 individually, then compare with a partner. T also refers Ss to the interactive exercises on the NeoEdu page: neoedu.vn/learn/7/english/unit-11-communication.

c) Expected outcomes

Answer key:

B. I think more students will use clean public transport, but I am not certain.
B. Could you say that again, please?
How will students travel in the future? → I think more students will use clean public transport, but I am not certain. → Could you explain one detail, please? → Of course. Let me give an example.
a) Đ (True: respond to the actual question); b) S (False: do not interrupt); c) Đ (True: ask for clarification if unsure).
ask for repetition – Could you say that again?; check understanding – Do you mean this?; invite a view – What do you think?
Paraphrase example: 'I believe many students will use clean public transport in the future, but I am not sure.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Do exercises 1 to 6 in Worksheet No. 1. Then check with your partner.' T sets a time limit of 6 minutes.
Students
Ss read the instructions and start the exercises individually.
Teacher
Step 2: Task performance
T monitors and gives support. T asks: 'Why is option C not correct in exercise 1?'
Students
Ss complete the exercises and compare answers with their partners. Expected answer: option C is about a lost umbrella, not about travel.
Teacher
Step 3: Report and discussion
T calls on individual Ss to read their answers for exercises 1, 2, 3 and 6. T asks the class to vote on exercise 4.
Students
Ss read their answers aloud and give reasons. The class votes on the true or false statements in exercise 4.
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the projector and explains any mistakes. T highlights: 'Communication needs relevance and listening, not only grammar.'
Students
Ss check their work and correct their answers.

Activity 4: Application · 12 minutes

Future vehicle proposal

a) Aims

Ss design an imagined future vehicle and use prediction, clarification and repair language to present it and answer questions.

b) Content

In groups of four, Ss design an imagined future means of transport. Each group labels its design as a proposal and explains four points: energy (for example solar-powered), safety, access (who can use it) and one limitation. Then classmates ask questions, and the presenters use 'Could you say that again, please?' or 'Do you mean…?' when needed and answer with a prediction using 'I think… will…, but I am not certain.'

c) Expected outcomes

A short group proposal written on a small sheet of paper, for example:
Proposal: A solar-powered driverless bus

Energy: It uses solar power.
Safety: It has an autopilot system.
Access: Students and workers can use it.
Limitation: It cannot run at night.
Question and answer example: 'Do you mean it works without a driver?' → 'Yes. I think more students will use it, but I am not certain.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Design an imagined future vehicle as a group. Write a proposal with energy, safety, access and one limitation. Then answer your classmates' questions.' T gives each group a small sheet of paper.
Students
Ss listen to the instructions and form groups of four.
Teacher
Step 2: Task performance
T walks around, helps with vocabulary such as hyperloop, autopilot and eco-friendly, and reminds Ss to label the design as a proposal.
Students
Ss draw and write their proposals. Expected ideas: solar-powered bus, driverless car, hyperloop train, eco-friendly vehicle.
Teacher
Step 3: Report and discussion
T invites each group to present for about one minute and asks classmates to ask one question each. T models a repair if the question is unclear.
Students
Groups present. Classmates ask questions such as 'Could you explain one detail, please?' and presenters answer with predictions and uncertainty.
Teacher
Step 4: Conclusion and assessment
T gives feedback on content, language and delivery, then summarises the lesson: making predictions, asking for clarification and repairing a misunderstanding.
Students
Ss listen to the feedback and note one useful expression from the lesson.

Worksheets

Worksheet No. 1

Exercise 1. A partner says: 'How will students travel in the future?' Choose a relevant response.

A. The question has no meaning in English.
B. I think more students will use clean public transport, but I am not certain.
C. I am returning this lost umbrella.
D. That is my examination number.

Exercise 2. Which phrase politely asks the speaker to repeat?

A. Could you give an example, please?
B. Could you say that again, please?
C. Could you explain why, please?
D. Could you tell me when, please?

Exercise 3. Order a helpful interaction.

How will students travel in the future?
I think more students will use clean public transport, but I am not certain.
Could you explain one detail, please?
Of course. Let me give an example.

Exercise 4. Judge helpful communication (T or F).

a) Respond to the actual question.
b) Interrupt whenever you know one word.
c) Ask for clarification if unsure.

Exercise 5. Match each communicative action with the correct expression.

ask for repetition
check understanding
invite a view

Expressions:

Could you say that again?
Do you mean this?
What do you think?

Exercise 6. Paraphrase the reply in simpler English without changing its meaning: 'I think more students will use clean public transport, but I am not certain.'

Exercise 7 (for homework or pair work). Role-play making predictions with a partner. Include a follow-up question and an appropriate response.

Exercise 8 (for homework or pair work). Explain how to repair a misunderstanding during making predictions, then demonstrate the repaired exchange.

Homework

Write a short paragraph (4 to 5 sentences) predicting how people will travel in the future. Use 'I think… will…, but I am not certain' and give one reason.
Practise Exercise 7 with a family member or a friend. Change the details of the dialogue so that it is not the same as the one in the textbook.
Do the interactive exercises on the NeoEdu page: neoedu.vn/learn/7/english/unit-11-communication, and check your answers.
Prepare one question you would like to ask about future transport for the next lesson.

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