Tiếng AnhLớp 7Unit 11. Travelling in the future

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Use six topic words about travelling in the future: driverless, solar-powered, hyperloop, eco-friendly, autopilot, vehicle.
Ask and answer the question 'How will students travel in the future?' and reply with a prediction.
Use the structure 'I think ... but I am not certain' to make a prediction, give a reason and show uncertainty.

2. Competences

a) General competences

Self-control and independent learning: Ss work out the meaning of topic words from the context and check their own answers before the class discussion.
Communication and collaboration: Ss take turns in pairs, listen to their partner's reply and respond to it appropriately.
Problem-solving and creativity: Ss create a new four-turn exchange about predictions by changing details of the model dialogue.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to the opening exchange, identify the question and the reply, and speak about travelling in the future with a prediction and a reason.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the topic words correctly (driverless, solar-powered, hyperloop, eco-friendly), understand their meanings, and use the future tense 'will' with 'I think' to make predictions.

3. Personal qualities

Diligence: Ss complete all tasks on the worksheet and practise the dialogue until they can say it fluently.
Responsibility: Ss take their role in pair work seriously and listen carefully to their partner before replying.

II. Teaching aids and materials

1. Teacher

Projector and slides with the topic words, the model dialogue and the exercises
Whiteboard and markers
Worksheets 1 and 2 (printed for each pair)
NeoEdu online lesson page: neoedu.vn/learn/7/english/unit-11-getting-started (interactive exercises and explanations)

2. Students

Student's book English 7 (Global Success), Unit 11
Notebook, pen, pencil
Small whiteboard or paper for the matching task (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: Travelling in the future

a) Aims

Ss activate prior knowledge about transport and get ready to talk about travelling in the future.

b) Content

T asks Ss to think about how people may travel in 50 years and to name any means of transport they know, in English or Vietnamese. Ss call out ideas, and T writes them on the board.
Guiding questions: What kinds of vehicles will we use in the future? Will they be safe, fast and clean?

c) Expected outcomes

A list of about 5 ideas on the board, such as cars, buses, trains, bicycles, planes, and some Ss' ideas about future vehicles (for example: flying cars, electric buses).
The lesson's topic, Travelling in the future, is introduced.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the title 'Travelling in the future' on the board and asks: What will travelling be like in the future?
Students
Ss listen to the question and think about their answers for about 30 seconds.
Teacher
Step 2: Task performance
T asks Ss to brainstorm in pairs for 1 minute and to write down as many transport words as they can.
Students
Ss discuss in pairs and write ideas in their notebooks, for example: car, bus, train, bicycle, plane.
Teacher
Step 3: Report and discussion
T invites 3–4 pairs to share their ideas and writes them on the board.
Students
Representative Ss say their ideas, e.g. 'I think people will fly cars in the future.' 'Trains will be faster.'
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: Today we will learn words and a short exchange to talk about future travel. Let's start with the new words.
Students
Ss write the title of the lesson in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

New vocabulary: Topic words for future travel

a) Aims

Ss recognise and understand the meaning and pronunciation of six topic words about travelling in the future.

b) Content

T presents the 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).
Ss listen, repeat and match each word with its meaning in the worksheet 'Phiếu học tập số 1'.
Ss work in pairs to complete the matching task and the gap-filling sentences.

c) Expected outcomes

Completed Phiếu học tập số 1.
Answers:

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
Ss can pronounce all six words correctly with stress on the right syllable.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on the slide and reads each word aloud. T says: Listen and repeat. Then T distributes Phiếu học tập số 1 and explains the matching task.
Students
Ss listen, repeat chorally and then individually. Ss read the task instructions.
Teacher
Step 2: Task performance
T asks Ss to work in pairs, read the meaning cards and match them with the words. T walks around to check pronunciation and help weak pairs.
Students
Ss discuss and match. Possible Ss' question: What does 'solar' mean? T answers: 'solar' is related to the sun.
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read out their matches and asks the class: Do you agree? Why?
Students
Ss report: 'driverless is không người lái, solar-powered is chạy bằng năng lượng mặt trời.' Other Ss give feedback.
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches on the slide and reminds Ss of the stress patterns: DRIVERless, SOlar-POWered, HYperloop, eco-FRIENDly, AUtopilot, VEhicle. T asks Ss to write the words and meanings in their notebooks.
Students
Ss copy the words and correct any wrong answers in Phiếu học tập số 1.

Activity 2.2: Knowledge formation · 10 minutes

Understanding the opening exchange

a) Aims

Ss understand the structure of the opening exchange and how to make a prediction, give a reason and show uncertainty.

b) Content

T presents the model dialogue:
Alex: How will students travel in the future?
Mai: I think more students will use clean public transport, but I am not certain.
Alex: Thank you for explaining.
Mai: You are welcome.
T asks Ss to identify who asks, what information is needed and how the partner replies, then to complete Phiếu học tập số 2 (true/false statements and the correct order of the turns).
Key point: Mark an idea as a prediction, support it with a reason and acknowledge uncertainty.

c) Expected outcomes

Completed Phiếu học tập số 2.
Answers:

a) Alex asks a question. – T (True)
b) Mai answers before Alex asks. – F (False)
c) Alex thanks Mai. – T (True)
Correct order of the original conversation: 1) Alex: How will students travel in the future? 2) Mai: I think more students will use clean public transport, but I am not certain. 3) Alex: Thank you for explaining. 4) Mai: You are welcome.
Ss state the key point: 'I think' marks a prediction, 'but I am not certain' shows uncertainty.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the dialogue on the board and asks Ss to read silently. T asks: Who asks the question? What does Mai give?
Students
Ss read the dialogue silently and answer orally: Alex asks, Mai answers with a prediction.
Teacher
Step 2: Task performance
T gives Phiếu học tập số 2 to pairs and asks them to decide True or False and to put the four turns in the right order. T reminds them to focus on the structure 'I think ... but I am not certain'.
Guiding question: Why does Mai say 'I am not certain'?
Students
Ss work in pairs and discuss. Possible answer: Because the future is not certain, so Mai is not sure about her prediction.
Teacher
Step 3: Report and discussion
T calls on pairs to read their answers and asks: Why is Mai's reply suitable for the question?
Students
Ss report: 'Mai answers the question about how students will travel and uses I think to give a prediction.' Other Ss agree or add comments.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and states the key idea: To make a prediction, use I think + will, give a reason, and show uncertainty with but I am not certain. T highlights that a correct keyword alone is not enough; the reply must fit the question.
Students
Ss write the key idea in their notebooks: Mark an idea as a prediction, support it with a reason and acknowledge uncertainty.

Activity 3: Practice · 10 minutes

Practice: Matching, choosing and arranging

a) Aims

Ss consolidate the topic words, the opening exchange and the appropriate reply through exercises.

b) Content

Ss do the following exercises from the textbook, individually or in pairs:

Read the original opening dialogue aloud in pairs.
Choose the correct answer: What is Alex doing in the opening exchange? A. asking for a prediction B. asking for a reason C. making a suggestion D. expressing a preference.
Choose the reply that fits the opening question: A. I think more students will use clean public transport, but I am not certain. B. I cannot answer because you did not ask a question. C. Thank you for the birthday present. D. The missing bag is blue.
Match the topic words with their meanings.
Write the English word meaning 'không người lái' (word bank: driverless, solar-powered, hyperloop, eco-friendly, autopilot, vehicle).
Read the exchange and decide True or False.
Arrange the original conversation.
Choose the English topic word meaning 'chạy bằng năng lượng mặt trời'.

c) Expected outcomes

Answers:

Ex 1: Ss read the dialogue fluently with correct intonation.
Ex 2: A (asking for a prediction) – Alex asks how students will travel; Mai gives a cautious prediction.
Ex 3: A – the reply gives a prediction, a reason and shows uncertainty.
Ex 4: 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.
Ex 5: driverless
Ex 6: a) T; b) F; c) T
Ex 7: 1) Alex: How will students travel in the future? 2) Mai: I think more students will use clean public transport, but I am not certain. 3) Alex: Thank you for explaining. 4) Mai: You are welcome.
Ex 8: solar-powered

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains that Ss will do eight quick exercises in 10 minutes. T shows the exercise numbers on the slide and sets the time limit.
Students
Ss read the instructions and prepare to work individually first.
Teacher
Step 2: Task performance
T asks Ss to do the exercises individually for 6 minutes, then compare answers with a partner for 2 minutes. T monitors and checks the answers of Ss who finish early.
Students
Ss write answers in their notebooks and compare with their partners. Ss who finish early read the model dialogue again.
Teacher
Step 3: Report and discussion
T calls on individual Ss to give answers for each exercise and asks other Ss to confirm or correct. T asks: Why is answer B in exercise 3 wrong?
Students
Ss answer: 'B is wrong because it does not answer the question; the question asks about the future, and B says it cannot answer.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers on the slide and reminds Ss of the common mistake: A correct keyword does not make an irrelevant response correct. T asks Ss to use the complete context when choosing answers.
Students
Ss correct their answers and note the key point in their notebooks.

Activity 4: Application · 10 minutes

Creating our own prediction exchange

a) Aims

Ss use the topic words and the prediction structure to create and perform a new four-turn exchange about future travel.

b) Content

T asks pairs to create a new four-turn exchange for making predictions, using at least one topic word (driverless, solar-powered, hyperloop, eco-friendly, autopilot, vehicle) and responding meaningfully to the partner.
Sample question prompts: What kind of vehicle will people use to go to school in the future? How will families travel on holidays?
After performing, pairs change one detail of the model (for example, the topic or the reason) and say the new version.
Homework link: each S writes one short paragraph about travel in the future.

c) Expected outcomes

A new four-turn exchange per pair. Example:
A: How will people travel to school in the future?
B: I think more students will use driverless vehicles, but I am not certain.
A: Why do you think so?
B: Because driverless cars are safe and eco-friendly.
Assessment criteria: communicative purpose, suitable response, topic language, clear delivery. Ss use at least one topic word and the structure 'I think ... but I am not certain'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sample question prompts on the board and tells Ss: Create a new four-turn exchange with at least one topic word. Then change one detail to make it your own meaning.
Students
Ss listen and choose a prompt or create their own question about future travel.
Teacher
Step 2: Task performance
T asks pairs to write their exchange in 4 minutes and then practise it aloud. T reminds them to respond to the partner's question, not just repeat a keyword.
Students
Ss write and practise their exchange. Possible Ss' ideas: 'I think people will travel by hyperloop, but I am not certain.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to perform in front of the class. Other Ss listen and decide whether the reply fits the question.
Students
Pairs perform their exchanges. Listeners give feedback: 'Your reply fits the question.' or 'Your reply needs a reason.'
Teacher
Step 4: Conclusion and assessment
T praises effective exchanges and summarises: To make a prediction, mark it with I think, give a reason, and show uncertainty. T assigns the homework.
Students
Ss note the key structure and the new words in their notebooks.

Worksheets

Phiếu học tập số 1

Part A. Match each topic word with its meaning.

1. driverless
1. solar-powered
1. hyperloop
1. eco-friendly
1. autopilot
1. vehicle
  Meanings (in random order):
a) chế độ lái tự động
b) phương tiện
c) hệ thống tàu ống tốc độ cao
d) không người lái
e) thân thiện môi trường
f) chạy bằng năng lượng mặt trời

Part B. Complete the sentences with the correct topic word.

1. Many people want to use ____ cars to avoid traffic accidents.
1. A ____ train can travel very fast between cities.
1. The bus runs on sunlight, so it is ____.
1. Using bicycles is a good way to be ____ to the environment.

Part C. Write the English word for 'chạy bằng năng lượng mặt trời' and 'phương tiện'.

Phiếu học tập số 2

Part A. Read the exchange and decide True (T) or False (F).
Alex: How will students travel in the future?
Mai: I think more students will use clean public transport, but I am not certain.
Alex: Thank you for explaining.
Mai: You are welcome.

a) Alex asks a question.
b) Mai answers before Alex asks.
c) Alex thanks Mai.

Part B. Arrange the four turns in the correct order.

Mai: You are welcome.
Alex: Thank you for explaining.
Mai: I think more students will use clean public transport, but I am not certain.
Alex: How will students travel in the future?

Part C. Answer the question: Why does Mai use 'I think' and 'but I am not certain'?

Homework

Review the six topic words and their meanings in your notebook. Practise pronouncing them with the correct stress.
Write a short paragraph (4–5 sentences) answering the question: How will people travel in the future? Use at least two topic words and the structure 'I think ... but I am not certain'.
Practise the opening exchange with a family member or friend. Then change one detail of the model dialogue and say your new version.
Do the interactive exercises for Unit 11, Getting Started, on the NeoEdu page: neoedu.vn/learn/7/english/unit-11-getting-started.

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