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

Giáo án Looking Back

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 future simple (will + base verb) to make predictions and decisions, including negative (will not/won't) and question forms (Will + subject + base verb?).
  • Distinguish possessive pronouns (mine, yours, his, hers, ours, theirs) from possessive adjectives (my, your, his, her, our, their) and use them correctly.
  • Recall and use topic vocabulary about travelling in the future: eco-friendly, autopilot, vehicle, driverless.
  • Apply sentence stress on content words and on contrasted words in short predictions.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review the unit's language independently by checking their own sentence corrections against the answer key and noting their own errors.
  • Communication and collaboration: Ss work in pairs and groups to brainstorm predictions, sort cards, and present a group prediction poster, taking turns and giving constructive feedback.
  • Problem-solving and creativity: Ss repair incorrect sentences, rebuild questions from prompts, and create original predictions about future travel supported by reasons and expressions of uncertainty.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to model predictions, say short predictions with correct stress, and write three predictions about future travel on a poster.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use will + base verb correctly, choose between possessive pronouns and possessive adjectives, pronounce contrastive stress (for example, 'This is MINE, not yours.'), and use the target vocabulary accurately.

3. Personal qualities

  • Diligence: Ss complete all sentence-repair and card-sorting tasks carefully and check their answers before reporting.
  • Responsibility: Ss take on a specific role in their group (writer, speaker, checker) and finish the poster on time.
  • Honesty: Ss acknowledge uncertainty in their predictions instead of presenting guesses as proven facts.
  • Kindness: Ss give supportive, specific feedback on classmates' pronunciation and sentences during peer checking.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with slides for the Looking Back review
  • Printed Worksheet 1 and Worksheet 2 for each group
  • Sets of word cards and sentence cards for the card-sorting activity
  • Whiteboard and markers
  • NeoEdu learning page (neoedu.vn/learn/7/english/unit-11-looking-back): lesson notes, examples and interactive exercises, used for checking answers and self-study

2. Students

  • Student's book English 7 (Global Success), Unit 11
  • Notebook, pencil, pen, eraser
  • A4 paper and coloured markers for the group poster
  • Smartphone or tablet to access the NeoEdu page (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Predicting the future of travel

a) Aims

Ss activate the topic vocabulary of travelling in the future and recall the idea of making predictions with will.

b) Content

T asks Ss to think about travel in the future. Ss match the words eco-friendly (thân thiện môi trường), autopilot (chế độ lái tự động), vehicle (phương tiện) and driverless (không người lái) with their meanings, then complete one prediction sentence with will: 'In the future, cars will ...'.

c) Expected outcomes

  • Vocabulary matches: eco-friendly = thân thiện môi trường; autopilot = chế độ lái tự động; vehicle = phương tiện; driverless = không người lái.
  • Sample predictions from Ss: 'Future cars will be eco-friendly.' / 'Some buses may become driverless.' / 'Planes will use autopilot.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four words on the board and asks: 'What do you think travel will be like in the future?' T gives the instruction: 'Match each word with its meaning, then think of one prediction with will.'

    Students

    Ss read the four words and the Vietnamese meanings silently, then write their match in notebooks.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who are unsure about the meanings. T uses Think-Pair-Share: Ss think alone for 1 minute, then share with a partner.

    Students

    Ss think alone, then discuss with a partner. Possible answers: 'I think future vehicles will be eco-friendly.' / 'Some buses may become driverless.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their predictions and asks: 'Are you sure about this? How do you know?'

    Students

    Pairs report their predictions. Possible answer: 'We think planes will fly on autopilot, but we are not sure.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matches and writes on the board: 'A prediction is not a proven fact.' T introduces the lesson aim: review the future simple and possessive pronouns.

    Students

    Ss copy the lesson title and the aim into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Future simple: will for predictions

a) Aims

Ss review the form and use of the future simple (affirmative, negative and question) for predictions.

b) Content

T writes the example sentence 'I think future buses ___ cleaner.' on the board and asks Ss to complete it. Ss work in pairs to find the rule: will + base verb; negative will not/won't; question Will + subject + base verb? Ss make two predictions using 'may' and 'will' and compare how confident each sounds.
Questions T asks:

  • What word follows will in 'future buses will be cleaner'? (be – the base verb)
  • How do we make the negative? (will not / won't)
  • How do we ask a question? (Will + subject + base verb?)
  • Is 'Some buses may become driverless' more or less certain than 'All buses will become driverless'? (less certain)

c) Expected outcomes

Rule written in notebooks:

  • Affirmative: subject + will + base verb (I think future buses will be cleaner.)
  • Negative: subject + will not / won't + base verb (Cars won't need drivers.)
  • Question: Will + subject + base verb? (Will future vehicles use cleaner energy?)
  • Note: A prediction is not a proven fact. 'Some buses may become driverless' is more cautious than 'Every bus will change'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the example 'I think future buses ___ cleaner.' and asks Ss to complete it in pairs. T explains the task: 'Find the rule for will in affirmative, negative and question forms.'

    Students

    Ss read the sentence, discuss with a partner and write the answer: 'will be'.

  2. Teacher

    Step 2: Task performance

    T guides Ss with prompts: 'What comes after will? What do we add for the negative? Where does will go in a question?' T provides the example 'Will future vehicles use cleaner energy?' for analysis.

    Students

    Pairs make the rule. Possible answers: 'will + base verb', 'will not / won't + base verb', 'Will + subject + base verb?'. Ss compare 'may become' and 'will become' to note the level of certainty.

  3. Teacher

    Step 3: Report and discussion

    T asks a pair to read their rule aloud and calls for other pairs to add or correct. T asks: 'Which sentence sounds more certain?'

    Students

    Pairs report. Possible answer: 'All buses will become driverless' sounds more certain; 'Some buses may become driverless' sounds more cautious.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule on the board and reminds Ss: 'Will is always followed by the base verb, not by to or -ing.' T emphasises the difference between a prediction and a proven fact, and writes the key sentence on the board.

    Students

    Ss copy the rule and the example sentences into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Possessive pronouns versus possessive adjectives

a) Aims

Ss distinguish possessive pronouns (mine, yours, his, hers, ours, theirs) from possessive adjectives (my, your, his, her, our, their) and know when each is used.

b) Content

Ss do the card-sorting task on Worksheet 1 in groups of four. Each group receives sentence cards and must sort them into two piles: possessive pronouns (stand alone) and possessive adjectives (followed by a noun).
Example: 'This bicycle is hers.' / 'Her bicycle is fast.'
Questions T asks:

  • Does 'hers' need a noun after it? (No)
  • Does 'her' need a noun after it? (Yes, e.g. her bicycle)

c) Expected outcomes

Completed sorting table:

  • Possessive pronouns: mine, yours, his, hers, ours, theirs (stand without a noun), e.g. 'This bicycle is hers.'
  • Possessive adjectives: my, your, his, her, our, their (must be followed by a noun), e.g. 'her bicycle'.
  • Rule: Possessive pronouns replace 'possessive adjective + noun'. Possessive adjectives require a noun.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and sentence cards to each group. T explains: 'Sort the cards into two piles. Then decide the rule for each pile.'

    Students

    Ss read the instructions and receive the cards.

  2. Teacher

    Step 2: Task performance

    T circulates and asks guiding questions such as: 'Is there a noun after this word?' 'Can you remove the noun and still have a complete sentence?'

    Students

    Groups sort the cards. Possible answers: 'This bicycle is hers.' (pronoun); 'Her bicycle is fast.' (adjective). Ss write the rule in their own words.

  3. Teacher

    Step 3: Report and discussion

    T asks each group to report one card from each pile and explain why it belongs there. T invites other groups to challenge answers.

    Students

    A representative from each group reports. Possible answer: 'Mine stands alone, so it is a pronoun; my needs a noun, so it is an adjective.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule on the board: 'Mine/hers/theirs stand alone. My/her/their must be followed by a noun.' T gives one more example: 'This is my bike. It is mine.'

    Students

    Ss copy the rule and sort the example into the correct column in their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Sentence stress and pronunciation in predictions

a) Aims

Ss pronounce short predictions with correct sentence stress and understand that contrast changes stress.

b) Content

T models the sentence 'Our BUS will use CLEAN ENERGY.' with stress on content words (BUS, CLEAN, ENERGY) and the contrast sentence 'This is MINE, not yours.' Ss repeat chorally, first slowly and then at natural speed. Ss mark stressed words in their notebooks, then say a prediction with a reason and an expression of uncertainty, e.g. 'I think our bus will use clean energy, because it is eco-friendly, but I'm not sure.'

c) Expected outcomes

  • Stressed words in 'Our BUS will use CLEAN ENERGY.': BUS, CLEAN, ENERGY (content words); 'will' and 'our' are weaker.
  • Contrast stress: 'This is MINE, not yours.' places main stress on MINE.
  • Model prediction: 'I think our bus will use clean energy, because it is eco-friendly, but I'm not sure.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two sentences on the board and asks Ss to listen carefully. T says: 'Mark the words that are stressed in your notebook.'

    Students

    Ss listen to T's model and mark the stressed words.

  2. Teacher

    Step 2: Task performance

    T leads choral repetition, first slowly, then at natural speed. T then reads a prediction with a reason and uncertainty, and Ss practise in pairs.

    Students

    Ss repeat chorally, then practise in pairs. Ss say: 'I think our bus will use clean energy, because it is eco-friendly, but I'm not sure.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to say their predictions. T gives feedback on stress and asks the class: 'Which word did you stress?'

    Students

    Pairs say their predictions. Possible answer: 'Our BUS will use CLEAN ENERGY.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: content words are usually stressed; stress moves to a word when there is a contrast. T reminds Ss: 'Mark your prediction, give a reason, and acknowledge uncertainty.'

    Students

    Ss note the summary and the three steps for making a prediction.

Activity 3: Practice · 10 minutes

Repairing sentences and choosing the correct answer

a) Aims

Ss consolidate the future simple, possessive pronouns, topic vocabulary and polite requests through error correction and multiple-choice tasks.

b) Content

Ss complete Worksheet 2 individually, then check with a partner. Exercises:

  1. Repair: 'I think future buses will are cleaner.' Choose A/B/C/D.
  2. Repair: 'This is my bike. It is my.' Choose A/B/C/D.
  3. Repair: 'Their car is blue. The blue car is their.' Choose A/B/C/D.
  4. Repair: 'Do will people travel in solar-powered boats?' Choose A/B/C/D.
  5. Choose the correct meaning of 'driverless': A. phương tiện; B. không người lái; C. chạy bằng năng lượng mặt trời; D. thân thiện môi trường.
  6. Choose from please / yesterday / loudly to complete the polite request: 'Could you say that again, ___?'
  7. Rebuild the question from: Will – future vehicles – use – cleaner energy?
  8. Which word has the main stress in 'This is MINE, not yours.'? A. is; B. this; C. mine.

c) Expected outcomes

Answer key:

  1. B – 'I think future buses will be cleaner.' (Will is followed by base be.)
  2. A – 'This is my bike. It is mine.' (Mine stands alone as a possessive pronoun.)
  3. D – 'The blue car is theirs.' (Theirs replaces their car.)
  4. C – 'Will people travel in solar-powered boats?' (Will moves before the subject in a question.)
  5. B – driverless = không người lái
  6. please – 'Could you say that again, please?' (Please makes the request polite.)
  7. Will future vehicles use cleaner energy?
  8. C – mine (The contrast places main stress on mine.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and explains: 'Work alone for 5 minutes, then check with your partner. Be ready to explain your answer.'

    Students

    Ss read the instructions and begin the exercises individually.

  2. Teacher

    Step 2: Task performance

    T monitors, and when Ss ask about an answer, T asks: 'What is the rule here?' rather than giving the answer directly.

    Students

    Ss complete exercises alone, then compare answers with a partner. Ss who disagree look up the rule in the notes from the explore activities or on NeoEdu.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read their answers and explain the reason. T asks the class to vote with hands for each answer.

    Students

    Ss read answers aloud and give reasons. Possible answer for item 1: 'Will is followed by base be, not are.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and explains the common mistakes: will + are/being is wrong; my bike + it is my is incomplete. T notes: 'A correct keyword does not make an irrelevant response correct. Always check the complete context.'

    Students

    Ss check their answers, correct mistakes in red pen, and record the mistake they made most often.

Activity 4: Application · 7 minutes

Group poster: Travelling in 2050

a) Aims

Ss use the future simple, possessive pronouns, topic vocabulary and pronunciation to create and present predictions about future travel.

b) Content

Ss work in groups of three or four, using the round-robin technique. Each S writes three predictions about travelling in the future on the group poster, using will and may and at least one possessive pronoun (mine, yours, ours, theirs). For each prediction, the S adds a reason and an expression of uncertainty. The group then presents the poster to the class in about 1 minute, with correct stress on content words.
Sample structure: 'I think ... will ..., because ... . I'm not sure, but ...'

c) Expected outcomes

A group poster containing:

  • Three predictions per student, e.g. 'Some buses may become driverless.' / 'Our vehicles will use clean energy, because they are eco-friendly, but we're not sure.' / 'The autopilot in planes will be better, and the old planes will be theirs.'
  • Each prediction marked with a reason and a note of uncertainty.
  • A short oral presentation of the poster with correct sentence stress.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups and explains the poster task: 'Each member writes three predictions about travel in the future. Include will, may and one possessive pronoun. Add a reason and say when you are not sure.'

    Students

    Groups form, choose a roles (writer, speaker, checker) and read the instructions.

  2. Teacher

    Step 2: Task performance

    T walks around, checks grammar and prediction language, and encourages Ss to use the target vocabulary: eco-friendly, autopilot, vehicle, driverless.

    Students

    Ss write their predictions on the group poster and check each other's sentences for the form will + base verb and correct use of possessive pronouns.

  3. Teacher

    Step 3: Report and discussion

    T invites each group to present its poster briefly. T asks the class to give one positive comment and one question to each group.

    Students

    The speaker of each group presents the poster. Possible questions from classmates: 'Why do you think cars will be eco-friendly?' 'Are you sure about the autopilot?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the groups' predictions and reminds Ss of the key points: will + base verb, possessive pronouns stand alone, and stress on content words. T assigns the homework.

    Students

    Ss note the feedback and the homework task in their notebooks.

Worksheets

Worksheet 1: Sorting possessive words

Task: Sort the cards into two piles and write the rule for each pile.

  • This bicycle is hers.
  • Her bicycle is fast.
  • That book is mine.
  • My book is on the desk.
  • The blue car is theirs.
  • Their car is blue.
  • These keys are ours.
  • Our house is near the station.

Column 1: Possessive pronouns (stand alone, no noun after them)
Column 2: Possessive adjectives (must be followed by a noun)

Rule: ___________________________________________

Worksheet 2: Repair and choose

A. Choose the correct answer for each item.

  1. Repair this sentence: I think future buses will are cleaner.
  • A. I think future buses will being cleaner.
  • B. I think future buses will be cleaner.
  • C. I think future buses will are cleaner.
  • D. I think future buses are be cleaner.
  1. Repair this sentence: This is my bike. It is my.
  • A. This is my bike. It is mine.
  • B. This is my bike. It is my.
  • C. This is my bike. It is me.
  • D. This is my bike. It is I.
  1. Repair this sentence: Their car is blue. The blue car is their.
  • A. Their car is blue. The blue car is their.
  • B. Their car is blue. The blue car is them.
  • C. Their car is blue. The blue car is they.
  • D. Their car is blue. The blue car is theirs.
  1. Repair this sentence: Do will people travel in solar-powered boats?
  • A. Are will people travel in solar-powered boats?
  • B. Does people travel in solar-powered boats?
  • C. Will people travel in solar-powered boats?
  • D. Do will people travel in solar-powered boats?
  1. What is the meaning of 'driverless'?
  • A. phương tiện
  • B. không người lái
  • C. chạy bằng năng lượng mặt trời
  • D. thân thiện môi trường

B. Fill in the blank.
6. Could you say that again, ___? (please / yesterday / loudly)

C. Rebuild the question.
7. Will – future vehicles – use – cleaner energy?

D. Look at the sentence: This is MINE, not yours.
8. Which word has the main stress?

  • A. is
  • B. this
  • C. mine

Homework

  • Write a short paragraph (5–6 sentences) about travel in the future. Use will for predictions, at least one negative (will not / won't), one question with Will, and one possessive pronoun (mine, yours, hers, ours or theirs).
  • Mark the content words and the contrasted words in your paragraph, then record yourself reading it aloud. Listen and check your stress.
  • Review the answer key for Worksheet 2 and write down the one mistake you made most often, with the correct form. You can also check the lesson notes and interactive exercises on NeoEdu at neoedu.vn/learn/7/english/unit-11-looking-back.
  • Prepare to share one prediction in the next lesson, including a reason and a note of uncertainty.

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