Tiếng AnhLớp 7Unit 11. Travelling in the future

Giáo án Skills 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Identify the main message of an original text about a future electric car designed by Nhi.
Locate supporting details (who, what, where, when, why) and point to the sentence that gives each answer.
Use key vocabulary about future transport (driverless, solar-powered, hyperloop, eco-friendly, autopilot, vehicle) to talk about the unit topic.
Explain a relevant opinion about future travel, using one accurate detail from the text and a reason, and mark it as a prediction.

2. Competences

a) General competences

Self-control and independent learning: Ss read the text on their own first, then check their answers against the sentences in the text instead of relying on general beliefs.
Communication and collaboration: Ss work in pairs to compare answers, give reasons and ask follow-up questions in English.
Problem-solving and creativity: Ss compare Nhi's proposed car with other future vehicles and give a reasoned view on whether price and access will affect its popularity.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read for main ideas and supporting details, discuss the topic orally, and write a short summary of 35 to 50 words.
Language knowledge (vocabulary, grammar): Ss use the vocabulary of the lesson and the structure will + base verb to make predictions, for example: I think future buses will be cleaner.

3. Personal qualities

Diligence: Ss complete the reading and scanning tasks carefully and check each answer with the text.
Responsibility: Ss separate what the text says from their own opinion and avoid inventing events that are not in the text.
Honesty: Ss acknowledge uncertainty when they make predictions, for example by saying I think or it may be.

II. Teaching aids and materials

1. Teacher

Projector or interactive board with the slides for the lesson
Printed copies of Worksheet No. 1 for pairs
Vocabulary list on the board or slides (driverless, solar-powered, hyperloop, eco-friendly, autopilot, vehicle)
NeoEdu online lesson with lecture, examples and interactive exercises: neoedu.vn/learn/7/english/unit-11-skills-1

2. Students

English textbook Unit 11 (Skills 1)
Notebook, pen and pencil
English-Vietnamese dictionary or phone dictionary (optional)
Worksheet No. 1 (handout)

III. Procedures

Activity 1: Warm-up · 5 minutes

Future vehicles

a) Aims

Ss activate prior knowledge about transport and get interested in the topic of future vehicles.

b) Content

T asks Ss to think about travelling in the future. Questions on the slide: What kind of vehicles will people use in the future? Which one do you like most: a driverless car, a solar-powered car or a hyperloop? Why?

c) Expected outcomes

Ss name at least three future vehicles and give one reason for each. Example list on the board: driverless car (safer roads); solar-powered car (no petrol needed); hyperloop (very fast travel between cities).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the question on the slide and asks: What kind of vehicles will people use in the future? T gives Ss 30 seconds to think.
Students
Ss listen and think silently about the question.
Teacher
Step 2: Task performance
T asks Ss to talk in pairs for two minutes about their favourite future vehicle and reason. T walks around and listens.
Students
Ss discuss in pairs. Expected answers: I like the driverless car because it is safe. I think the solar-powered car is good because it is eco-friendly.
Teacher
Step 3: Report and discussion
T invites 3 pairs to share. T writes the vehicles and reasons on the board. T asks: Why do you think this vehicle will be popular?
Students
Representatives report. Expected answer: I think the hyperloop will be popular because it is very fast.
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: Today we will read about a future electric car designed by a student named Nhi. Let us find out what she wants to achieve.
Students
Ss write the title of the lesson in their notebooks: Skills 1 - Travelling in the future.

Activity 2.1: Knowledge formation · 7 minutes

Key vocabulary about future transport

a) Aims

Ss understand and pronounce the key vocabulary of the lesson and use it in a short sentence.

b) Content

T presents six 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). T models pronunciation and asks Ss to match each word with its meaning. T reminds Ss of the structure: I think future buses will be cleaner. Will is followed by the base verb be.

c) Expected outcomes

Ss complete the matching: 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 Ss writes one sentence with will, for example: I think a vehicle will be eco-friendly in the future.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on the slide and says each word aloud. T asks Ss to repeat in chorus, then individually.
Students
Ss listen, repeat chorally and then individually. Ss copy the words into their notebooks.
Teacher
Step 2: Task performance
T asks Ss to match the words with the meanings in pairs. T says: Make one sentence with will about a future vehicle.
Students
Ss match in pairs and write one sentence each. Expected sentence: I think a driverless car will be safer.
Teacher
Step 3: Report and discussion
T calls on some Ss to read their sentences and checks pronunciation of the words in bold on the slide.
Students
Ss read their sentences aloud. Expected sentence: I think solar-powered vehicles will be popular.
Teacher
Step 4: Conclusion and assessment
T confirms the meanings and the grammar: will + base verb. T says: We use will to make a prediction, not a certain fact.
Students
Ss correct their notebooks and note the structure: will + base verb.

Activity 2.2: Knowledge formation · 8 minutes

Reading for the main message

a) Aims

Ss read the original text to identify its main message and understand that the car is a proposal, not a vehicle in use.

b) Content

Ss read the whole text once quickly. Then they answer the question: What is the text mainly about? T also asks: Is Nhi's car already in use? Ss point to the sentence that supports the answer. Text: Nhi designs a model future car at the invention club on Tuesday afternoons. Nhi does this because she wants transport to be accessible to more people. Her imaginary electric car will have a low entrance and space for a wheelchair. She hopes it will be quieter than a petrol car, but she has not calculated its cost or tested its range. She presents it as a proposal, not a vehicle already in use. Classmates discuss whether price and access might affect its popularity.

c) Expected outcomes

Main message in one sentence: Nhi designs a model future electric car so that transport can be accessible to more people. Answer to the second question: No, the car is not in use; Nhi presents it as a proposal. Evidence: She presents it as a proposal, not a vehicle already in use.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Read the text quickly, then tell me the main message. Do not read every word. T sets a time limit of two minutes.
Students
Ss read the text silently and quickly.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and discuss: What is the text mainly about? Is the car already in use? T walks around and guides Ss to find the evidence.
Students
Ss discuss in pairs. Expected answers: It is about a model future car designed by Nhi. The car is not in use yet. Evidence: She presents it as a proposal.
Teacher
Step 3: Report and discussion
T asks 2 pairs to share their answers. T asks: Which sentence supports your answer?
Students
Pairs report and read the supporting sentence aloud.
Teacher
Step 4: Conclusion and assessment
T confirms the main message and writes it on the board. T reminds Ss: Read first for the main message, then scan for a detail. Always point to the sentence that supports your answer.
Students
Ss write the main message and the supporting sentence in their notebooks.

Activity 2.3: Knowledge formation · 7 minutes

Scanning for supporting details

a) Aims

Ss scan the text to find specific details (who, what, where, when, why) and details about the car's features and limits.

b) Content

T asks Ss to complete Worksheet No. 1, Part A, by scanning the text for specific details. T checks each answer with the class and asks: Which sentence gives the answer? T also asks: What has Nhi not done yet? Expected answer: She has not calculated the cost or tested the range.

c) Expected outcomes

Ss complete Worksheet No. 1, Part A: Who: Nhi. What: designs a model future car. Where: at the invention club. When: on Tuesday afternoons. Why: she wants transport to be accessible to more people. Features: a low entrance and space for a wheelchair; quieter than a petrol car. Not yet done: calculating the cost and testing the range.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and says: Scan the text for the answers. Do not read the whole text again. T models the scanning process with the question Who? by finding the word Nhi.
Students
Ss receive the worksheet and look at the questions.
Teacher
Step 2: Task performance
T asks Ss to scan for the answers individually for three minutes, then compare with a partner. T circulates and checks.
Students
Ss scan for the answers and write them down. Ss compare with a partner.
Teacher
Step 3: Report and discussion
T calls on Ss to give answers for each question and asks: Which sentence supports this answer? T records answers on the board.
Students
Ss answer. Expected: Where? At the invention club. When? On Tuesday afternoons. Why? Because she wants transport to be accessible to more people.
Teacher
Step 4: Conclusion and assessment
T confirms all answers and says: Scanning helps you find details quickly. T reminds Ss: Do not substitute a general belief for evidence from this text.
Students
Ss check and correct their worksheets.

Activity 3: Practice · 8 minutes

Checking comprehension

a) Aims

Ss practise answering multiple-choice and true-false questions and justify each answer with the text.

b) Content

Ss do the exercises in Worksheet No. 1, Part B (questions 2 to 7). Ss choose the correct answer and then point to the sentence from the text that supports it. Ss judge the statements as true (T) or false (F).

c) Expected outcomes

Answers: 2. B (Nhi). 3. A (designs a model future car). 4. A (at the invention club). 5. A (on Tuesday afternoons). 6. A (she wants transport to be accessible to more people). 7. a) T; b) F (the activity does not happen at an airport); c) T.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Read questions 2 to 7 in Part B. Choose the answer and find the sentence from the text that supports it.
Students
Ss read the questions silently.
Teacher
Step 2: Task performance
T asks Ss to work individually for three minutes, then check with a partner. T reminds Ss to write the evidence sentence.
Students
Ss answer individually, then compare with a partner. Ss give evidence, for example: Nhi designs a model future car at the invention club.
Teacher
Step 3: Report and discussion
T calls on Ss to answer each question and asks for the evidence. T asks: Why is B the correct answer for question 2?
Students
Ss answer. Expected: B is correct because the text says Nhi designs the car.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and says: A correct keyword does not make an irrelevant response correct. Use the whole context.
Students
Ss check their answers and correct any mistakes in their worksheets.

Activity 4: Application · 10 minutes

Giving an opinion with evidence

a) Aims

Ss give a relevant opinion about future travel, support it with one accurate detail and a reason, and mark it as a prediction.

b) Content

Pair discussion: Do you think electric cars like Nhi's will be popular in the future? T gives the sentence frame: I think ... will ... because ... The text says ... Ss separate what the text says from their own opinion. T also asks Ss to acknowledge uncertainty, for example: It may be ... but I am not sure. Individually, Ss write 2 to 3 sentences on the topic.

c) Expected outcomes

Each Ss writes 2 to 3 sentences, for example: I think Nhi's electric car will be popular because the low entrance helps people with wheelchairs. The text says the car has space for a wheelchair. However, price may affect its popularity, and I am not sure about the cost.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the question and the sentence frame on the board. T says: Give your opinion with one detail from the text and one reason. Separate what the text says from your own opinion.
Students
Ss read the question and the frame and think for one minute.
Teacher
Step 2: Task performance
T asks Ss to discuss in pairs for four minutes. T walks around and helps Ss with the sentence structure.
Students
Ss discuss in pairs. Expected: I think the electric car will be popular because it is quieter. The text says it will be quieter than a petrol car. But I am not sure about the price.
Teacher
Step 3: Report and discussion
T invites 3 Ss to share their opinions. T asks: Is your opinion a prediction? How do you know?
Students
Ss share their opinions and explain that the opinion is a prediction because it uses will.
Teacher
Step 4: Conclusion and assessment
T praises the good opinions and says: Mark an idea as a prediction, support it with a reason and acknowledge uncertainty. T assigns the homework.
Students
Ss note the key sentence frame in their notebooks and write the homework task down.

Worksheets

Worksheet No. 1

Part A: Scan the reading text and answer the questions. Write the sentence from the text that supports each answer.

Who is the main person?
What is the main activity?
Where does the activity take place?
When does it take place?
Why does Nhi do this?
What does the imaginary car have for people using wheelchairs?
What has Nhi NOT done yet?

Part B: Choose the correct answer (A, B, C or D) and give the evidence sentence.
2. According to the text, who is the main person?
A. Mai; B. Nhi; C. Tram; D. Alex
3. According to the text, what is the main activity?
A. designs a model future car; B. prepares a country information board; C. takes a swimming test; D. repairs a school bus
4. According to the text, where does the activity take place?
A. at the invention club; B. in the classroom; C. at the school library; D. at the community hall
5. According to the text, when does it take place?
A. on Tuesday afternoons; B. on Monday morning; C. on Tuesday afternoon; D. on Friday evening
6. According to the text, why does the person do this?
A. she wants transport to be accessible to more people; B. to prepare for a school competition; C. to earn money for a class trip; D. to spend time with a visiting cousin

Part C: Judge the statements. Write T (true) or F (false).
a) The main person is Nhi.
b) The activity happens at an airport.
c) The stated reason is that she wants transport to be accessible to more people.

Part D (Writing): Write a 35 to 50-word summary of the reading about Nhi. Include the main topic, purpose and one important detail.

Homework

Write a summary of 35 to 50 words about Nhi's future car. Include the main topic (a model future car), the purpose (transport accessible to more people) and one important detail (a low entrance and space for a wheelchair).
Write one opinion about travelling in the future, using the frame: I think ... will ... because ... The text says ... Mark your idea as a prediction and say if you are not sure.
Review the six key words of the lesson: driverless, solar-powered, hyperloop, eco-friendly, autopilot, vehicle. Make one sentence with will for each word.
Revisit the NeoEdu lesson at neoedu.vn/learn/7/english/unit-11-skills-1 and do the interactive exercises to check your understanding.

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