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

Giáo án Skills 2

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:
    • Identify the main idea and specific details (names, places, times, reasons) in a listening text about travelling in the future.
    • Use the Future simple (will + base verb) to make predictions, including negative and question forms.
    • Distinguish possessive pronouns (mine, yours, his, hers, ours, theirs) from possessive adjectives.
    • Write a 60–80-word description of an imagined future vehicle with a prediction, a benefit and an uncertainty.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the content of the listening text, take short notes and check their own answers against the audio.
  • Communication and collaboration: Ss brainstorm and share ideas in pairs and present their answers to the class.
  • Problem-solving and creativity: Ss design an imagined future vehicle and explain its benefits and uncertainties in their own words.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for main ideas and details about future travel, talk about future vehicles and write a 60–80-word description.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary driverless, solar-powered, hyperloop, eco-friendly, autopilot and vehicle, and apply will for predictions and possessive pronouns correctly.

3. Personal qualities

  • Diligence: Ss complete all listening tasks and the writing task on time, and revise their drafts after peer feedback.
  • Responsibility: Ss explain a careful, safe choice in the listening text, such as the safety tests the boat needs before use, and apply the same care to their own writing.
  • Honesty: Ss admit the uncertainty in their predictions and do not claim that a future service already exists.

II. Teaching aids and materials

1. Teacher

  • Audio recording of the Skills 2 listening text (Exercises 1–6 and Exercise 7)
  • Projector or interactive board, board and markers
  • Slides with the unit title, the listening strategy, the Future simple and possessive pronoun charts, and the original model
  • NeoEdu lesson page for interactive lecture, examples and exercises: neoedu.vn/learn/7/english/unit-11-skills-2

2. Students

  • Student's book (Unit 11, Skills 2)
  • Notebook, pen and pencil
  • Worksheet 1 (listening notes) and Worksheet 2 (writing plan)
  • Headphones or a device to access NeoEdu (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming future vehicles

a) Aims

Ss activate prior knowledge about vehicles and predict the topic of the lesson, Travelling in the future.

b) Content

Ss work in pairs to answer three questions:

  • What vehicles do you use today?
  • What do you think vehicles will be like in the future?
  • Which future vehicle would you like to travel in? Why?
    They use words such as driverless, solar-powered, eco-friendly and vehicle.

c) Expected outcomes

Each pair lists three current vehicles and at least one prediction, for example: 'Buses will run on solar power.' Possible answer to question 3: 'I would like a driverless bus because it is safe and comfortable.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the unit title Travelling in the future on the board and asks the three questions. T says: 'Today we will listen for ideas and details, then describe an imagined future vehicle.'

    Students

    Ss listen and look at the title and the questions.

  2. Teacher

    Step 2: Task performance

    T asks pairs to brainstorm for two minutes and write their ideas in their notebooks.

    Students

    Pairs discuss and note down vehicles and predictions, for example: 'Cars will fly one day.'

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to share. T writes key words on the board and asks: 'Why do you think so?'

    Students

    Pairs report, for example: 'Future buses will be cleaner because they will use electricity.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good ideas and introduces the lesson aims: listening for main ideas and details, using will for predictions, and writing a description of a future vehicle.

    Students

    Ss copy the lesson aims into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Listening strategy: predict, listen and take notes

a) Aims

Ss understand and apply the three-step listening strategy: predict, listen for the main idea, then listen again for details.

b) Content

T introduces the new vocabulary with Vietnamese meanings:

  • 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 follow the strategy: predict the topic from Travelling in the future, listen for the activity and reason, then listen again for names, times and places and take short notes in Worksheet 1.

c) Expected outcomes

Ss' notes in Worksheet 1 under five headings:

  • Who: Tuan
  • What: designing a future boat
  • Where: school science club
  • When: this month
  • Why: he wants a quieter way to cross the river

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the listening strategy on the slide and gives Worksheet 1. T asks: 'What is the topic before you listen?'

    Students

    Ss read the strategy and answer: 'The topic is Travelling in the future.'

  2. Teacher

    Step 2: Task performance

    T plays the audio once and asks Ss to listen for the main activity and reason only. T plays the audio again and pauses to let Ss note names, places and times.

    Students

    Ss listen and write short notes under the five headings in Worksheet 1.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Who is the main person? What is he doing? Where? When? Why?' and calls on individual Ss.

    Students

    Ss answer, for example: 'The main person is Tuan. He is designing a future boat at the school science club this month.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and stresses the strategy: a prediction is a guess to be checked; the exact detail must come from the audio.

    Students

    Ss write the strategy in one sentence: 'Predict, listen for the main idea, then listen for details.'

Activity 2.2: Knowledge formation · 7 minutes

Will for predictions and possessive pronouns

a) Aims

Ss form and use the Future simple with will for predictions and distinguish possessive pronouns from possessive adjectives.

b) Content

T presents the grammar on the slide:

  • Affirmative: will + base verb (for predictions and decisions)
  • Negative: will not / won't + base verb
  • Question: Will + subject + base verb?
  • Caution: 'Some buses may become driverless' is more cautious than 'Every bus will change.'
  • Possessive pronouns stand alone: 'This bicycle is hers.'
  • Possessive adjectives need a noun: 'her bicycle.'
    T gives the example: 'I think future buses ___ cleaner.' and asks Ss to complete it.

c) Expected outcomes

Key knowledge Ss record in their notebooks:

  • Ss complete the example: 'I think future buses will be cleaner.' (Will is followed by the base verb be.)
  • Possessive pronouns: mine, yours, his, hers, ours, theirs (no noun after them)
  • Possessive adjectives: my, your, his, her, our, their (a noun after them)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the example sentence on the board and asks Ss to think of the correct form.

    Students

    Ss read the example and think about the verb form.

  2. Teacher

    Step 2: Task performance

    T presents the charts. T asks: 'Is the verb after will in the base form or the past form?' and 'Is there a noun after hers?'

    Students

    Ss copy the charts and answer, for example: 'The verb is in the base form. There is no noun after hers.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to make one prediction with will and one negative, for example: 'Cars will not need drivers.'

    Students

    Ss say their sentences. Expected answers: 'Buses will be quieter.' and 'These keys are hers, not mine.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the forms and reminds Ss that predictions are not proven facts.

    Students

    Ss write the rule in their notebooks: 'Will + base verb; possessive pronoun = no noun after it.'

Activity 2.3: Knowledge formation · 5 minutes

Analysing the original model

a) Aims

Ss identify the prediction, benefit and uncertainty in a model and plan their own description.

b) Content

Ss read the original model silently: 'I imagine a small electric bus for our town. It will use a route planned by the transport centre, and passengers will book a seat with help at a local stop. The bus will be quieter than many old vehicles. It will still need safe crossings and careful testing. I do not know when such a system will be affordable. It is an idea, not a description of an existing service.' Ss complete the planning section of Worksheet 2.

c) Expected outcomes

Ss' answers in Worksheet 2:

  • Prediction with will: 'It will use a route planned by the transport centre.'
  • Benefit: 'The bus will be quieter than many old vehicles.'
  • Uncertainty: 'I do not know when such a system will be affordable.'
  • Plan: who = a small electric bus; what = a route and booking; where = our town; when = future; useful detail = quiet engine

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 2 and asks Ss to read the model silently and underline three things: a prediction with will, a benefit and an uncertainty.

    Students

    Ss read and underline the sentences.

  2. Teacher

    Step 2: Task performance

    T walks around and checks. T asks: 'Which sentence shows the bus is only an idea?'

    Students

    Ss work individually and complete the planning section of Worksheet 2.

  3. Teacher

    Step 3: Report and discussion

    T calls on two Ss to read their underlined sentences aloud.

    Students

    Ss answer, for example: 'The bus will be quieter. That is the benefit.' and 'I do not know when it will be affordable. That is the uncertainty.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the three elements and says: 'A model is one possible answer, not the only key.'

    Students

    Ss copy the three-part structure: prediction, benefit, uncertainty.

Activity 3: Practice · 10 minutes

Listening check and grammar completion

a) Aims

Ss consolidate the listening skills and the Future simple by answering the exercises and completing the example.

b) Content

Ss do Exercises 1–6 in the student's book or on NeoEdu (interactive exercises).

  1. Who is the main person? A. Alex; B. Mai; C. Tuan; D. Quynh
  2. What is the main activity? A. repairs a school bus; B. is designing a future boat; C. is preparing a travel talk; D. takes a swimming test
  3. Where does the activity take place? A. at the school science club; B. in the classroom; C. at the school library; D. at the community hall
  4. When does it take place? A. this month; B. on Monday morning; C. on Tuesday afternoon; D. on Friday evening
  5. Why does the person do this? A. he wants a quieter way to cross the river; B. to prepare for a school competition; C. to earn money for a class trip; D. to spend time with a visiting cousin
  6. Listen and judge the information: a) The main person is Tuan. b) The activity happens at the English club. c) The stated reason is that he wants a quieter way to cross the river.

c) Expected outcomes

Answer key:

  1. C (The opening sentence names Tuan.)
  2. B (Tuan is designing a future boat.)
  3. A (The location is the school science club.)
  4. A (The time expression is this month.)
  5. A (The reason is that he wants a quieter way to cross the river.)
  6. a) True; b) False (the place is the school science club, not the English club); c) True
    Grammar: 'I think future buses will be cleaner.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and plays the audio for Exercises 1–5 once. T says: 'Choose the best answer and write True or False for Exercise 6.'

    Students

    Ss read the questions and options.

  2. Teacher

    Step 2: Task performance

    T plays the audio a second time. Ss answer individually; T monitors and supports Ss who need help with the listening.

    Students

    Ss listen and mark their answers in the book or on NeoEdu.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to compare answers with a partner and then checks as a class. T asks: 'Which words in the audio helped you?'

    Students

    Ss share answers, for example: 'Number 4 is A because the audio says this month.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key, explains the mistake in Exercise 6b, and reminds Ss that will + base verb is used in predictions.

    Students

    Ss correct their mistakes and write the correct sentence in their notebooks.

Activity 4: Application · 10 minutes

Describing my imagined future vehicle

a) Aims

Ss write a 60–80-word description of an imagined future vehicle using will, naming one benefit and admitting one uncertainty.

b) Content

Ss use the plan in Worksheet 2 and write a paragraph of 60–80 words describing an imagined future vehicle. The paragraph must include:

  • one prediction with will
  • one benefit
  • one uncertainty
  • at least one possessive pronoun or possessive adjective, used correctly
    After writing, Ss swap papers and check each other's work using the checklist. T assesses the writing for homework feedback.

c) Expected outcomes

A 60–80-word paragraph, for example: 'I imagine a solar-powered bus for our school. It will carry six passengers and will run quietly through the streets. Its benefit is that it will be eco-friendly. I do not know when such buses will be affordable. It is only my idea.'
Teacher assessment (10 points): task/content 4; relevant organisation 2; grammar/vocabulary 3; spelling/punctuation 1.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four requirements on the slide and reminds Ss to use the plan from Worksheet 2. T sets a time limit of six minutes.

    Students

    Ss read the requirements and check the plan.

  2. Teacher

    Step 2: Task performance

    T monitors and gives individual support, especially on will + base verb and the use of possessive pronouns.

    Students

    Ss write their paragraph individually.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to swap papers and check with the checklist. T calls on two Ss to read one sentence aloud.

    Students

    Ss read a sentence, for example: 'It will be quieter than old vehicles.' Their partner confirms or corrects it.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises Ss who wrote clear predictions and admitted uncertainty. T collects some papers for feedback and reminds Ss that a prediction is not a proven fact.

    Students

    Ss revise their paragraph after feedback and keep it for homework.

Worksheets

Worksheet 1: Listening notes

Listen to the talk about Tuan. Take short notes under each heading.

  • Who is the main person?
  • What is he doing?
  • Where does the activity take place?
  • When does it take place?
  • Why does he do this?

After listening, check: Which spoken detail supports each note?

Worksheet 2: Writing plan

Part A: Read the original model and find:

  • A prediction with will: ______________________
  • A benefit: ______________________
  • An uncertainty: ______________________

Part B: Plan your imagined future vehicle.

  • Who or what: ______________________
  • Where: ______________________
  • When: ______________________
  • A useful detail: ______________________
  • My prediction (will + base verb): ______________________
  • My benefit: ______________________
  • My uncertainty: ______________________

Checklist:

  • I used will + base verb.
  • I used a possessive pronoun without a noun, or a possessive adjective with a noun.
  • My paragraph has 60–80 words.

Homework

  • Finish your paragraph describing an imagined future vehicle (60–80 words). Use will for one prediction, name one benefit and admit one uncertainty. Check your use of possessive pronouns and possessive adjectives.
  • Listen to the audio for Skills 2 again and answer Exercise 7: explain one responsible choice made by Tuan, with a specific detail. Give your answer in 3–4 sentences.
  • Review the Future simple (affirmative, negative and question forms) and the possessive pronouns on neoedu.vn/learn/7/english/unit-11-skills-2, then complete the interactive exercises.

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