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Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 12. English-speaking countries

Giáo án A Closer Look 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:
    • use a/an before singular countable nouns according to the sound of the first word (a before a consonant sound, an before a vowel sound)
    • use the for a noun already known or unique in context, and use the with some country names (the United Kingdom, the United States)
    • recognise that there is normally no article before Australia or Canada
    • correct articles in short sentences about English-speaking countries

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the self-check steps (identify the subject, choose the pattern, then read the whole sentence) before giving an answer.
  • Communication and collaboration: Ss work in pairs and groups to sort words, explain their choices and check each other's answers.
  • Problem-solving and creativity: Ss decide which article fits each context and write an imagined diary entry about a city tour.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and discuss sentences about English-speaking countries, explain article choices orally and write a 60–80-word diary entry.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss distinguish consonant and vowel sounds at the beginning of words (e.g., university, unique, island), use a/an/the correctly, and learn vocabulary: coastline, island country, native, castle, unique, local.

3. Personal qualities

  • Diligence: Ss complete all the exercises and the writing task within the given time and check their own work.
  • Responsibility: Ss take their role in pair and group work and correct their own mistakes after feedback.
  • Honesty: Ss label the diary entry clearly as a real experience or an imagined tour.

II. Teaching aids and materials

1. Teacher

  • Textbook English 7 (Global Success), Unit 12, A Closer Look 2
  • Projector or interactive board, slides with pictures (castle, island, university, Canada, the United Kingdom)
  • Worksheet No. 1 and Worksheet No. 2 (printed for each pair)
  • NeoEdu lesson page with explanations, examples and interactive exercises: neoedu.vn/learn/7/english/unit-12-a-closer-look-2

2. Students

  • Textbook, notebook, pen, pencil
  • Mini whiteboard and marker (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Guess the Article

a) Aims

Ss activate prior knowledge about articles and about English-speaking countries, and get ready for the new lesson.

b) Content

T shows pictures of a castle, an island, a university, Canada and the United Kingdom, then shows the sentence 'New Zealand is ___ island country.' T asks Ss to guess which article (a, an, the or no article) goes in each gap.

c) Expected outcomes

Ss write their guesses in notebooks, e.g.:

  • a castle
  • an island
  • a university
  • no article before Canada
  • the United Kingdom
  • an island country (New Zealand is an island country.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures and the sentence on the screen and asks: 'Which article do we need here: a, an, the or no article? Why do you think so?'

    Students

    Ss look at the pictures and the sentence and listen to the task.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to write their guesses in their notebooks and walks around to check.

    Students

    Ss work individually and write their guesses. Some Ss may guess 'a university' because the first letter is a vowel; others may guess 'an university'.

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to share their answers and asks: 'Why did you choose an for this word?'

    Students

    Ss give answers, e.g. 'I chose an for island because island starts with a vowel sound.' Other Ss comment on the answers.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the choice depends on the sound, not the letter, and says: 'Today we will learn how to use a, an and the correctly with topics about English-speaking countries.' T writes the title on the board.

    Students

    Ss listen and write the title 'A Closer Look 2' in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Articles a and an with Singular Countable Nouns

a) Aims

Ss understand that a is used before a consonant sound and an before a vowel sound, for a singular countable noun mentioned without a specific identity.

b) Content

Ss work in pairs with Worksheet No. 1. They read the words castle, island, university, coastline, native, unique, local, and island country, decide the first sound of each word, and sort them into two groups: a and an. T reminds Ss: 'Do not infer an article from a letter alone.'

c) Expected outcomes

Ss complete Worksheet No. 1 with the following answers:

  • a + consonant sound: a castle, a university (/juː/ is a consonant sound), a unique country (a unique place), a native speaker, a local guide, a coastline
  • an + vowel sound: an island, an island country
    Rule (Ss write it down): a before a consonant sound, an before a vowel sound, for a singular countable noun.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and says: 'Look at the first sound of each word, not its spelling. Sort the words into a and an.' T models the first word: 'castle – /k/ – consonant sound – a castle.'

    Students

    Ss listen and understand the task.

  2. Teacher

    Step 2: Task performance

    T asks pairs to work together for 4 minutes and monitors. T gives support to pairs that are confused about university or unique.

    Students

    Pairs read the words aloud, decide the first sound and write the correct article. Expected answer: 'We put university in the a group because it starts with the /j/ sound.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers and asks the class: 'Do you agree? Why?'

    Students

    Pairs read their answers, e.g. 'a castle, an island, a university.' Other pairs check and give comments.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rule on the board: 'a before a consonant sound, an before a vowel sound, for a singular countable noun.' T highlights 'a university' and 'an island' and writes the Ghi nhớ rule in the notebooks.

    Students

    Ss copy the rule and the examples into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

The Article the and Names of Countries

a) Aims

Ss understand when to use the (something already known or unique in context) and learn the article pattern with country names.

b) Content

T presents the mini-dialogue: 'I saw a castle. The castle was old.' and the sentences 'We visited the United Kingdom last year.' and 'Canada has a long coastline.' T asks Ss: 'Why is the second castle different from the first?' Then T asks: 'Which country names take the? Which names have no article?'

c) Expected outcomes

Ss say and write the rule:

  • the is used when the noun is already known or unique in context: 'I saw a castle. The castle was old.'
  • Use the in names such as the United Kingdom and the United States.
  • Normally no article before Australia or Canada.
  • Ss notice that the letter or word 'Canada' does not need an article, while 'the United States' does.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the mini-dialogue on the screen and asks two questions: 'Why do we use a for the first castle?' and 'Why do we use the for the second one?'

    Students

    Ss read the dialogue silently and think about the questions.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in groups of four and discuss the two questions, then list the country names from the textbook with and without articles. T monitors and prompts with 'What is the same about the castle in both sentences?'

    Students

    Groups discuss. Expected answer: 'The first castle is new information, so we use a. The second castle is the same castle, so we use the.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to report and invites others to add examples: 'Which countries take the?'

    Students

    A representative explains: 'We say the United Kingdom and the United States, but Australia and Canada have no article.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules on the board and reminds Ss: 'Use the in names such as the United Kingdom and the United States; normally no article before Australia or Canada.' T shows the NeoEdu explanation page to reinforce the rules.

    Students

    Ss record the rules in their notebooks and check examples on the NeoEdu page if needed.

Activity 3: Practice · 10 minutes

Article Quiz and Sentence Correction

a) Aims

Ss apply the rules for a, an and the to multiple-choice, gap-fill, word-ordering and sentence-judgement exercises.

b) Content

Ss work in pairs to do the exercises below (Worksheet No. 2):

  1. New Zealand is ___ island country. A. an; B. a; C. the an; D. no article
  2. She studies at ___ university. A. an; B. the an; C. no article; D. a
  3. We visited ___ United Kingdom last year. A. an; B. no article; C. the; D. a
  4. I saw a castle. ___ castle was near the sea. A. No; B. The; C. A; D. An
  5. Canada has {{1}} (a/an) long coastline. We visited {{2}} (the/a) United States.
  6. Put the parts in the correct order: The castle / stands / on / an island.
  7. Judge these sentences: a) New Zealand is an island country. b) New Zealand is a island country.

c) Expected outcomes

Answers:

  1. A – Island starts with a vowel sound.
  2. D – University begins with the consonant sound /j/.
  3. C – The is part of the normal country-name expression.
  4. B – The second mention identifies the same castle.
  5. a | the – Long begins with a consonant sound /l/; the United States takes the.
  6. The castle stands on an island.
  7. a) Correct (Đ); b) Incorrect (S) – Island starts with a vowel sound, so we must use an.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 2 and explains: 'Use the self-check: identify the subject, choose the pattern, then read the whole sentence.'

    Students

    Ss listen and read the instructions.

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete exercises 1–7 within 5 minutes. T walks around and checks for common errors (for example, 'a island', 'an university').

    Students

    Pairs complete the exercises. Expected difficulty: Ss may choose 'a island' in exercise 7 or 'an university' in exercise 2.

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to give answers to each exercise and asks them to explain their choices.

    Students

    Pairs give answers and explain, e.g. 'Exercise 7b is wrong because island starts with a vowel sound.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers, corrects errors and summarises: 'Always check the sound of the next word and the identity of the noun.'

    Students

    Ss correct their worksheets and note mistakes.

Activity 4: Application · 10 minutes

Imagined Diary Entry about a City Tour

a) Aims

Ss use a, an and the accurately in a short diary entry about a city tour in an English-speaking country.

b) Content

Ss write a 60–80-word diary entry about a city tour. They may write about a real experience or label it clearly as an imagined tour. The entry must include places, the sequence of the tour and their reaction. Ss use the checklist on Worksheet No. 2 (Part B) to check articles before submitting. Model: 'Today our group explored Ottawa with an adult guide. We met outside a museum at nine and visited a history display at ten. I enjoyed seeing everyday objects from the past because they helped me imagine other people's lives. At noon we ate lunch and discussed our favourite exhibits. Then we returned to our meeting point. This is a classroom account of an imagined tour, not a real travel report.'

c) Expected outcomes

A 60–80-word diary entry with correct use of a, an and the, labelled as real or imagined. Teacher assessment (10 points): task/content 4; relevant organisation 2; grammar/vocabulary 3; spelling/punctuation 1. The model above is one possible answer, not an automatic key.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the task aloud and shows the model entry. T asks: 'Which articles can you find in the model? Why are they used?'

    Students

    Ss listen, read the model and identify a, an and the (e.g. 'an adult guide', 'a museum', 'the history display').

  2. Teacher

    Step 2: Task performance

    T gives Ss 6 minutes to write individually. T encourages Ss to use the vocabulary: coastline, island country, native, castle, unique, local.

    Students

    Ss write their diary entries, check articles with the checklist and count their words.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read one or two sentences aloud and asks the class to judge the articles.

    Students

    Ss read their sentences, e.g. 'We visited a local market in an old castle.' Classmates say whether the article is correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the effort, gives feedback on articles and vocabulary and reminds Ss of the rule: 'Check the first sound of the word, and use the when the noun is already known.' T collects some entries for assessment.

    Students

    Ss revise their entries and note feedback in their notebooks.

Worksheets

Worksheet No. 1: Sorting a and an

Part A. Sort the words into the correct group. Look at the FIRST SOUND, not the letter.
Words: castle, island, university, coastline, native, unique, local, island country

  • a + consonant sound: ...
  • an + vowel sound: ...

Part B. Write the rule in your own words:

  • We use a before ...
  • We use an before ...

Hint: Do not infer an article from a letter alone.

Worksheet No. 2: Articles Practice and Writing Checklist

Part A. Choose the correct answer (A, B, C or D).

  1. New Zealand is ___ island country.
    A. an B. a C. the an D. no article
  2. She studies at ___ university.
    A. an B. the an C. no article D. a
  3. We visited ___ United Kingdom last year.
    A. an B. no article C. the D. a
  4. I saw a castle. ___ castle was near the sea.
    A. No B. The C. A D. An

Part B. Fill in the gaps with a/an or the.
5. Canada has ___ (a/an) long coastline. We visited ___ (the/a) United States.

Part C. Put the words in the correct order.
6. castle / stands / on / an island / The

Part D. Judge the sentences: write Đ (correct) or S (incorrect).
7. a) New Zealand is an island country.
b) New Zealand is a island country.

Part E. Writing checklist (tick before you submit)

  • I identified the subject and the time of my diary.
  • I checked the first sound of each noun after a/an.
  • I used the before a noun that is already known.
  • My entry has 60–80 words.
  • I labelled the entry as real or imagined.

Homework

  • Finish your diary entry about a city tour (60–80 words). Use at least three articles (a, an, the) correctly and label the entry as a real experience or an imagined tour.
  • Review the rules in the notebook: a before a consonant sound, an before a vowel sound; the for known or unique nouns; the in the United Kingdom and the United States; no article before Australia or Canada.
  • Practise more exercises with a, an and the on the NeoEdu lesson page: neoedu.vn/learn/7/english/unit-12-a-closer-look-2.
  • Prepare for the next lesson by reading the vocabulary: coastline, island country, native, castle, unique, local.

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