Tiếng AnhLớp 7Unit 12. English-speaking countries

Giáo án Communication

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
express amazement about a fact and ask a relevant follow-up question
use repair expressions to ask for repetition or clarification when a detail is unclear
use topic vocabulary (coastline, island country, native, castle, unique, local) in purposeful communication

2. Competences

a) General competences

Self-control and independent learning: Ss check the numbers and details they plan to repeat, and revise their own sentences before sharing them.
Communication and collaboration: Ss take turns in pairs, listen to their partner, ask for repetition or clarification, and paraphrase one key detail.
Problem-solving and creativity: Ss choose a suitable repair strategy for a misunderstanding and design an original travel poster about an English-speaking country.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss respond to an amazing fact, ask a useful follow-up question, repair a misunderstanding, and write short poster text.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce 'amazing' with the stress on the second syllable, use the target phrases correctly, and use the vocabulary of the unit accurately.

3. Personal qualities

Diligence: Ss complete all pair tasks and check their travel poster facts before the next lesson.
Responsibility: Ss check numbers before repeating them as facts and use reliable sources for the poster.
Honesty: Ss admit when they do not understand a detail and ask for clarification instead of guessing.
Kindness: Ss listen patiently to their partner, give clear explanations, and encourage each other during role-plays.

II. Teaching aids and materials

1. Teacher

Lesson slides with the model dialogue and the key expressions
Worksheet No. 1 (printed for each pair)
Board and markers
NeoEdu learning page with the interactive exercises: neoedu.vn/learn/7/english/unit-12-communication

2. Students

Textbook English 7 (Global Success), Unit 12
Notebook and pen
Sticky notes or small paper for writing sentences
A4 paper and coloured pencils for the travel poster (to be finished at home)

III. Procedures

Activity 1: Warm-up · 5 minutes

Reacting to an Amazing Fact

a) Aims

Ss activate prior knowledge about English-speaking countries and recall simple expressions of surprise.

b) Content

Ss listen to T read the sentence 'This coastline is over a thousand kilometres long.' and react in pairs. T asks: 'What can you say when you hear something amazing?' and 'What would you like to know next?'

c) Expected outcomes

Ss suggest at least three reactions, such as 'That is amazing!', 'Wow!' and 'Really?', and one follow-up question, such as 'Where can I learn more about it?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sentence 'This coastline is over a thousand kilometres long.' on the board and asks: 'How do you feel when you hear this? What would you say?'
Students
Ss listen and think about their reactions individually for 30 seconds.
Teacher
Step 2: Task performance
T asks Ss to turn to a partner and react to the sentence. T monitors and helps with vocabulary.
Students
Ss in pairs take turns reacting. Possible answers: 'That is amazing!', 'Wow, really?', 'Where can I learn more about it?'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their reactions and writes the expressions on the board.
Students
Some pairs say: 'That is amazing!' and 'Where can I learn more about it?'. Other Ss comment on whether the reaction sounds natural.
Teacher
Step 4: Conclusion and assessment
T introduces the topic of the lesson: expressing amazement and asking for more information. T writes the title 'Communication' on the board.
Students
Ss copy the title and the expressions into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Expressing Amazement and Asking a Follow-up

a) Aims

Ss identify how to respond naturally to a surprising fact and how to ask a useful follow-up question.

b) Content

Ss read the model dialogue on the slide:
A: This coastline is over a thousand kilometres long.
B: That is amazing! Where can I learn more about it?
T asks: (1) 'What does B say to show amazement?' (2) 'What does B ask next? Why?' (3) 'Why should we check numbers before repeating them as facts?' Ss then practise the stress and intonation of 'That is amazing!'

c) Expected outcomes

Key knowledge (written in notebooks):

Respond naturally, then ask a useful follow-up.
Expression of amazement: 'That is amazing!'
Follow-up question: 'Where can I learn more about it?'
Check numbers before repeating them as facts.
Pronunciation: 'amazing' /əˈmeɪzɪŋ/, stress on the second syllable.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the model dialogue and asks Ss to read it silently, then answer the three questions on the slide.
Students
Ss read the dialogue silently and prepare answers to the three questions.
Teacher
Step 2: Task performance
T models the dialogue with correct stress and intonation, then asks Ss to repeat in chorus and then in pairs. T monitors pronunciation.
Students
Ss repeat the dialogue. Expected answers: (1) 'That is amazing!' (2) 'Where can I learn more about it?' to ask for more information. (3) 'Because wrong numbers can spread false information.'
Teacher
Step 3: Report and discussion
T calls on 2 pairs to perform the dialogue and asks the class to check the stress on 'amazing'.
Students
Pairs perform the dialogue. Classmates give feedback on stress and intonation.
Teacher
Step 4: Conclusion and assessment
T summarises the key knowledge on the board and reminds Ss: 'Respond naturally, then ask a useful follow-up. Check numbers before repeating them as facts.'
Students
Ss copy the key knowledge into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Repairing a Misunderstanding

a) Aims

Ss learn how to ask for repetition, check understanding and paraphrase a key detail when a message is unclear.

b) Content

T presents the repair expressions: 'Could you say that again?', 'Do you mean…?', 'Could you explain one detail, please?'. T explains that a listener should pause politely, say which detail is unclear, and then paraphrase one key detail. Ss practise a short exchange in pairs, using the phrases above. Ss must use new real details, not recite the same dialogue.

c) Expected outcomes

Key knowledge (written in notebooks):

Repair expressions: 'Could you say that again?' (ask for repetition); 'Do you mean…?' (check understanding); 'Could you explain one detail, please?' (ask for clarification).
After checking, paraphrase one key detail in your own words.
Sample exchange: A: 'This coastline is over a thousand kilometres long.' B: 'That is amazing! Could you say that again?' A: 'Yes, it is over a thousand kilometres long.' B: 'Do you mean the coastline is longer than one thousand kilometres?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T presents the three repair expressions and writes the sample exchange on the board. T asks: 'Why does B ask Could you say that again?'
Students
Ss read the sample exchange and answer: 'Because B did not hear or understand the number clearly.'
Teacher
Step 2: Task performance
T asks pairs to make a short exchange about a new amazing fact, using at least one repair expression. T monitors and checks the use of numbers.
Students
Ss in pairs take turns. Example: A: 'This island country has many native animals.' B: 'That is unique! Could you say that again?'
Teacher
Step 3: Report and discussion
T invites 2 pairs to present their exchanges. T asks the class: 'Did the listener repair the misunderstanding clearly?'
Students
Pairs present. Classmates answer: 'Yes, the listener asked a focused question and paraphrased one detail.'
Teacher
Step 4: Conclusion and assessment
T confirms the repair strategy: pause, say which detail is unclear, ask a focused question, then confirm the answer in your own words.
Students
Ss copy the repair expressions and the strategy into their notebooks.

Activity 3: Practice · 12 minutes

Choose, Judge and Order the Interaction

a) Aims

Ss consolidate the expressions of amazement, repair and clarification by completing the exercises from the lesson.

b) Content

Ss work in pairs on Worksheet No. 1 and check their answers with another pair. The exercises are:

Choose a relevant response to 'This coastline is over a thousand kilometres long.'
Choose the phrase that politely asks the speaker to repeat.
Order a helpful interaction.
Judge helpful communication (a, b, c).
Match communicative actions to expressions.

c) Expected outcomes

Answers:

A. That is amazing! Where can I learn more about it?
B. Could you say that again, please?
This coastline is over a thousand kilometres long. → That is amazing! Where can I learn more about it? → Could you explain one detail, please? → Of course. Let me give an example.
a) Đúng (True: respond to the actual question). b) Sai (False: interrupting is not helpful). c) Đúng (True: ask for clarification if unsure).
ask for repetition – Could you say that again? / check understanding – Do you mean this? / invite a view – What do you think?

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and reads the instructions. T reminds Ss: 'Use the complete context, not only one keyword.'
Students
Ss read the instructions and the five exercises.
Teacher
Step 2: Task performance
T asks pairs to complete the worksheet within 8 minutes. T walks around and checks the answers for Exercise 3 and Exercise 4.
Students
Ss discuss and write answers. Some pairs may ask: 'Is 'Could you explain one detail, please?' polite?' T answers: 'Yes, it is polite and focused.'
Teacher
Step 3: Report and discussion
T calls on individual Ss to read the answers for each exercise and asks the class to vote with thumbs up or down.
Students
Ss read their answers. Class agrees or gives reasons for other choices.
Teacher
Step 4: Conclusion and assessment
T gives the correct answers and explains: 'Communication involves relevance and listening, not only grammar.'
Students
Ss correct their worksheets and note any mistakes.

Activity 4: Application · 13 minutes

Role-play and Travel Poster Planning

a) Aims

Ss use the language of the lesson in a role-play and start planning an original travel poster about an English-speaking country.

b) Content

Part 1 (about 5 minutes): Ss role-play expressing amazement in pairs. Each pair includes a follow-up question and a repair when needed (Exercise 7 and Exercise 8 of the lesson).
Part 2 (about 8 minutes): Ss plan a travel poster. The poster must include the place's name, location, attractions, an original illustration, and a clear distinction between facts (checked sources) and travel wishes (I would like to…).

c) Expected outcomes

Role-play example:
A: This coastline is over a thousand kilometres long.
B: That is amazing! Where can I learn more about it?
A: Could you give me an example?
B: Do you mean the coastline is very long? Let me explain.
Poster plan (written on A4 paper): Place name, location, 2–3 attractions, a sketch of the illustration, a 'Facts' section with source names, and a 'Travel wishes' section starting with 'I would like to…'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the role-play and the poster task. T shows a sample poster outline on the board and asks Ss to identify facts and travel wishes.
Students
Ss read the sample outline. Some Ss answer: 'Facts are checked information, and travel wishes are what I want to do or see.'
Teacher
Step 2: Task performance
T asks pairs to role-play first, then to choose a place and plan the poster in groups of four. T monitors the use of follow-up questions and repair expressions.
Students
Pairs role-play. Groups choose a place, list attractions and sketch an illustration. They note sources to check later.
Teacher
Step 3: Report and discussion
T invites 2 pairs to perform the role-play and 1 group to show its poster plan.
Students
Pairs perform. The group presents its place name, location, attractions and the difference between facts and wishes.
Teacher
Step 4: Conclusion and assessment
T praises the good use of expressions and reminds Ss: 'Check numbers before repeating them as facts.' T assigns the poster for homework.
Students
Ss note the reminder and the homework task in their notebooks.

Worksheets

Worksheet No. 1

Exercise 1. A partner says: 'This coastline is over a thousand kilometres long.' Choose a relevant response.

A. That is amazing! Where can I learn more about it?
B. I am returning this lost umbrella.
C. That is my examination number.
D. The question has no meaning in English.

Exercise 2. Which phrase politely asks the speaker to repeat?

A. Could you give an example, please?
B. Could you say that again, please?
C. Could you explain why, please?
D. Could you tell me when, please?

Exercise 3. Order a helpful interaction.

Could you explain one detail, please?
Of course. Let me give an example.
This coastline is over a thousand kilometres long.
That is amazing! Where can I learn more about it?

Exercise 4. Judge helpful communication. Write Đ (True) or S (False).

a) Respond to the actual question.
b) Interrupt whenever you know one word.
c) Ask for clarification if unsure.

Exercise 5. Match each communicative action to an expression.

ask for repetition
check understanding
invite a view

Expressions:

Could you say that again?
Do you mean this?
What do you think?

Homework

Finish the travel poster about an English-speaking country. Include the place's name, location and attractions. Write the facts with checked sources and mark the travel wishes with 'I would like to…'.
Draw an original illustration for the poster. Check every number before writing it as a fact.
Practise the dialogue 'This coastline is over a thousand kilometres long. / That is amazing! Where can I learn more about it?' with a new real detail. Record or write your version.
Complete the interactive exercises on the NeoEdu page: neoedu.vn/learn/7/english/unit-12-communication.
Learn the vocabulary: coastline, island country, native, castle, unique, local.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.