Tiếng AnhLớp 7Unit 12. English-speaking countries

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- use the topic words coastline, island country, native, castle, unique and local to talk about English-speaking countries;
- identify the communicative purpose of a reply, such as expressing amazement;
- respond naturally to a statement and ask a relevant follow-up question;
- make a four-turn exchange that expresses amazement, using at least one topic word.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the matching and ordering tasks on their own, check their answers against the model exchange, and correct their mistakes before the class check.
Communication and collaboration: Ss work in pairs and groups to practise the exchange, listen to their partners' responses, and give useful feedback on the meaning of each reply.
Problem-solving and creativity: Ss decide which reply fits a given statement, then change a detail of the model to create their own exchange that communicates a new meaning.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to the opening exchange, respond to Alex's statement with a relevant reply and follow-up question, and write a new four-turn exchange expressing amazement.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the topic words coastline, island country, native, castle, unique and local, and recognise the structure of question-answer exchanges such as "That is amazing! Where can I learn more about it?"

3. Personal qualities

Diligence: Ss finish all the individual tasks on the worksheet and practise the model exchange several times before they create their own version.
Responsibility: Ss take turns in pair and group work, listen actively to their partners, and check that their replies fit the context before they present.
Honesty: Ss check the numbers and facts carefully before repeating them, and they admit and correct their own wrong answers during the class check.
Kindness: Ss give encouraging and specific feedback to their classmates when they evaluate each other's exchanges.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard with the opening exchange and the topic words
Picture slides of a coastline, an island and a castle (for the warm-up)
Flashcards of the six topic words with Vietnamese meanings
Phiếu học tập số 1 printed for each pair
NeoEdu lesson page: neoedu.vn/learn/7/english/unit-12-getting-started (explanations, examples and interactive exercises)

2. Students

Textbook Tiếng Anh 7 (Global Success), Unit 12
Notebook and pen/pencil
Phiếu học tập số 1 (shared with a partner)

III. Procedures

Activity 1: Warm-up · 5 minutes

Picture Guessing

a) Aims

Ss activate prior knowledge of the topic and preview the topic words of the unit.

b) Content

T shows three pictures on the projector: a coastline, an island and a castle. T asks: "What can you see in this picture?" and "Have you ever seen a place like this?" Ss call out the words in English.

c) Expected outcomes

Ss name the three places in English: coastline, island country (an island/country surrounded by sea), castle. Ss respond with a short reaction such as "That is amazing!" to show they are ready for the topic.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the first picture and asks: "What can you see?" T gives the rule: say the word in English, then react with one short sentence.
Students
Ss look at the picture and listen to the instructions.
Teacher
Step 2: Task performance
T shows the other two pictures one by one and gives help when Ss hesitate.
Students
Ss call out in English, e.g. "A coastline." / "A castle." They may say "It is amazing!".
Teacher
Step 3: Report and discussion
T asks several Ss to share their answers and writes the words on the board.
Students
Ss report: "This is a coastline." "This is a castle."
Teacher
Step 4: Conclusion and assessment
T praises Ss and introduces the title of the unit: English-speaking countries. T states that today's lesson will focus on how to respond to amazing information.
Students
Ss copy the title into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Topic Words and Pronunciation

a) Aims

Ss understand the meaning and pronunciation of the six topic words and can use them in context.

b) Content

T presents the words coastline, island country, native, castle, unique and local using flashcards and the list of vocabulary. Ss repeat chorally and individually. Ss then complete Part A of Phiếu học tập số 1 by matching each word with its Vietnamese meaning.
T's questions: "What does coastline mean?" "Which word means quốc đảo?"

c) Expected outcomes

Ss match the words correctly:

coastline – đường bờ biển
island country – quốc đảo
native – bản địa
castle – lâu đài
unique – độc đáo
local – thuộc địa phương
Ss can pronounce all six words clearly and say each word in a sentence.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T presents the flashcards, models pronunciation and asks Ss to repeat. T introduces Part A of Phiếu học tập số 1.
Students
Ss listen, look at the flashcards and repeat the words chorally and individually.
Teacher
Step 2: Task performance
T monitors Ss and helps the pairs who are slow with matching.
Students
Ss work in pairs to match each word with its meaning in the worksheet. Ss may ask: "What does native mean?"
Teacher
Step 3: Report and discussion
T calls on pairs to read their matches aloud and asks: "Which word means bản địa?"
Students
Expected answer: "Native means bản địa." Ss read out the other pairs.
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches on the board and points out the words that Ss often confuse, e.g. local and native. T models a sentence for each word with the NeoEdu examples.
Students
Ss correct their worksheets and copy the key words into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Understanding the Exchange

a) Aims

Ss analyse the structure of the opening exchange and understand why a reply must fit the question or statement.

b) Content

T shows the opening exchange on the board:
Alex: This coastline is over a thousand kilometres long.
Mai: That is amazing! Where can I learn more about it?
Alex: Thank you for explaining.
Mai: You are welcome.
T asks the questions:

Who begins the exchange?
What does Mai say first and what is her communicative purpose?
What does Mai ask Alex? Why is this a useful follow-up?
Why must we check numbers before repeating them as facts?
Ss work in pairs (Think-Pair-Share).

c) Expected outcomes

Ss conclude:

Alex begins with a statement, not a question.
Mai responds with "That is amazing!" to express amazement, then asks "Where can I learn more about it?" as a useful follow-up.
Alex thanks Mai, and Mai replies "You are welcome."
Numbers such as "over a thousand kilometres" must be checked before they are repeated as facts.
A reply must fit the question or statement, not just contain a familiar word.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the exchange aloud and asks Ss to listen and follow in their textbooks. T gives the four questions and asks Ss to discuss in pairs.
Students
Ss read the exchange silently and listen to T's model.
Teacher
Step 2: Task performance
T monitors and gives hints when Ss get stuck, e.g. "Look at the words Mai uses after 'That is amazing!'"
Students
Ss discuss the four questions in pairs. Expected answers: "Alex begins." "Mai shows amazement." "Mai asks where to learn more."
Teacher
Step 3: Report and discussion
T asks each pair to share one answer and writes key points on the board.
Students
Ss report, e.g. "Mai asks a follow-up question because she wants more information."
Teacher
Step 4: Conclusion and assessment
T summarises the key idea: respond naturally, then ask a useful follow-up. T highlights the note: check numbers before repeating them as facts. T reminds Ss that a correct keyword does not make an irrelevant response correct.
Students
Ss write the key sentence in their notebooks: "Respond naturally, then ask a useful follow-up."

Activity 3: Practice · 10 minutes

Choosing and Ordering the Right Replies

a) Aims

Ss practise choosing a reply that fits the context, identifying communicative purposes, and arranging an exchange in logical order.

b) Content

Ss complete Parts B to E of Phiếu học tập số 1 in pairs:

Part B: Mai's first reply serves which communicative purpose? A. expressing amazement; B. asking for a reason; C. making a suggestion; D. expressing a preference.
Part C: Which reply fits Alex's opening statement? A. I cannot answer because you did not ask a question.; B. Thank you for the birthday present.; C. The missing bag is blue.; D. That is amazing! Where can I learn more about it?
Part D: Read the opening exchange and decide True (Đ) or False (S): a) Alex asks a question. b) Mai answers before Alex asks. c) Alex thanks Mai.
Part E: Arrange the conversation in the correct order: Mai: You are welcome. / Alex: This coastline is over a thousand kilometres long. / Mai: That is amazing! Where can I learn more about it? / Alex: Thank you for explaining.
Part F: Fill in the blank with a topic word: The English word meaning "quốc đảo" is {{1}}. The English word meaning "đường bờ biển" is {{2}}.

c) Expected outcomes

Answer key:

Part B: A (Mai reacts with "That is amazing!" and asks where to learn more.)
Part C: D (A natural reply to a statement, followed by a useful follow-up.)
Part D: a) S; b) S; c) Đ (Alex begins with a statement. Mai replies, then Alex thanks her.)
Part E: Alex: This coastline is over a thousand kilometres long. → Mai: That is amazing! Where can I learn more about it? → Alex: Thank you for explaining. → Mai: You are welcome.
Part F: {{1}} = island country; {{2}} = coastline.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Phiếu học tập số 1 (Parts B–F) and explains the instructions. T sets a time limit of about 8 minutes.
Students
Ss read the instructions and ask questions if needed.
Teacher
Step 2: Task performance
T walks around, checks progress and corrects pronunciation or meaning when needed.
Students
Ss work in pairs, read the options aloud and discuss before choosing answers. Ss may say: "I think D is right because it answers the statement."
Teacher
Step 3: Report and discussion
T calls on pairs to give their answers for each part and asks them to justify their choices.
Students
Ss report: "Part B is A because Mai shows amazement." "Part E is ordered this way because a question comes before an answer."
Teacher
Step 4: Conclusion and assessment
T confirms the answer key and reminds Ss of the common mistake: a correct keyword does not make an irrelevant response correct. T asks Ss to correct any wrong answers on their worksheets.
Students
Ss check and correct their answers, then record the final answers.

Activity 4: Application · 10 minutes

Creating an Amazement Exchange

a) Aims

Ss create and present a new four-turn exchange expressing amazement, using at least one topic word and responding meaningfully to a partner.

b) Content

Ss work in groups of three. Each group creates a new four-turn exchange about an English-speaking country or place. The exchange must:

begin with a statement that includes at least one topic word (coastline, island country, native, castle, unique or local);
include an amazement reaction, e.g. "That is amazing!";
include a useful follow-up question;
include a closing thank-you and reply.
Groups change at least one detail of the model exchange, e.g. the castle or the coastline, so that they communicate their own meaning.
T's question: "What do you want to know more about?"

c) Expected outcomes

Each group presents a four-turn exchange with clear pronunciation and a relevant follow-up question. Example product:
Ss A: This castle is unique in our country.
Ss B: That is amazing! Where can I learn more about it?
Ss C: Thank you for explaining.
Ss A: You are welcome.
Ss complete a peer-evaluation sheet on communicative purpose, suitable response, topic language and clear delivery.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task, shows the criteria on the board and gives a model exchange. T assigns groups and sets a time of about 5 minutes.
Students
Ss listen to the instructions and the criteria, and ask questions if any are unclear.
Teacher
Step 2: Task performance
T moves around to support groups and helps them check that each reply fits the statement.
Students
Ss write their exchange in notebooks, practise it aloud and change one detail to create their own meaning.
Teacher
Step 3: Report and discussion
T invites two or three groups to present their exchanges and asks the class to evaluate them using the criteria.
Students
Ss present their exchanges. Listeners give feedback, e.g. "Your reply fits the statement and the topic word is clear."
Teacher
Step 4: Conclusion and assessment
T gives general feedback, praises the best exchange and highlights the main points: respond naturally, ask a useful follow-up, and check facts before repeating them.
Students
Ss note the key points and reflect on what they learned in the lesson.

Worksheets

Phiếu học tập số 1

Part A. Match each topic word with its meaning.

coastline
island country
native
castle
unique
local
Meanings: lâu đài / bản địa / đường bờ biển / quốc đảo / độc đáo / thuộc địa phương

Part B. Mai's first reply serves which communicative purpose?

A. expressing amazement
B. asking for a reason
C. making a suggestion
D. expressing a preference

Part C. Which reply fits Alex's opening statement "This coastline is over a thousand kilometres long."?

A. I cannot answer because you did not ask a question.
B. Thank you for the birthday present.
C. The missing bag is blue.
D. That is amazing! Where can I learn more about it?

Part D. Read the opening exchange. Write Đ (true) or S (false).

a) Alex asks a question.
b) Mai answers before Alex asks.
c) Alex thanks Mai.

Part E. Arrange the conversation in the correct order.

Mai: You are welcome.
Alex: This coastline is over a thousand kilometres long.
Mai: That is amazing! Where can I learn more about it?
Alex: Thank you for explaining.

Part F. Write the English topic word.

The English word meaning "quốc đảo" is {{1}}.
The English word meaning "đường bờ biển" is {{2}}.

Homework

Write a new four-turn exchange expressing amazement about an English-speaking country. Use at least one topic word (coastline, island country, native, castle, unique or local).
Practise the model exchange aloud with a family member. Change one detail and make sure each reply fits the statement.
Review the six topic words and their meanings, and read the note: "Respond naturally, then ask a useful follow-up. Check numbers before repeating them as facts."
Optional: Explore the lesson on the NeoEdu page (neoedu.vn/learn/7/english/unit-12-getting-started) and complete the interactive exercises.

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