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

Giáo án Looking Back

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 and the correctly with singular countable nouns, country names and places in context.
    • Explain why 'a university' takes 'a' although the word starts with the letter u.
    • Use topic vocabulary about English-speaking countries: castle (lâu đài), unique (độc đáo), local (thuộc địa phương), coastline (đường bờ biển), island country (quốc đảo).
    • Use rising and falling intonation for Yes/No and wh-questions, and respond naturally with a follow-up question.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review the unit's language on their own, check their answers against the key and correct their own mistakes in writing.
  • Communication and collaboration: Ss work in pairs and small groups to match cards, practise intonation, role-play short exchanges and give peer feedback.
  • Problem-solving and creativity: Ss choose the correct article or word in new sentences, explain the reason, and produce their own short talk about an English-speaking country.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and imitate model questions and answers, read and choose correct sentences, and write a short paragraph about an English-speaking country.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply the rules of a/an/the, use topic words accurately, and pronounce Yes/No and wh-questions with appropriate intonation.

3. Personal qualities

  • Diligence: Ss complete all review tasks in class and at home, and revise their own writing until the sentences are correct.
  • Responsibility: Ss check their answers carefully, admit their mistakes and correct them, and help their partners in pair work.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, slides with the unit content and examples
  • Worksheet 1 (printed for each pair)
  • Word cards for topic vocabulary and matching cards for pair work
  • NeoEdu lesson page: neoedu.vn/learn/7/english/unit-12-looking-back (lesson content, examples and interactive exercises)

2. Students

  • Student's book English 7 (Global Success), Unit 12
  • Notebook, pen, pencil and eraser
  • Mini whiteboards and markers (optional)

III. Procedures

Activity 1: Warm-up · 4 minutes

Brainstorm: English-speaking countries

a) Aims

Ss recall the English-speaking countries they have learned and get ready for the review of the unit.

b) Content

Ss work in pairs and name as many English-speaking countries as they can in one minute (for example: the United Kingdom, the United States, Australia, Canada, New Zealand). T then asks: 'Is New Zealand an island country?' and 'Which country do you want to visit? Why?'

c) Expected outcomes

A list of at least five countries on the board, for example: the United Kingdom, the United States, Australia, Canada, New Zealand. Ss answer: 'Yes, New Zealand is an island country.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the picture of the unit. Work in pairs. Name as many English-speaking countries as you can in one minute.' T sets the timer for one minute.

    Students

    Ss listen to the task and ask questions if they do not understand.

  2. Teacher

    Step 2: Task performance

    T walks around, encourages pairs and notes the names of countries on the board.

    Students

    Pairs take turns naming countries and write them on their notebooks. Possible answers: the United Kingdom, the United States, Australia, Canada, New Zealand.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which countries are islands?' and 'Which country would you like to visit?'

    Students

    Ss answer: 'New Zealand is an island country.' / 'I want to visit Canada because I like snow.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the group with the most countries and introduces the unit review: 'Today we will review articles, topic words and intonation.'

    Students

    Ss write the lesson title in their notebooks and get ready for the review.

Activity 2.1: Knowledge formation · 10 minutes

Articles: a, an and the

a) Aims

Ss review the rules for a, an and the and understand when each article is used.

b) Content

T presents the rules on the slide:

  • a before a consonant sound, an before a vowel sound, used for a singular countable noun mentioned without a specific identity: a castle, an island, a university.
  • the identifies something already known or unique in context: 'I saw a castle. The castle was old.'
  • the is used in names such as the United Kingdom and the United States; normally no article before Australia or Canada.
  • Do not infer an article from a letter alone.
    T asks: 'Why do we say a university and not an university?' and 'Why do we say a castle, but an island?'

c) Expected outcomes

Ss write the summary in their notebooks:

  • a + consonant sound: a castle, a university (/juː/ starts with the consonant sound /j/).
  • an + vowel sound: an island.
  • the + known or unique thing: 'I saw a castle. The castle was old.'
  • the United Kingdom, the United States; Australia, Canada (no article).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the slide and says: 'Read the rules silently. Then answer my questions in pairs: Why do we say a university? Why do we say an island?'

    Students

    Ss read the rules silently and discuss the two questions with their partner.

  2. Teacher

    Step 2: Task performance

    T walks around and gives hints if pairs are stuck. T asks: 'Is the first letter the important factor?'

    Students

    Ss explain. Possible answers: 'University starts with the consonant sound /j/, so we use a.' 'Island starts with a vowel sound, so we use an.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to share their answers and asks the class to agree or disagree.

    Students

    Pairs report. Other Ss say 'I agree' or 'I disagree, because...'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules, writes the key examples on the board and stresses: 'Do not infer an article from a letter alone. Listen to the sound.'

    Students

    Ss copy the summary into their notebooks and write one example for each rule.

Activity 2.2: Knowledge formation · 6 minutes

Topic vocabulary: English-speaking countries

a) Aims

Ss recall and use the topic words of the unit accurately.

b) Content

Ss play a matching game in pairs. They match each English word with its Vietnamese meaning:

  • castle (lâu đài)
  • unique (độc đáo)
  • local (thuộc địa phương)
  • coastline (đường bờ biển)
  • island country (quốc đảo)
    After matching, Ss make one sentence with 'castle' and one sentence with 'local'.

c) Expected outcomes

A correct set of five matched pairs:

  • castle – lâu đài
  • unique – độc đáo
  • local – thuộc địa phương
  • coastline – đường bờ biển
  • island country – quốc đảo
    Sample sentences: 'There is an old castle near the coastline.' 'Local people are very friendly.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes the word cards and says: 'Match each English word with its Vietnamese meaning. You have three minutes.'

    Students

    Pairs receive the cards and start matching.

  2. Teacher

    Step 2: Task performance

    T checks the pairs and helps those who need help with the meaning of coastline.

    Students

    Pairs match the cards and write two sample sentences in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their sentences aloud and invites the class to check the meaning.

    Students

    A pair reads: 'There is an old castle near the coastline.' Classmates check the meaning of castle and coastline.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the correct pairs on the slide and reminds Ss to use the new words in context.

    Students

    Ss check their matches and correct them if needed.

Activity 2.3: Knowledge formation · 7 minutes

Intonation and natural responses

a) Aims

Ss recognise rising and falling intonation and respond naturally with a follow-up question.

b) Content

T models two patterns:

  • Neutral Yes/No question, rising intonation: 'Is it an island?'
  • Neutral wh-question, falling intonation: 'Where is the castle?'
    T then models a short exchange:
    A: 'Is New Zealand an island country?'
    B: 'Yes, it is. Have you ever been there?'
    T notes: 'Respond naturally, then ask a useful follow-up. Check numbers before you repeat them as facts.'

c) Expected outcomes

Ss can say:

  • 'Is it an island?' (rising)
  • 'Where is the castle?' (falling)
  • Response and follow-up: 'Yes, it is. Would you like to visit it?'
    Key idea: A correct keyword does not make an irrelevant response correct. Example of an irrelevant answer: Q 'Where is the castle?' – A 'I like football.' (wrong)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen and repeat the two questions. Pay attention to the arrow of the intonation.' T draws a rising arrow and a falling arrow on the board.

    Students

    Ss listen, repeat chorally and then individually.

  2. Teacher

    Step 2: Task performance

    T asks pairs to practise the short exchange and to change the question into a wh-question.

    Students

    Pairs practise. Possible answers: 'Is New Zealand an island country?' – 'Yes, it is. Have you ever been there?'

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to perform in front of the class and points out the intonation and the follow-up question.

    Students

    Two pairs perform. Classmates say whether the intonation is rising or falling and whether the response is relevant.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Rising for neutral Yes/No questions, falling for neutral wh-questions. These are common patterns, not rules for every conversation. Always answer the whole question.'

    Students

    Ss write the two patterns and one example each in their notebooks.

Activity 3.1: Practice · 8 minutes

Repair the sentences

a) Aims

Ss identify and correct article mistakes in sentences about English-speaking countries.

b) Content

Ss do Worksheet 1, Part A, individually and then check in pairs. Items:

  1. New Zealand is a island country.
  2. She studies at an university.
  3. We visited a United Kingdom last year.
  4. I saw a castle. A castle was near the sea.
    Ss choose the correct answer for each item (A, B, C or D) and explain the reason in one short sentence.

c) Expected outcomes

Answer key for Worksheet 1, Part A:

  1. A – New Zealand is an island country. (Island starts with a vowel sound; singular countable noun.)
  2. D – She studies at a university. (University begins with consonant sound /j/.)
  3. C – We visited the United Kingdom last year. (The is part of the normal country-name expression.)
  4. B – I saw a castle. The castle was near the sea. (Second mention identifies the same castle.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Choose the correct sentence for each item and explain why. You have five minutes.'

    Students

    Ss read the instructions and start working individually.

  2. Teacher

    Step 2: Task performance

    T monitors the class and checks the explanations of weaker Ss.

    Students

    Ss write their answers. Then they check in pairs and discuss any difference.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give their answers and reasons for each item.

    Students

    Ss answer: 'Item 1 is A because island starts with a vowel sound.' 'Item 2 is D because university starts with a consonant sound.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key and highlights the most common mistake: 'Do not choose an article by the spelling. Listen to the first sound.'

    Students

    Ss correct any wrong answers in their worksheets.

Activity 3.2: Practice · 5 minutes

Vocabulary, polite request and sentence building

a) Aims

Ss use the topic words, a polite request and the correct word order to make sentences about countries.

b) Content

Ss do Worksheet 1, Part B, in pairs. Items:
5. Recall the meaning of castle, unique and local.
6. Choose the correct meaning of 'coastline': A. đường bờ biển; B. quốc đảo; C. lâu đài; D. thuộc địa phương.
7. Choose from please / yesterday / loudly to complete the polite request: Could you say that again, ___?
8. Rebuild the sentence: The castle / stands / on / an island.
9. How does 'Is the castle open?' usually end? A. no intonation; B. rising; C. falling only.

c) Expected outcomes

Answer key for Worksheet 1, Part B:
5. castle – lâu đài; unique – độc đáo; local – thuộc địa phương
6. A – đường bờ biển
7. please – 'Could you say that again, please?'
8. The castle stands on an island.
9. B – rising intonation

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in pairs. Complete Part B. Be ready to explain your answers.' T gives Ss three minutes.

    Students

    Pairs read the items and start working.

  2. Teacher

    Step 2: Task performance

    T walks around and checks the word order in item 8.

    Students

    Pairs write their answers. Possible answer for item 8: 'The castle stands on an island.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their answers to items 7 and 9 aloud.

    Students

    Pairs answer: 'Please makes the request polite.' 'A neutral Yes/No question usually ends with rising intonation.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and asks Ss to read the complete sentence 'The castle stands on an island.' with correct stress.

    Students

    Ss check their answers and correct any mistakes.

Activity 4: Application · 5 minutes

Write about an English-speaking country

a) Aims

Ss apply the articles, topic words and intonation to talk about an English-speaking country they would like to visit.

b) Content

Each S writes five sentences about an English-speaking country they like, using at least two of the words castle, unique, local, coastline or island country. Ss then find one article mistake in their own writing, correct it and explain the correction in one sentence. Ss present one question with rising intonation and one with falling intonation to a partner.

c) Expected outcomes

A short paragraph of five sentences, for example: 'New Zealand is an island country. It has a unique coastline. I want to visit a local market there. Is it an island? Where is the nearest city?' The explanation for the self-correction, for example: 'Wrong: She studies at an university. Correct: She studies at a university. University starts with the consonant sound /j/.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write five sentences about a country you would like to visit. Then check your articles and find one mistake to correct.' T gives Ss five minutes.

    Students

    Ss read the task and start writing.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss with difficult words. Then T asks Ss to exchange their paragraphs with a partner.

    Students

    Ss write, check their articles and exchange paragraphs with a partner. They ask their partner one Yes/No question and one wh-question with the correct intonation.

  3. Teacher

    Step 3: Report and discussion

    T asks three Ss to read one sentence and their correction aloud.

    Students

    Ss read, for example: 'I want to visit the United Kingdom.' Correction: 'We visited a United Kingdom' → 'We visited the United Kingdom.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on the common mistakes and reminds Ss to review the rules on the NeoEdu page neoedu.vn/learn/7/english/unit-12-looking-back.

    Students

    Ss note the feedback and complete the corrections in their notebooks.

Worksheets

Worksheet 1

Part A: Repair the sentences. Choose the correct answer (A, B, C or D) and explain briefly.

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

Part B: Vocabulary, request and sentence building.

  • 5. Match the words with their meanings: castle, unique, local.
    1. What is the meaning of 'coastline'?
      A. đường bờ biển
      B. quốc đảo
      C. lâu đài
      D. thuộc địa phương
    1. Complete the polite request with please / yesterday / loudly: Could you say that again, ___?
    1. Rebuild the sentence: the castle / stands / on / an island.
    1. How does the neutral Yes/No question 'Is the castle open?' usually end?
      A. no intonation
      B. rising
      C. falling only

Homework

  • Write a short paragraph of six to eight sentences about an English-speaking country you would like to visit. Use at least three of these words: castle, unique, local, coastline, island country.
  • Check every article in your paragraph. For each article you use, say whether the next word starts with a consonant sound or a vowel sound.
  • Find one article mistake in your paragraph or in Worksheet 1, correct it and write one sentence to explain the correction.
  • Record yourself asking two questions: one Yes/No question with rising intonation and one wh-question with falling intonation. Listen and check your intonation.
  • Review the lesson on the NeoEdu page: neoedu.vn/learn/7/english/unit-12-looking-back, and do the interactive exercises before the next lesson.

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