Tiếng AnhLớp 7Unit 12. English-speaking countries

Giáo án Skills 1

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 message and supporting details of a text about Canada and Tram's country information board.
Explain the meaning of the new words: coastline, island country, native, castle, unique, local.
Use the articles 'a/an' correctly with singular countable nouns, for example 'New Zealand is an island country'.
Give a relevant opinion about an English-speaking country, supported by one accurate detail from the text and a reason.

2. Competences

a) General competences

Self-control and independent learning: Ss scan the text on their own to find a detail and underline the sentence that supports each answer, without relying on general beliefs.
Communication and collaboration: Ss work in pairs and groups to compare answers, ask and answer follow-up questions, and report their opinions clearly.
Problem-solving and creativity: Ss decide which facts from the text support a reasoned opinion and present their own ideas about an English-speaking country.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read an original text for main ideas and supported details, discuss the unit topic in English, and write a short summary of 35–50 words.
Language knowledge (vocabulary, grammar): Ss use the six new words in context and apply the article 'a/an' with singular countable nouns.

3. Personal qualities

Diligence: Ss complete all reading and writing tasks on time and check their answers against the text.
Honesty: Ss support every answer with the actual text and separate what the text says from their own opinion.
Kindness: Ss avoid stereotypes when they describe people or places and respect different views of their classmates.

II. Teaching aids and materials

1. Teacher

Lesson slides with the reading text, the new vocabulary list and the example 'New Zealand is ___ island country.'
Whiteboard and markers
Printed copies of Worksheet 1 and Worksheet 2
Timer
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/7/english/unit-12-skills-1

2. Students

Student's book Tiếng Anh 7 (Global Success), Unit 12
Notebook, pens, highlighters
Worksheet 1 and Worksheet 2

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Naming English-speaking countries

a) Aims

Ss recall what they know about English-speaking countries and get ready to read about Canada.

b) Content

Ss brainstorm the names of English-speaking countries they know. T then asks: 'Which country is Canada? What is its capital?' Ss predict the topic of the reading text from its title 'Skills 1' and the picture of the country information board.

c) Expected outcomes

A list of 3–5 English-speaking countries on the board.
Predictions: the reading is about a country information board about Canada; Ottawa is probably the capital.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Let's think about English-speaking countries. Work in groups of four. Write down as many names as you can in two minutes.' T writes the question 'What do you know about Canada?' on the board.
Students
Ss listen to the instruction and form groups of four. They brainstorm country names in their notebooks.
Teacher
Step 2: Task performance
T walks around, checks the groups and gives help with vocabulary when asked.
Students
Ss write country names. They discuss what they know about Canada, for example 'Canada is in North America' or 'The capital is Ottawa.'
Teacher
Step 3: Report and discussion
T asks: 'Which countries did your group write down? Is Canada on your list?' T writes the answers on the board.
Students
Each group reports 2–3 country names. Expected answers: 'the USA', 'the UK', 'Australia', 'Canada'. A S may say: 'I think Ottawa is the capital of Canada.'
Teacher
Step 4: Conclusion and assessment
T praises the groups and says: 'Today we will read a text about Canada and Tram's country information board. Let's find out if our predictions are right.' T writes the lesson title on the board.
Students
Ss copy the title 'Unit 12 – Skills 1: English-speaking countries' into their notebooks.

Activity 2.1: Knowledge formation · 9 minutes

Reading for the main message and supporting details

a) Aims

Ss identify the main message of the reading and find the sentence that supports each detail.

b) Content

Ss read the text once to find the main message: Why does Tram prepare the board? Then Ss scan for specific details: Where is the activity? Which city is the capital of Canada? Which languages are official at the federal level? Ss complete Worksheet 1 and underline the supporting sentence for each answer.

Teacher's question 1: 'What is the main message of the text?'
Teacher's question 2: 'Which sentence tells you the reason?'

c) Expected outcomes

Main message: Tram prepares a country information board at the English club on Thursday mornings because she wants classmates to compare places without stereotypes.
Detail 1: Canada is a country in North America; its capital is Ottawa.
Detail 2: English and French are official languages at the federal level; many residents also use other languages.
Evidence for the reason: 'Tram does this because she wants classmates to compare places without stereotypes.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and says: 'Read the text once quickly for the main message. Then scan for details and underline the sentence that supports each answer. Do not write your own belief; write what the text says.' T sets a 5-minute time limit.
Students
Ss read the text silently and take notes on Worksheet 1.
Teacher
Step 2: Task performance
T monitors and asks individual Ss: 'Where do you find this information in the text?' T reminds: 'A correct keyword is not enough. Check the whole sentence.'
Students
Ss work individually, then compare their underlined sentences with a partner. Expected answer for the first question: 'Tram prepares the board because she wants classmates to compare places without stereotypes.'
Teacher
Step 3: Report and discussion
T calls on 2–3 Ss to read the main message and one detail with the supporting sentence. T asks the class: 'Do you agree? Which sentence supports this answer?'
Students
Ss read their answers aloud. Possible answers: 'Ottawa is the capital of Canada.' – supporting sentence: 'labels Ottawa as its capital.' 'English and French are official languages at the federal level.'
Teacher
Step 4: Conclusion and assessment
T confirms the main message and writes it on the board. T says: 'The main message is the reason, and the details support it. Always find the evidence in the text.' T reminds Ss to write the new words in the notebook.
Students
Ss write the main message and the supporting details in their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

New vocabulary and the article a/an

a) Aims

Ss understand and use six new words and apply 'a/an' with singular countable nouns.

b) Content

T presents the vocabulary: coastline (đường bờ biển), island country (quốc đảo), native (bản địa), castle (lâu đài), unique (độc đáo), local (thuộc địa phương). T gives the example 'New Zealand is ___ island country.' and asks Ss to choose 'a' or 'an' and explain why.

c) Expected outcomes

Vocabulary: Ss match each word with its Vietnamese meaning and make one sentence with each word.
Grammar: 'New Zealand is an island country.' Reason: 'island' starts with a vowel sound; it is a singular countable noun.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on the slide and reads each one aloud. T says: 'Repeat after me, then find these words in the text.'
Students
Ss listen, repeat the words chorally and individually, and look for the words in the reading text.
Teacher
Step 2: Task performance
T gives the example 'New Zealand is ___ island country.' and asks: 'Which article is correct, a or an? Why?' T asks Ss to work in pairs to find one example of each word in the text.
Students
Ss discuss in pairs. Expected answer: 'an', because 'island' begins with a vowel sound and is a singular countable noun. Ss look for the words in the text: 'local' (other languages used by local residents) and 'native' are examples.
Teacher
Step 3: Report and discussion
T asks 2–3 pairs to say their answer and read the sentence they made. T corrects the pronunciation and the article.
Students
Pairs report: 'New Zealand is an island country.' Ss make a sentence: 'A castle is a unique building.'
Teacher
Step 4: Conclusion and assessment
T summarises the grammar rule: 'Use 'an' before a vowel sound and 'a' before a consonant sound, with singular countable nouns.' T asks Ss to write the rule and the new words in their notebooks.
Students
Ss write the rule and the six new words with their meanings in their notebooks.

Activity 3.1: Practice · 8 minutes

Reading comprehension quiz

a) Aims

Ss answer multiple-choice and true/false questions by finding evidence in the reading text.

b) Content

Ss do exercises 2–7 on Worksheet 2 (or on the NeoEdu page). For each answer, Ss underline the supporting sentence. In exercise 7, Ss decide whether each statement is true (Đ) or false (S).

c) Expected outcomes

Exercise 2: A (Tram)
Exercise 3: D (prepares a country information board)
Exercise 4: A (at the English club)
Exercise 5: A (on Thursday mornings)
Exercise 6: A (she wants classmates to compare places without stereotypes)
Exercise 7: a) True; b) False (the activity is at the English club, not an airport); c) True

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Read each question and find the answer in the text. Underline the supporting sentence.' T shows exercise 2 as an example on the slide.
Students
Ss read the questions in Worksheet 2 and find the answers in the reading text.
Teacher
Step 2: Task performance
T gives Ss 6 minutes to complete the exercises. T walks around and checks whether Ss underline the evidence.
Students
Ss complete exercises 2–7 individually. They write the letter and the true/false answer, then underline the evidence.
Teacher
Step 3: Report and discussion
T asks: 'Who has answer B for exercise 7 b? Why?' T reads the answers and asks Ss to give the sentence from the text.
Students
Ss report answers. Expected answers: '2 – A', '3 – D', '4 – A', '5 – A', '6 – A', '7 – a) Đ, b) S, c) Đ'. For 7b, a S may say: 'The text says the activity happens at the English club, not at an airport.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and says: 'If a statement is not in the text, it is false or not given. Always check the text.' T reminds Ss that they can check their answers on the NeoEdu page.
Students
Ss correct their own answers and mark the corrections in pen.

Activity 3.2: Practice · 5 minutes

Pair work: Explaining a careful choice

a) Aims

Ss explain a careful or responsible choice made by Tram, using an accurate detail from the text.

b) Content

Ss work in pairs to answer exercise 8: 'Using this reading, explain one careful or responsible choice made by Tram, with a specific detail.' Ss use the text, not an invented event. Each pair writes 2–3 English sentences.

c) Expected outcomes

Sample answer: 'Tram is careful because she does not describe every Canadian as the same. The text says: "The board does not describe every Canadian as the same." This choice helps classmates avoid stereotypes.'
Assessment: accurate detail (4 points); explanation connected to the detail (4 points); clear English (2 points).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads exercise 8 aloud and says: 'Explain one careful choice of Tram. Use one detail from the text. Do not invent an event.' T shows the assessment criteria on the slide.
Students
Ss read the task and the criteria. They underline the sentence they will use.
Teacher
Step 2: Task performance
T gives the pairs 3 minutes. T helps with sentence structure, for example: 'Tram is careful because...' or 'The text says...'
Students
Pairs discuss and write 2–3 sentences in their notebooks.
Teacher
Step 3: Report and discussion
T asks 2 pairs to read their sentences. T asks the class: 'Is this detail in the text? Is the explanation connected?'
Students
Pairs read their sentences. Other Ss check whether the detail is accurate. A possible answer: 'Tram separates country facts from her wish to visit a museum in Ottawa.'
Teacher
Step 4: Conclusion and assessment
T gives feedback and says: 'A good answer has an accurate detail, a clear reason and correct English.' T writes the key structure 'Tram is careful because...' on the board.
Students
Ss note the structure and the criteria in their notebooks.

Activity 4: Application · 11 minutes

Sharing an opinion about an English-speaking country

a) Aims

Ss give a relevant opinion about an English-speaking country, supported by one accurate detail and a reason, and separate the text from their own opinion.

b) Content

T asks Ss: 'Which English-speaking country would you like to visit? Give one detail from the reading and one reason. Then give your own opinion.' Ss work in groups of four and use the sentence frames: 'The text says... / In my opinion... because...' Each S speaks for 30–45 seconds. The group asks one follow-up question for each speaker.

c) Expected outcomes

Each S produces 2–3 sentences: 'The text says that Canada's capital is Ottawa. In my opinion, I would like to visit Ottawa because I like museums.'
Each group writes one follow-up question for each speaker.
Sample follow-up question: 'What is the museum you want to visit? Why?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Now you will share your opinion about an English-speaking country. Give one detail from the text, one reason and your own opinion. Remember to separate what the text says from your opinion.' T writes the frames 'The text says...' and 'In my opinion... because...' on the board.
Students
Ss listen and read the frames. They prepare their notes for one minute.
Teacher
Step 2: Task performance
T monitors groups, listens for accurate details and helps Ss with pronunciation of the new words.
Students
Ss speak in groups of four. Each S speaks for about 30–45 seconds and the others ask one follow-up question.
Teacher
Step 3: Report and discussion
T asks 2–3 Ss to share their opinion with the class. T asks: 'Is the detail from the text? Did you separate the text and your opinion?'
Students
Selected Ss speak to the class. Possible answer: 'The text says Tram wants classmates to compare places without stereotypes. In my opinion, we should learn about each country carefully because every person is different.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on content and language, then says: 'Respond naturally, then ask a useful follow-up. Check numbers before repeating them as facts.' T assigns homework.
Students
Ss write down the feedback and the homework assignment in their notebooks.

Worksheets

Worksheet 1: Reading for the main message

Read the text about Tram and the country information board. Then answer the questions and underline the supporting sentence in the text.

Question 1: What is the main message of the text?
Question 2: Where does Tram prepare the board? (Answer: ______)
Question 3: Which city is the capital of Canada? (Answer: ______)
Question 4: Which languages are official at the federal level in Canada? (Answer: ______)
Question 5: Why does Tram prepare the board? (Answer: ______)
Note: Write the answer in your own words, and underline the sentence in the text that supports your answer.

Worksheet 2: Comprehension quiz

Exercise 2–6: Choose the correct answer (A, B, C or D) according to the text.

2. Who is the main person? A. Tram; B. Linh; C. Alex; D. Mai
1. What is the main activity? A. makes paper boats; B. takes a swimming test; C. repairs a school bus; D. prepares a country information board
1. Where does the activity take place? A. at the English club; B. in the classroom; C. at the school library; D. at the community hall
1. When does it take place? A. on Thursday mornings; B. on Monday morning; C. on Tuesday afternoon; D. on Friday evening
1. Why does the person do this? A. she wants classmates to compare places without stereotypes; B. to prepare for a school competition; C. to earn money for a class trip; D. to spend time with a visiting cousin
  Exercise 7: Write T (true) or F (false) for each statement.
a) The main person is Tram.
b) The activity happens at an airport.
c) The stated reason is that she wants classmates to compare places without stereotypes.

Homework

Write a summary of the reading about Tram in 35–50 words. Include the main topic, the purpose and one important detail. Example: 'Tram prepares a country information board at the English club on Thursday mornings because she wants classmates to compare places without stereotypes. On the board, she introduces Canada, a country in North America, and labels Ottawa as its capital.' (39 words)
Learn the six new words: coastline, island country, native, castle, unique, local. Write one sentence with each word.
Choose one English-speaking country you would like to learn about. Write 3–4 sentences: one detail from a source you have read, one reason, and your own opinion. Check your numbers and facts before you write them.
Practise the NeoEdu exercises at neoedu.vn/learn/7/english/unit-12-skills-1 to review the reading and the article a/an.

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