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

Giáo án Skills 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: identify the main ideas and specific details (places, times, activities) in a talk about English-speaking countries.
  • Ss will be able to: explain the use of a, an and the with singular countable nouns and with country names such as the United Kingdom and the United States.
  • Ss will be able to: write a 60–80-word diary entry about a city tour, including places, sequence and personal reaction.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the topic before listening, take short notes and check their answers against the spoken details.
  • Communication and collaboration: Ss work in pairs to discuss their predictions and share their notes before reporting to the class.
  • Problem-solving and creativity: Ss use the rules of articles to choose the correct word in new sentences and create their own diary entry from notes.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for main ideas and details about English-speaking countries, answer questions orally and write a short diary entry about a city tour.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the new words coastline, island country, native, castle, unique and local, and apply a/an/the according to sound and context (for example, an island, a university).

3. Personal qualities

  • Diligence: Ss listen carefully again to check names, times and places, and complete their notes and writing task on time.
  • Responsibility: Ss take ownership of their own writing and check their word count and spelling before submitting.
  • Honesty: Ss give answers based only on what they actually hear in the recording and label any imagined tour clearly in their writing.

II. Teaching aids and materials

1. Teacher

  • Tiếng Anh 7 Global Success, Unit 12, Skills 2: audio recording and textbook
  • Projector or interactive whiteboard with slides showing the listening strategy, article rules and the model diary entry
  • NeoEdu lesson page for interactive exercises: neoedu.vn/learn/7/english/unit-12-skills-2
  • Worksheet: Phiếu học tập số 1 (articles practice)
  • Map or pictures of English-speaking countries (optional)

2. Students

  • Textbook, notebook, pen and pencil
  • Note-taking space for listening (short notes, names, times and places)
  • Phiếu học tập số 1 (printed or copied)
  • Devices for NeoEdu interactive exercises (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming English-speaking countries

a) Aims

Ss activate prior knowledge of English-speaking countries and get ready for the lesson topic.

b) Content

T shows a map or pictures and asks Ss to name English-speaking countries they know. T asks: 'Which countries do you know where English is spoken?' Ss write the names on the board in pairs.

c) Expected outcomes

A list on the board, for example: the United Kingdom, the United States, Australia, Canada, New Zealand. Ss state the topic of the lesson: English-speaking countries.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays a map or pictures and says: 'Look at the map. Name English-speaking countries you know in one minute.'

    Students

    Ss listen to the instruction and look at the map or pictures.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss with spelling of country names.

    Students

    Ss work in pairs and write country names in their notebooks. Possible answers: the United Kingdom, the United States, Australia, Canada, New Zealand.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which country do you want to visit? Why?' T writes the answers on the board.

    Students

    Some Ss report, for example: 'I want to visit Canada because I like nature.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises Ss and states the lesson title: Skills 2 – English-speaking countries. T says the lesson will focus on listening for main ideas and details and on writing a diary entry about a city tour.

    Students

    Ss copy the lesson title into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Listening strategy: predict, listen and check

a) Aims

Ss learn and apply a three-step listening strategy: predict the topic, listen for the main idea and details, then check the supporting detail.

b) Content

T presents the strategy on a slide. Step 1: predict the topic from the keyword English-speaking countries. Step 2: listen first for the activity and the reason; listen again for names, times and places. Step 3: take short notes and check which spoken detail supports the choice.
T asks: 'What do you think the talk is about?' 'What do you need to listen for?' 'Why should you take short notes?'
T also points out the vocabulary: coastline (đường bờ biển), island country (quốc đảo), native (bản địa), castle (lâu đài), unique (độc đáo), local (thuộc địa phương). Ss can also use the NeoEdu lesson page to check the meaning of the new words.

c) Expected outcomes

Ss can state the strategy in order: predict the topic, listen for activity and reason, listen again for names, times and places, then check the supporting detail.
Ss' answers to the questions: a predicted topic such as 'a talk about a country or a city tour'; the things to listen for are the activity, the reason, names, times and places; short notes help Ss remember details and check their choices.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the listening strategy slide and says: 'Before listening, predict the topic. Then listen for the main idea first.' T asks the questions: 'What do you think the talk is about? What do you need to listen for?'

    Students

    Ss read the strategy and think about the questions silently for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T plays the audio once and asks Ss to listen for the activity and the reason. Then T plays the audio again and asks Ss to take short notes about names, times and places.

    Students

    Ss listen and write short notes in their notebooks. Ss work in pairs to compare their notes. Possible answer: 'Activity: describes a city tour. Time: Friday morning. Place: the English club.'

  3. Teacher

    Step 3: Report and discussion

    T calls on some pairs to report and asks: 'Which detail supports your prediction? Which word helped you?'

    Students

    Some Ss report: 'The talk is about a city tour. The speaker says the activity happens on Friday morning.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: predict the topic first, listen for main ideas, then check details. T reminds Ss: 'Check numbers before you repeat them as facts.' T confirms the vocabulary list.

    Students

    Ss write the three-step strategy and the new words in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Articles: a, an and the

a) Aims

Ss explain the use of a, an and the with singular countable nouns and with country names.

b) Content

T presents the rules on a slide:

  • a before a consonant sound, an before a vowel sound, for a singular countable noun mentioned without a specific identity: a castle, an island, a university (/juː/ starts with a consonant sound).
  • the identifies something 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.
  • Do not infer an article from a letter alone.
    T gives the example: 'New Zealand is ___ island country.' T asks: 'Which article is correct? Why?'

c) Expected outcomes

Ss explain the rules in their own words:

  • Use a or an for a singular countable noun mentioned for the first time; choose a or an by the sound of the next word.
  • Use the for a known or unique thing.
  • Use the with the United Kingdom and the United States; no article with Australia or Canada.
    Answer to the example: New Zealand is an island country, because island starts with a vowel sound.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the example 'New Zealand is ___ island country.' and asks: 'Which article fits here? Look at the first sound of the next word.'

    Students

    Ss think about the example and raise their hands to answer.

  2. Teacher

    Step 2: Task performance

    T guides Ss to read the rules on the slide. T asks Ss to complete the sentences on Phiếu học tập số 1 in pairs.

    Students

    Ss work in pairs, read the rules and complete the sentences in Phiếu học tập số 1.

  3. Teacher

    Step 3: Report and discussion

    T asks one or two pairs to read their answers and explain the reason.

    Students

    Ss answer, for example: 'It is an island country, because island starts with a vowel sound.' 'It is a university, because university starts with a consonant sound /juː/.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and stresses that articles depend on sound, not on the letter. T reminds Ss about the use of the with the United Kingdom and the United States.

    Students

    Ss correct their answers and write the three rules in their notebooks.

Activity 3: Practice · 10 minutes

Listening practice: main ideas and details

a) Aims

Ss answer multiple-choice and True/False questions to check their understanding of the main ideas and details of the talk.

b) Content

Ss listen to the audio and do the exercises in the textbook:

  1. Who is the main person? A. Mai; B. Quynh; C. Binh; D. Alex.
  2. What is the main activity? A. describes a city tour; B. collects postcards; C. takes a swimming test; D. repairs a school bus.
  3. 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.
  4. When does it take place? A. on Friday morning; B. on Monday morning; C. on Tuesday afternoon; D. on Friday evening.
  5. Why does the person do this? A. she wants to share her planned visit to Ottawa; B. to prepare for a school competition; C. to earn money for a class trip; D. to spend time with a visiting cousin.
  6. Listen and judge: a) The main person is Quynh. b) The activity happens at an airport. c) The stated reason is that she wants to share her planned visit to Ottawa.
  7. Listen once more. Explain one careful choice made by Quynh, using a specific detail.

c) Expected outcomes

Answer key:

  1. B (Quynh)
  2. A (describes a city tour)
  3. A (at the English club)
  4. A (on Friday morning)
  5. A (she wants to share her planned visit to Ottawa)
  6. a) True; b) False (the activity does not happen at an airport); c) True
  7. Sample answer: 'Quynh explains her planned visit to Ottawa. She will meet an adult guide outside a museum at nine. This is a classroom travel plan, not a completed journey.' Teacher assessment: accurate detail (4 points), explanation connected to the detail (4 points), clear English (2 points).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen and choose the best answer. Then judge the statements True or False. Use your notes.' T shows the exercise numbers on the board.

    Students

    Ss read the questions and options in the textbook.

  2. Teacher

    Step 2: Task performance

    T plays the audio two times. T monitors and gives Ss time to write answers. Then T uses the NeoEdu interactive exercises for quick checking if time allows.

    Students

    Ss listen, write their answers in notebooks and compare their answers with a partner.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to report answers one by one. T asks: 'What detail helps you choose this answer?' For question 7, T asks one or two Ss to explain their choice.

    Students

    Ss report: '1 – B, Quynh.' '6b – False, because the activity happens at the English club, not at an airport.' For question 7, a student says: 'Quynh will meet a guide outside a museum at nine.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and reminds Ss that a correct keyword does not make an irrelevant answer correct; Ss must use the complete context. T praises Ss who used specific details.

    Students

    Ss check their answers and correct their mistakes in red ink.

Activity 4: Application · 10 minutes

Writing a diary entry about a city tour

a) Aims

Ss write a 60–80-word diary entry about a real or clearly imagined city tour, including places, sequence and reaction.

b) Content

T asks Ss to plan a city tour using the who/what/where/when plan: who (group, guide), what (activities), where (places), when (times), and one useful detail. Ss then write a 60–80-word diary entry. Ss label the tour as real or imagined. T shows the model on a slide:
'Imagined diary entry: 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.'
Use the unit language: a, an, the, and the time expressions at nine, at ten, at noon.

c) Expected outcomes

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

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the planning guide and the model on a slide. T says: 'Plan your tour first: who, what, where, when and one useful detail. Then write 60–80 words. Label your tour as real or imagined.'

    Students

    Ss read the model and copy the planning guide into their notebooks.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss with the use of a, an and the. T reminds Ss to count words.

    Students

    Ss plan in pairs for three minutes, then write their own diary entry individually. Possible plan: 'Today our class visited a museum in the city centre at nine. We saw an old castle at ten. I liked the history display because it was unique.'

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to read one or two sentences from their diary entries and asks: 'Why did you choose this detail?'

    Students

    Some Ss read their sentences, for example: 'I enjoyed the local food at noon because it was delicious.' They answer the teacher's question.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives brief feedback on task completion, word count and articles. T reminds Ss: 'Respond naturally, then ask a useful follow-up. Check numbers before repeating them as facts.' T collects some entries for assessment.

    Students

    Ss revise one mistake in their entries and note the feedback in their notebooks.

Worksheets

Phiếu học tập số 1

Articles: a, an, the
Complete the sentences with a, an or the. Write X if no article is needed.

  1. New Zealand is ___ island country.
  2. I saw ___ castle in the city. ___ castle was old.
  3. She is ___ student at ___ university.
  4. Canada is ___ English-speaking country.
  5. ___ United Kingdom and ___ United States are English-speaking countries.

Answer key:

  1. an (island starts with a vowel sound)
  2. a; The (already known in context)
  3. a; a (university starts with a consonant sound /juː/)
  4. an (English starts with a vowel sound)
  5. The; The

Homework

  • Finish your diary entry about a city tour (60–80 words). Label it clearly as a real or imagined tour.
  • Check your entry: count the words, use a, an and the correctly, and check spelling and punctuation.
  • Practise the listening strategy: listen to the audio again at home and write three short notes about names, times and places.
  • Learn the new vocabulary: coastline, island country, native, castle, unique, local.

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