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Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 4. Music and arts

Giáo án A Closer Look 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 recognise and use six topic words: portrait, landscape, composer, performance, instrument, exhibition.
  • By the end of the lesson, Ss will be able to pronounce the contrast between /ʃ/ (as in show) and /ʒ/ (as in vision), and avoid adding /d/ before /ʒ/.
  • By the end of the lesson, Ss will be able to use the equality pattern as + adjective + as in a complete sentence (e.g., This guitar is as old as that one).

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own vocabulary recall by covering the English side and completing the word bank exercises without relying on the teacher.
  • Communication and collaboration: Ss work in pairs to read words aloud, compare answers, and explain sound contrasts to each other.
  • Problem-solving and creativity: Ss build meaningful sentences about music and arts and explain the meaning of their sentences to the class.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to a word and identify it, read target words aloud, and write two sentences about music and arts using portrait and composer.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss match six topic words with their meanings, distinguish /ʃ/ from /ʒ/, and use as + adjective + as correctly.

3. Personal qualities

  • Diligence: Ss complete all practice items on time and repeat pronunciation drills until the target sounds are clear.
  • Responsibility: Ss take turns in pair and group work and check their partner's answers carefully.
  • Kindness: Ss give constructive feedback to classmates when they read words aloud or present their sentences.

II. Teaching aids and materials

1. Teacher

  • Lesson slides with pictures of a portrait, a landscape, a composer, a performance, an instrument and an exhibition
  • Audio recording of the six target words for the listening item (Exercise 4)
  • Projector or interactive board
  • NeoEdu lesson page with presentation, examples and interactive exercises: neoedu.vn/learn/7/english/unit-4-a-closer-look-1
  • Worksheet 1 (printed copies for pairs)

2. Students

  • Textbook Global Success 7, Unit 4, A Closer Look 1
  • Notebook, pen, pencil
  • Mini whiteboard or small piece of paper for quick answers
  • Access to the NeoEdu page on a device if available

III. Procedures

Activity 1: Warm-up · 5 minutes

Picture guessing about music and arts

a) Aims

Ss activate prior knowledge about music and arts and get ready for the topic words.

b) Content

T shows six pictures one by one (a painted face, a painted countryside, a man writing music, a stage show, a guitar or piano, a gallery room). Ss guess the English word they think fits each picture. T asks: What can you see in this picture? Who is in the picture? What is happening here?

c) Expected outcomes

Ss make initial guesses and say at least three English words or phrases related to music and arts, such as "painting", "singer", "guitar", "show". The class records the guesses on the board for later checking.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Look at the pictures. Guess the word. Work quickly in your notebook. T shows picture 1 and asks: What is this? Who is in the picture?

    Students

    Ss look at the pictures, write down quick guesses in their notebooks and listen to the instructions.

  2. Teacher

    Step 2: Task performance

    T shows the remaining pictures and gives about 30 seconds for each. T walks around and encourages Ss to use the words they already know.

    Students

    Ss write guesses such as "painting", "singer", "music", "show". Some Ss may say the Vietnamese word and ask for the English word.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 Ss to read their guesses aloud and writes the words on the board. T asks: Which words are close to the target words?

    Students

    Ss read their guesses. Expected answers: "a painting of a face" (portrait-like), "a painting of nature" (landscape-like), "a man who writes music" (composer-like).

  4. Teacher

    Step 4: Conclusion and assessment

    T says: Today we will learn six words about music and arts. T introduces the title of the unit and the target words, and states the lesson objectives.

    Students

    Ss listen, look at the target words on the board and note the topic of the lesson in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: six topic words about music and arts

a) Aims

Ss recognise the meaning, pronunciation and use of six topic words: portrait, landscape, composer, performance, instrument, exhibition.

b) Content

Ss look at the target words and their meanings in the textbook and on the NeoEdu page:

  • portrait (tranh chân dung)
  • landscape (tranh phong cảnh)
  • composer (nhạc sĩ sáng tác)
  • performance (buổi biểu diễn)
  • instrument (nhạc cụ)
  • exhibition (triển lãm)
    Ss learn each word with its meaning and a useful phrase. Then Ss cover the English side, recall the word from its meaning, and use it in one complete message about this unit. T asks: What is a portrait? What is a landscape? Can you give an example of an instrument?

c) Expected outcomes

Ss can state the meaning of each word: portrait – tranh chân dung; landscape – tranh phong cảnh; composer – nhạc sĩ sáng tác; performance – buổi biểu diễn; instrument – nhạc cụ; exhibition – triển lãm. Ss produce one example phrase for each word, such as "a portrait of my grandmother", "a landscape of the mountains", "a composer of folk songs", "a school performance", "a musical instrument", "an art exhibition".

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Look at the six words and their meanings. Cover the English side of the list and recall the word from the Vietnamese meaning. Then write one complete sentence about this unit using one target word.

    Students

    Ss open their textbooks at page for Unit 4, A Closer Look 1, and copy the six words with their meanings into their notebooks.

  2. Teacher

    Step 2: Task performance

    T models the pronunciation of each word and asks Ss to repeat in chorus, then in small groups. T shows a picture for each word and asks: What is this? T then asks Ss to cover the English side and recall.

    Students

    Ss repeat the words after T. In pairs, Ss cover the English side and test each other with the Vietnamese meaning. Expected answer from one student: "Portrait" for tranh chân dung, "Exhibition" for triển lãm.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to say one word and its meaning aloud, then asks one S to use the word in a sentence. T asks: Can you use the word "instrument" in a sentence about music?

    Students

    Ss present, for example: "A composer writes songs." "The school performance is on Friday." "I like the guitar. It is my favourite instrument."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meaning and use of each word and writes the key phrases on the board. T reminds Ss that a word must keep its exact meaning, for example landscape is not the same as portrait.

    Students

    Ss copy the key phrases into their notebooks and check their own recall.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation: /ʃ/ and /ʒ/

a) Aims

Ss pronounce /ʃ/ and /ʒ/ correctly and tell the difference between the voiceless and voiced sounds.

b) Content

T introduces the two sounds:

  • /ʃ/ as in show is voiceless.
  • /ʒ/ as in vision is voiced.
    Both sounds use a narrow air passage with the tongue behind the tooth ridge. Ss practise: show – measure, vision, pleasure. Ss also note that vision is not pronounced with the sound in jam, so they do not add /d/ before /ʒ/.

c) Expected outcomes

Ss can say show with /ʃ/ and vision with /ʒ/ clearly. Ss can explain that /ʃ/ is voiceless and /ʒ/ is voiced, and that /ʒ/ does not include a /d/ sound. Expected Ss' explanation: "Show has /ʃ/. Vision has /ʒ/. We do not say /d/ before /ʒ/."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Listen to me and repeat. Put your hand on your throat. Say show. Now say vision. Do you feel the vibration? Which sound is voiced?

    Students

    Ss put their hands on their throats and listen to the sounds.

  2. Teacher

    Step 2: Task performance

    T models /ʃ/ in show, then /ʒ/ in vision and measure. T asks Ss to repeat in chorus and then in pairs. T walks around and corrects any Ss who add /d/ before /ʒ/.

    Students

    Ss repeat the words in chorus and then in pairs. Ss take turns saying show and vision, and check each other's sounds.

  3. Teacher

    Step 3: Report and discussion

    T asks 3 pairs to say show and vision aloud, then asks: Which word has a voiced sound? Which word has a voiceless sound?

    Students

    Ss answer: "Vision has the voiced sound /ʒ/." "Show has the voiceless sound /ʃ/."

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the contrast on the board: /ʃ/ voiceless, /ʒ/ voiced, same narrow air passage. T reminds Ss to say show, then measure, and not to add /d/.

    Students

    Ss write the rule in their notebooks and repeat the two words once more.

Activity 2.3: Knowledge formation · 5 minutes

Grammar: the equality pattern as + adjective + as

a) Aims

Ss understand and use the equality pattern as + adjective + as to compare two things.

b) Content

T presents the example: This guitar is as old ___ that one. Ss complete the sentence with as. T explains that the equality pattern is as + adjective + as. Ss make two sentences about two instruments or two paintings, for example: This portrait is as beautiful as that landscape.

c) Expected outcomes

Ss complete the example correctly: This guitar is as old as that one. Ss can state the pattern as + adjective + as and produce one correct sentence comparing two things, for example: This instrument is as expensive as that one.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes on the board: This guitar is as old ___ that one. T asks Ss to find the missing word and explain the pattern.

    Students

    Ss read the sentence and find the missing word.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to complete the sentence in pairs and then asks them to make one sentence of their own.

    Students

    Ss work in pairs and write: This guitar is as old as that one. Pairs write a second sentence, for example: This painting is as big as that one.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to read their sentences aloud and checks the pattern. T asks: What comes after the first as? What comes after the second as?

    Students

    Ss answer: "The adjective comes after the first as." "The second as is followed by the thing we compare with."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the equality pattern is as + adjective + as and writes it clearly on the board. T reminds Ss to keep both as words.

    Students

    Ss copy the pattern into their notebooks.

Activity 3: Practice · 7 minutes

Quick check: matching, listening and choosing

a) Aims

Ss consolidate the six topic words and the contrast between /ʃ/ and /ʒ/ through quick exercises.

b) Content

Ss complete Exercises 1 to 6 in the textbook and on the NeoEdu page:

  1. Match words and meanings: portrait, landscape, composer, performance.
  2. Which word means nhạc cụ? A. composer; B. exhibition; C. instrument; D. portrait.
  3. Word bank: portrait, landscape, composer, performance, instrument, exhibition. Complete the word from its meaning, triển lãm.
  4. Listen to the word. Which word did you hear? A. instrument; B. landscape; C. portrait; D. performance.
  5. For show, choose the target sound. A. /ʒ/; B. /tʃ/; C. /ʃ/.
  6. Select the correctly matched meanings. A. portrait – tranh chân dung; B. landscape – nhạc sĩ sáng tác; C. composer – nhạc sĩ sáng tác; D. performance – nhạc cụ.
    Ss do the exercises individually first, then check with a partner. See Worksheet 1.

c) Expected outcomes

Answer key:

  1. portrait – tranh chân dung; landscape – tranh phong cảnh; composer – nhạc sĩ sáng tác; performance – buổi biểu diễn.
  2. C (instrument = nhạc cụ).
  3. exhibition.
  4. B (landscape).
  5. C (/ʃ/).
  6. A and C (portrait – tranh chân dung; composer – nhạc sĩ sáng tác).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 or asks Ss to open the textbook. T says: You have three minutes to do Exercises 1 to 6. Then check with your partner.

    Students

    Ss read the instructions and prepare their pens.

  2. Teacher

    Step 2: Task performance

    T plays the audio for Exercise 4 twice. T walks around and watches Ss who are unsure.

    Students

    Ss complete the exercises individually and then compare answers with a partner. Expected difficulty: some Ss may confuse landscape and portrait in Exercise 4.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers for each exercise and asks the class to show agreement with thumbs up or down. T asks: Why is A correct in Exercise 6?

    Students

    Ss give answers: 1) matching pairs, 2) C, 3) exhibition, 4) B, 5) C, 6) A and C. Ss explain that only the first and third meanings match the target words.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and clarifies any mistakes, especially the difference between landscape and portrait, and between /ʃ/ and /ʒ/.

    Students

    Ss correct their answers in their notebooks.

Activity 4: Application · 10 minutes

Personal message about music and arts

a) Aims

Ss use the target words and the pattern as + adjective + as to write and speak about music and arts in a personal context.

b) Content

Ss complete Exercises 7 and 8 on the NeoEdu page or in the textbook:
7. Use portrait and composer in two meaningful sentences about music and arts. Explain what each sentence means.
8. Read these target items aloud and explain the sound contrast or stress pattern: show. Then give one other example from the lecture.
In groups of four, Ss present their two sentences to the group and explain the meaning. Then Ss write a short message of three to four sentences about their favourite art or music activity, using at least one as + adjective + as sentence. Ss can finish the message at home if time runs out.

c) Expected outcomes

Sample answers:
7. The portrait shows my grandfather sitting by a window. / The composer wrote a quiet song for the school performance. Explanation: A portrait represents a person; a composer creates music.
8. Show has the voiceless sound /ʃ/. Another example: vision, with the voiced sound /ʒ/.
Group message: Ss write 3–4 sentences, for example: "My favourite art is painting. I have a portrait of my family. My guitar is as old as my brother's guitar. I want to visit an art exhibition next month."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Write two sentences using portrait and composer. Then read show aloud and explain the sound. Finally write a short message about your favourite art or music activity with one as + adjective + as sentence.

    Students

    Ss read the instructions and think quietly for one minute before they start writing.

  2. Teacher

    Step 2: Task performance

    T gives Ss 4 minutes to write. T walks around, helps Ss with spelling and checks whether they use the target sounds and patterns correctly.

    Students

    Ss write their sentences in their notebooks and practise reading show and vision aloud to themselves.

  3. Teacher

    Step 3: Report and discussion

    T asks each group to share one sentence with the class. T invites a volunteer to read show aloud and explain the sound contrast.

    Students

    Ss present their sentences, for example: "The portrait shows my grandfather." Ss explain: "A portrait is a painting of a person." One S reads show and says: "Show has the sound /ʃ/, voiceless."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate and creative sentences, corrects the most common mistakes and summarises the key words, the /ʃ/ and /ʒ/ contrast and the pattern as + adjective + as.

    Students

    Ss listen, note the corrections and revise their messages.

Worksheets

Worksheet 1

Exercise 1. Match the words with their meanings.

  • portrait
  • landscape
  • composer
  • performance
    Meanings: tranh chân dung; tranh phong cảnh; nhạc sĩ sáng tác; buổi biểu diễn

Exercise 2. Which word means nhạc cụ?
A. composer B. exhibition C. instrument D. portrait

Exercise 3. Word bank: portrait, landscape, composer, performance, instrument, exhibition.
Complete the word from its meaning: triển lãm → ______

Exercise 4. Listen to the word. Which word did you hear?
A. instrument B. landscape C. portrait D. performance

Exercise 5. For the word show, choose the target sound.
A. /ʒ/ B. /tʃ/ C. /ʃ/

Exercise 6. Select the correctly matched meanings.
A. portrait – tranh chân dung
B. landscape – nhạc sĩ sáng tác
C. composer – nhạc sĩ sáng tác
D. performance – nhạc cụ

Answer key: 1) portrait – tranh chân dung; landscape – tranh phong cảnh; composer – nhạc sĩ sáng tác; performance – buổi biểu diễn. 2) C. 3) exhibition. 4) B. 5) C. 6) A and C.

Homework

  • Learn the six topic words: portrait, landscape, composer, performance, instrument, exhibition. Cover the English side and recall each word from its Vietnamese meaning.
  • Practise saying show (/ʃ/) and vision (/ʒ/). Say show, then measure. Do not add /d/ before /ʒ/.
  • Write a short message of three to four sentences about your favourite art or music activity. Use at least one sentence with the pattern as + adjective + as, for example: This guitar is as old as that one.
  • Check your answers to Exercises 1 to 8 on the NeoEdu page: neoedu.vn/learn/7/english/unit-4-a-closer-look-1, and redo any items you got wrong.

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