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

Giáo án A Closer Look 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:
    • Use like + noun to express similarity (e.g., 'This drum sounds like thunder').
    • Use be different from to express difference (e.g., 'A portrait is different from a landscape').
    • Use as + adjective + as to express equality, and not as + adjective + as to express a lower degree.
    • Keep the adjective in its base form in comparisons (as interesting as, not as more interesting as).

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers against the key and correct their mistakes in the grammar exercises.
  • Communication and collaboration: Ss work in pairs to compare sentences, share ideas about music and arts, and give feedback on each other's writing.
  • Problem-solving and creativity: Ss decide which comparison pattern fits a given meaning and build their own sentences and a short invitation about a school music show.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss discuss paintings, instruments and performances using comparison patterns, and write a 60–80-word informal invitation to a school music show.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the topic vocabulary (portrait, landscape, composer, performance, instrument, exhibition) and the comparison patterns like, different from and as…as correctly in sentences.

3. Personal qualities

  • Diligence: Ss complete all practice exercises on time and review the rules until they can use them accurately.
  • Responsibility: Ss take responsibility for their group task and finish their writing before the deadline.
  • Kindness: Ss give polite, constructive feedback to classmates' answers and writing.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and slides with the lesson grammar notes and example sentences
  • Pictures of a portrait, a landscape, a drum, a guitar and a bell for the warm-up
  • Printed worksheet (Phiếu học tập số 1) for each pair
  • NeoEdu lesson page with interactive exercises: neoedu.vn/learn/7/english/unit-4-a-closer-look-2
  • Timer and the answer key

2. Students

  • Student's book (Unit 4, A Closer Look 2) and notebook
  • Pens, pencils and a ruler
  • Mini whiteboard and marker (optional, for quick answers)

III. Procedures

Activity 1: Warm-up · 5 minutes

Sound and Picture Brainstorm

a) Aims

Ss activate topic vocabulary about music and arts and get ready to compare things by sound, look and feeling.

b) Content

T shows pictures of a portrait, a landscape, a drum, a guitar and a bell. Ss name each item, then complete the prompt: 'This ___ sounds like ___.' Ss also say what a composer and a performance are, using the words in the vocabulary list (portrait, landscape, composer, performance, instrument, exhibition).

c) Expected outcomes

A class word web with the six topic words and at least three sentences with like, for example: 'This drum sounds like thunder.' 'The guitar sounds like a small harp.' 'The bell sounds like a clock.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures one by one and asks: 'What is this? What does it sound like?' T introduces the aim of the lesson: comparing things in English.

    Students

    Ss listen and look at the pictures, and get ready to answer.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and make one sentence with 'sounds like' for each picture. T walks around and helps with pronunciation of the new words.

    Students

    Ss discuss in pairs and write their sentences in notebooks. Possible answers: 'This drum sounds like thunder.' 'The bell sounds like a clock.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their sentences and writes the topic words on the board to make a word web.

    Students

    Representative pairs read their sentences aloud. The class repeats the new words after T.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good answers and says: 'We use like + noun to say that two things are similar. Today we will learn more ways to compare.'

    Students

    Ss copy the key words of the word web into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Comparing with Like and Different From

a) Aims

Ss understand the meaning and form of like + noun (similarity) and different from (difference).

b) Content

T shows the sentences 'This drum sounds like thunder.' and 'A portrait is different from a landscape.' Ss find the pattern in each sentence, then answer: Which word shows similar? Which phrase shows difference? Ss also read the note: 'Compare the same feature.'

c) Expected outcomes

Ss' rule notes:

  • like + noun = similar (This drum sounds like thunder.)
  • be different from + noun = difference (A portrait is different from a landscape.)
  • Compare the same feature: 'The guitar sounds like a harp' (sound with sound), not 'The guitar sounds like a harp player' (sound with person).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two example sentences on the board and asks: 'What is the same in these sentences? What is the difference?' T gives the question: 'Which words show similarity and which show difference?'

    Students

    Ss read the sentences silently and think about the question.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and underline the key pattern (like + noun; different from + noun). T monitors and checks that Ss understand the meaning, not just the form.

    Students

    Pairs underline the patterns and discuss. Possible answer: 'Like shows that two things are similar. Different from shows that two things are not the same.'

  3. Teacher

    Step 3: Report and discussion

    T calls on one or two pairs to present, then asks: 'Can we say A portrait is like a landscape? Why?'

    Students

    Ss answer: 'No, because a portrait and a landscape are different types of art, so we use different from.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule on the slide and reminds Ss to compare the same feature. T writes the note on the board.

    Students

    Ss copy the rule notes into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Expressing Equality with As + Adjective + As

a) Aims

Ss form and use as + adjective + as to express equality and not as + adjective + as to express a lower degree, keeping the adjective in its base form.

b) Content

T shows the example 'This guitar is as old as that one.' and the incorrect form 'as more interesting as'. Ss work out the pattern, then complete the sentence 'This guitar is as old ___ that one.' and build a negative sentence with 'not as … as'.

c) Expected outcomes

Ss' pattern notes:

  • Equality: S + be + as + adjective (base form) + as + noun/pronoun. Example: 'This guitar is as old as that one.'
  • Lower degree: S + be + not as + adjective + as. Example: 'This show is not as long as that show.'
  • Correct: as interesting as. Incorrect: as more interesting as.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes on the board: 'This guitar is as old ___ that one.' and asks Ss to find the missing word. T then shows the incorrect sentence 'as more interesting as' and asks what is wrong.

    Students

    Ss think about the missing word and the mistake in the incorrect sentence.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write the pattern in their notebooks and to make two sentences: one with as…as and one with not as…as, using the adjectives long and bright.

    Students

    Ss work individually, then compare with a partner. Possible answers: 'This guitar is as old as that one.' 'This show is not as long as that show.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read their sentences and checks the adjective form with the class.

    Students

    Ss read their sentences. The class says 'Correct' or corrects the form, for example changing 'more bright' to 'as bright as'.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'As + adjective + as shows equality. Not as + adjective + as shows a lower degree. We never use a comparative form inside as…as.' T shows the example in the Ghi nhớ section on the slide.

    Students

    Ss write the summary in their notebooks.

Activity 3: Practice · 14 minutes

Choose, Complete and Correct

a) Aims

Ss apply like, different from and as…as in multiple-choice, gap-fill, sentence-ordering and grammar-judgement exercises.

b) Content

Ss complete Phiếu học tập số 1 (exercises 1–7). Ss can also do the interactive exercises on the NeoEdu lesson page after finishing the worksheet.

c) Expected outcomes

Answer key:

  1. A (This guitar is as old as that one.)
  2. D (A portrait is different from a landscape.)
  3. C (Her voice sounds like a bell.)
  4. B (This show is not as long as that show.)
  5. different | as (The two pictures are different from each other. This one is as bright as that one.)
  6. This painting is as colourful as that one.
  7. a) Đ (correct) b) S (should be: This guitar is as old as that one.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Phiếu học tập số 1 and explains the instructions. T reminds Ss to read the whole sentence before choosing an answer.

    Students

    Ss read the instructions and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, first on exercises 1–4, then on 5–7. T walks around, checks for errors such as 'as more' or 'different as'.

    Students

    Pairs complete the exercises, discuss their answers and correct each other's mistakes.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers, one exercise at a time, and asks the class to agree or disagree.

    Students

    Ss give answers, for example: 'Number 2 is D, because we say different from.' The class checks and gives feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the slide, explains the mistakes in exercise 7b, and asks Ss to correct their worksheets.

    Students

    Ss correct their mistakes in a different colour pen and keep the worksheet for review.

Activity 4: Application · 10 minutes

Writing an Informal Invitation

a) Aims

Ss use the topic language about music and arts and the comparison patterns to write an informal invitation to a school music show.

b) Content

Ss write a 60–80-word informal invitation to a school music show. The invitation must include the event, the place, the day, the time and a request for a reply. Ss may use one or two comparisons, for example: 'The guitar group sounds like a professional band.' Ss may also use the model in the lesson as a reference, but must write their own text.

c) Expected outcomes

A 60–80-word informal invitation with the event, place, day, time and request for a reply, for example:
Hi An,
Would you like to come to our school music show on Friday? It starts at four in the afternoon in the school hall. Our choir will sing first, and a guitar group will perform after it. I think you will enjoy the folk songs. We can meet outside the library fifteen minutes before the show. Please tell me whether you can come so I can save you a seat.
Best,
Khoa
(Sample only: one possible answer, not an automatic key.)
Teacher assessment (10 points): task/content 4; relevant organisation 2; grammar/vocabulary 3; spelling/punctuation 1.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the writing task on the slide and reads the assessment criteria. T asks Ss to check the required information: event, place, day, time and reply.

    Students

    Ss read the task and list the information they need to include.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write individually for 6–7 minutes. T encourages Ss to use like, different from or as…as at least once, and to count the words.

    Students

    Ss write their invitations. Possible sentence: 'The choir sounds as beautiful as a professional group.'

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to swap their writing with a partner and check the task, grammar and punctuation using the criteria.

    Students

    Ss read their partner's invitation, underline one good point and one suggestion for improvement.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives general feedback on common errors (for example, 'as more interesting as'), praises good examples and collects a few writings for marking.

    Students

    Ss revise their invitations based on the feedback and keep them for homework review.

Worksheets

Phiếu học tập số 1

Exercise 1. Choose the correct answer.
This guitar is as old ___ that one.
A. as B. than C. from D. like

Exercise 2. Choose the correct answer.
A portrait is different ___ a landscape.
A. as B. with C. for D. from

Exercise 3. Choose the correct answer.
Her voice sounds ___ a bell.
A. from B. than C. like D. as

Exercise 4. Choose the correct sentence.

  • A. This show is like long that show.
  • B. This show is not as long as that show.
  • C. This show is not as longer as that show.
  • D. This show is different as that show.

Exercise 5. Fill in each gap with the correct word from the box (different / same / as).
The two pictures are {{1}} (different/same) from each other. This one is as bright {{2}} that one.

Exercise 6. Put the parts in the correct order to make a sentence.

  • This painting / is / as colourful as / that one.

Exercise 7. Judge the grammar. Write Đ (correct) or S (incorrect).

  • a) This guitar is as old as that one.
  • b) This guitar is as old than that one.

Homework

  • Write a 60–80-word informal invitation to a school music show (Exercise 8 in the student's book). Include the event, the place, the day, the time and a request for a reply. Use at least one comparison with like, different from or as…as.
  • Review the rules: like + noun (similar), different from (difference), as + adjective + as (equality), not as + adjective + as (lower degree). Write three new example sentences about music or arts.
  • Do the interactive exercises on the NeoEdu lesson page (neoedu.vn/learn/7/english/unit-4-a-closer-look-2) and note any mistakes to discuss in the next lesson.

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