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

Giáo án Communication

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • express preferences and give a reason, using the pattern "I prefer ___ because I like ___";
  • ask a partner about their preference and invite their view ("Which do you prefer…?", "What do you think?");
  • use clarification expressions to repair a misunderstanding ("Could you say that again, please?", "Do you mean…?", "Could you explain one detail, please?");
  • use the topic vocabulary about music and arts (portrait, landscape, composer, performance, instrument, exhibition) to plan and present a school music show.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the individual warm-up and the self-check of the exercises, and reflect on which clarification expressions they still find difficult.
  • Communication and collaboration: Ss take turns in pairs and groups to ask, answer, check understanding and paraphrase key details, and listen carefully to their partners before replying.
  • Problem-solving and creativity: Ss plan a school music show (performers, programme, date, time, place, invitation) and explain how the audience can attend.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss use the preference structure, clarification requests and invitations in a purposeful exchange, and write a short invitation for the school music show.
  • Language knowledge (vocabulary): Ss recognise and use the six topic words (portrait, landscape, composer, performance, instrument, exhibition) in context.

3. Personal qualities

  • Responsibility: Ss keep their own preference and give a reason for it, and they respect a different preference from their partner ("A different preference is not an error.").
  • Kindness: Ss listen patiently to their partners, repeat or explain politely when asked, and give encouraging feedback to group members during the show planning.

II. Teaching aids and materials

1. Teacher

  • Lesson slides with the dialogue, the key expressions, the six vocabulary words and pictures (portrait, landscape, instrument, performance, exhibition, composer)
  • Projector or interactive board
  • Printed Worksheet 1 (one set per pair)
  • Sets of cards with clarification expressions and a set of invitation components (date, time, place, performers, programme)
  • NeoEdu learning page with the lesson content, examples and interactive exercises: neoedu.vn/learn/7/english/unit-4-communication

2. Students

  • Student's book (Unit 4: Music and arts, Communication)
  • Notebook, pen, pencil
  • A sheet of A3 or A4 paper for the programme and invitation (for the group task)
  • Coloured markers or crayons for the poster

III. Procedures

Activity 1: Warm-up · 5 minutes

Guess the Picture

a) Aims

Ss recall the topic vocabulary about music and arts and get into the topic of expressing preferences.

b) Content

T shows six pictures on the screen: a portrait, a landscape, an instrument, a performance, an exhibition and a composer. Ss guess the word for each picture. Then T asks: "Which do you prefer, drawing or music?" Ss answer in one sentence with a reason.

c) Expected outcomes

Ss say the six words correctly: portrait (tranh chân dung), landscape (tranh phong cảnh), instrument (nhạc cụ), performance (buổi biểu diễn), exhibition (triển lãm), composer (nhạc sĩ sáng tác).
Each S gives one answer in the pattern: "I prefer ___ because I like ___."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the first picture and asks: "What is this? Guess the word." T reminds Ss they will get to know the pattern for expressing preferences in this lesson.

    Students

    Ss look at the picture, think of the word and raise their hands to answer. Expected answers: "Portrait!", "Landscape!", "Instrument!", "Performance!", "Exhibition!", "Composer!"

  2. Teacher

    Step 2: Task performance

    T walks around and checks Ss' answers. T shows the next pictures one by one and asks: "Which do you prefer, drawing or music?"

    Students

    Ss think silently for 30 seconds, then answer T's question individually. Expected answer: "I prefer music because I like listening to songs." or "I prefer drawing because I like using colours."

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 Ss to share their answers with the class and writes the six words on the board, with meanings in brackets.

    Students

    Ss call out their answers and read the words aloud after T. Expected answers: "I prefer drawing because I like painting landscapes." "I prefer music because I enjoy listening to performances."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says: "Good! Today we will learn how to say a preference, give a reason and invite the other person's view." T writes the frame on the board: "I prefer ___ because I like ___."

    Students

    Ss copy the six words and the frame into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Expressing Preferences

a) Aims

Ss identify the language used to say a preference, give a reason and invite the other person's view.

b) Content

T presents the dialogue on the slide:
A: Which do you prefer, drawing or music?
B: I prefer drawing because I like using colours.
T asks Ss to work in pairs (Think–Pair–Share): (1) Find the question used to ask about a preference. (2) Find the phrase used to say a preference. (3) Find the word that gives the reason. (4) Find the expression that invites the other person's view ("What do you think?").
T explains: Say a preference and a reason, then invite the other person's view. A different preference is not an error.

c) Expected outcomes

Ss identify and write the language in their notebooks:

  • Question: Which do you prefer, drawing or music?
  • Preference: I prefer drawing
  • Reason: because I like using colours
  • Invitation: What do you think?
    Ss complete the frame: "I prefer ___ because I like ___. What do you think?"

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the dialogue on the slide and asks: "Which words show a preference? Which words give a reason?" T gives Ss 1 minute to think individually.

    Students

    Ss read the dialogue silently and think about the questions. They do not write yet.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, underline the four parts in their books and check each other's answers. T walks around and listens for the use of "prefer" and "because".

    Students

    Pairs underline the question, the preference, the reason and the invitation. Expected answers: "Which do you prefer…?" (question), "I prefer drawing" (preference), "because I like using colours" (reason), "What do you think?" (invitation).

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to share their findings and asks: "Why do we say 'because' before the reason?" T accepts different wording if the meaning is clear.

    Students

    Pairs report their answers. Expected answer: "Because 'because' introduces the reason for our preference."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes the frame on the board. T emphasises: "A different preference is not an error. Listen to your partner and respect their view."

    Students

    Ss write the frame "I prefer ___ because I like ___. What do you think?" in their notebooks and repeat it chorally after T.

Activity 2.2: Knowledge formation · 8 minutes

Listen, Check and Repair

a) Aims

Ss use clarification expressions to repair a misunderstanding and check understanding of a key detail.

b) Content

T introduces the four expressions on the slide: "Could you say that again, please?", "Do you mean…?", "Could you explain one detail, please?", "Could you give me an example?" T models a short repair exchange with a volunteer S:
A: Which do you prefer, drawing or music?
B: I prefer drawing because I like using colours.
A: Could you say that again, please?
B: I prefer drawing because I like using colours.
A: Do you mean you like colours in painting?
B: Yes, I do.
Then Ss practise in pairs: Partner A asks a question, Partner B answers, and Partner A uses one clarification expression. Partners then change roles and use new real details about their own preferences.

c) Expected outcomes

Each pair writes a short repaired exchange of four lines in their notebooks, using at least one clarification expression and one new real detail.
Expected sample: "Which do you prefer, drawing or music?" – "I prefer music because I enjoy singing." – "Do you mean you like singing in a choir?" – "Yes, I sing in the school choir."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models the repair exchange with a volunteer S and asks the class: "What did A do when B's answer was not clear?" T then gives the pairs the task.

    Students

    Ss watch and listen to the model. Expected answer: "A asked B to say it again and checked the meaning with 'Do you mean…?'"

  2. Teacher

    Step 2: Task performance

    T distributes the cards with the clarification expressions and asks pairs to practise the exchange twice, changing roles. T monitors and helps with pronunciation and intonation of the questions.

    Students

    Pairs practise. Partner A asks, Partner B answers, Partner A repairs the misunderstanding and paraphrases one key detail ("So you like…"). They then change roles and use new real details.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to perform their exchange in front of the class and asks the class to listen for the clarification expressions used.

    Students

    Pairs perform. The listening Ss say which expression was used. Expected answer: "Could you say that again, please?" or "Do you mean…?"

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good examples and summarises: "When you do not understand, pause politely, ask a focused question and confirm the answer in your own words."

    Students

    Ss write the four clarification expressions in their notebooks and mark the one they will use most often.

Activity 3: Practice · 10 minutes

Put It into Practice

a) Aims

Ss apply the language of expressing preferences and clarification to choose relevant responses, order an interaction and judge helpful communication.

b) Content

Ss complete Worksheet 1 in pairs. The worksheet includes Exercises 1, 2, 3, 4 and 5 from the lesson:

  1. Choose a relevant response to "Which do you prefer, drawing or music?"
  2. Choose the phrase that politely asks the speaker to repeat.
  3. Put the lines in the correct order to make a helpful interaction.
  4. Decide whether the statements about helpful communication are True or False.
  5. Match each communicative action to its expression.
    After pair work, T checks answers with the whole class and uses the NeoEdu interactive exercises to confirm the answers.

c) Expected outcomes

Answer key:

  1. A. I prefer drawing because I like using colours.
  2. B. Could you say that again, please?
  3. Which do you prefer, drawing or music? → I prefer drawing because I like using colours. → Could you explain one detail, please? → Of course. Let me give an example.
  4. a) True (Đ); b) False (S); c) True (Đ)
  5. ask for repetition – Could you say that again?; check understanding – Do you mean this?; invite a view – What do you think?

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: "Work in pairs. Read each exercise carefully and check the whole context before you choose the answer." T sets a time limit of 6 minutes.

    Students

    Ss receive the worksheet, read the instructions and ask T if any word is unclear.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to pairs and gives hints when they are stuck. For Exercise 3, T reminds Ss: "Respond first, then ask for clarification."

    Students

    Pairs discuss the answers and write them on the worksheet. Expected difficulty: Ss may choose "I am returning this lost umbrella" because it has the word 'return'. T reminds them that the context matters.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to give answers to each exercise, and asks the class: "Do you agree? Why?"

    Students

    Pairs report their answers. Other Ss agree or give reasons for different answers.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and explains the key point: "A correct keyword does not make an irrelevant response correct. Use the complete context."

    Students

    Ss correct their worksheets and write the key point in their notebooks.

Activity 4: Application · 12 minutes

Our School Music Show

a) Aims

Ss use the language of expressing preferences, asking for clarification and inviting others in a realistic task: organising an imagined school music show.

b) Content

Groups of four work together to organise an imagined school music show. Each group must:

  • choose performers (from the class) and a programme with 3–4 items;
  • agree on a date, time and place;
  • design an invitation with the date, time, place and how the audience can attend;
  • ask and answer at least one question with "Which do you prefer…?" and repair one misunderstanding during the discussion.
    Groups present their plan to the class in about one minute.

c) Expected outcomes

Each group produces:

  • a programme with 3–4 items (for example: a song by a student, a piano performance, a short instrument performance, a class exhibition of portraits and landscapes);
  • an invitation with date, time, place and how to attend (for example: "Date: Friday 14 March, Time: 2.00 p.m., Place: School hall. Please come early to get a seat.");
  • a short oral presentation of the plan with the preference structure used at least once.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of four and gives each group an A3 sheet and markers. T explains the task and shows the sample invitation: "Date: ___, Time: ___, Place: ___. Come and enjoy our music show!"

    Students

    Ss form groups, choose a group leader and a note-taker, and read the task.

  2. Teacher

    Step 2: Task performance

    T monitors the groups and asks guiding questions: "Which performers do you prefer? Why?" "Do you mean the performance is at 2 p.m.?" T encourages Ss to use new real details from their school life.

    Students

    Groups discuss and decide the performers, programme, date, time and place. They write the invitation and draw a simple poster. Expected discussion: "Which do you prefer, a song or a piano performance?" "I prefer a song because I like singing."

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 groups to present their plan and invitation. T asks the audience to ask one question and the presenting group to repair the misunderstanding.

    Students

    Groups present. The audience asks, for example, "Could you say that again, please?" or "Do you mean the show is in the school hall?" Presenting groups answer and paraphrase the key detail.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on content, language and cooperation, and praises clear communication. T says: "You are good at expressing preferences and repairing misunderstandings. Keep practising this in real life."

    Students

    Ss listen to the feedback and note one thing they did well and one thing to improve.

Worksheets

Worksheet 1

Exercise 1. Choose the relevant response to: "Which do you prefer, drawing or music?"

  • A. I prefer drawing because I like using colours.
  • B. I am returning this lost umbrella.
  • C. That is my examination number.
  • D. The question has no meaning in English.

Exercise 2. Which phrase politely asks the speaker to repeat?

  • A. Could you give an example, please?
  • B. Could you say that again, please?
  • C. Could you explain why, please?
  • D. Could you tell me when, please?

Exercise 3. Put the lines in the correct order to make a helpful interaction.

  • Could you explain one detail, please?
  • Which do you prefer, drawing or music?
  • Of course. Let me give an example.
  • I prefer drawing because I like using colours.

Exercise 4. Decide whether each statement is True (T) or False (F).

  • a) Respond to the actual question.
  • b) Interrupt whenever you know one word.
  • c) Ask for clarification if unsure.

Exercise 5. Match each communicative action to its expression.

  • ask for repetition
  • check understanding
  • invite a view

Expressions:

  • Could you say that again?
  • Do you mean this?
  • What do you think?

Homework

  • Write a short invitation (four to five sentences) for the school music show. Include the date, time, place and how the audience can attend. Use the pattern "I prefer ___ because I like ___" at least once.
  • Practise the dialogue with a family member or a friend. Ask: "Which do you prefer, drawing or music?" Give a reason for your preference, then invite their view. If you do not understand, use "Could you say that again, please?" or "Do you mean…?"
  • Look up the meanings of the six key words (portrait, landscape, composer, performance, instrument, exhibition) and make a flashcard for each word with a small picture or a short example sentence.
  • Complete the interactive exercises on the NeoEdu learning page (neoedu.vn/learn/7/english/unit-4-communication) and check your answers before the next lesson.

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