Tiếng AnhLớp 7Unit 4. Music and arts

Giáo án Getting Started

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
identify and use the topic words: portrait (tranh chân dung), landscape (tranh phong cảnh), composer (nhạc sĩ sáng tác), performance (buổi biểu diễn), instrument (nhạc cụ), exhibition (triển lãm).
ask a preference question with 'Which do you prefer, A or B?' and answer it with 'I prefer … because …'.
respond to thanks with 'Thank you for explaining' and 'You are welcome' in a four-turn exchange that fits the question.

2. Competences

a) General competences

Self-control and independent learning: Ss check their own answers to the exercises against the key and correct their mistakes without waiting for the teacher to repeat the explanation.
Communication and collaboration: Ss work in pairs to practise the model exchange, listen to their partners and give relevant replies.
Problem-solving and creativity: Ss change one detail of the model dialogue (topic, preference or reason) to express their own meaning.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the opening exchange, then speak and write a four-turn exchange expressing preferences and giving reasons.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the six topic words correctly, use the vocabulary in context and apply the question-answer structure with 'prefer' and 'because'.

3. Personal qualities

Diligence: Ss complete all tasks in the pair work and the written exercises on time.
Kindness: Ss listen politely to their partners, show respect for different preferences and thank their partners after each exchange.

II. Teaching aids and materials

1. Teacher

Projector, slides with the model dialogue and the six topic words
Pictures of a portrait, a landscape, a composer, a performance, an instrument and an exhibition
Worksheet No. 1 (printed for each pair)
NeoEdu online lesson page: neoedu.vn/learn/7/english/unit-4-getting-started (interactive exercises for the practice activity)

2. Students

Student's book Tiếng Anh 7 (Global Success), Unit 4
Notebook, pen, pencil
Worksheet No. 1 and a smartphone or tablet if the NeoEdu exercises are used

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Drawing or Music?

a) Aims

Ss activate prior knowledge about music and arts and get ready to talk about preferences in English.

b) Content

Ss look at two pictures on the screen: one of a painting (drawing) and one of a musician playing an instrument. Ss answer the teacher's question: 'Which do you prefer, drawing or music?' Ss reply with a one-word answer first, then with a short sentence.

c) Expected outcomes

Ss give at least three one-word answers, for example 'Drawing', 'Music', and one full sentence such as 'I prefer music.' The class identifies the question that starts the lesson: 'Which do you prefer, drawing or music?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows two pictures and asks: 'Which do you prefer, drawing or music?' T models a full answer: 'I prefer music.' T asks Ss to raise their hands for their choice.
Students
Ss listen to the question and watch the pictures.
Teacher
Step 2: Task performance
T asks Ss to turn to a partner and ask the same question, then answer with one word.
Students
Ss ask and answer in pairs, for example: 'Which do you prefer, drawing or music?' - 'Music.'
Teacher
Step 3: Report and discussion
T invites three pairs to share their answers with the class and asks: 'Why do you prefer it?'
Students
Some Ss answer with 'I prefer drawing because I like using colours' or 'I prefer music because I like singing.' Other Ss listen and nod or raise hands if they share the same preference.
Teacher
Step 4: Conclusion and assessment
T praises the answers and says: 'Good! Today we will learn how to say a preference and a reason, and how to invite someone else's view.' T writes the title 'Getting Started' and the key question on the board.
Students
Ss copy the title and the key question into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Topic Words in Music and Arts

a) Aims

Ss recognise, pronounce and understand the meaning of six topic words about music and arts.

b) Content

Ss look at the word bank: portrait (tranh chân dung), landscape (tranh phong cảnh), composer (nhạc sĩ sáng tác), performance (buổi biểu diễn), instrument (nhạc cụ), exhibition (triển lãm). Ss listen to the teacher, repeat the words chorally and individually, then match each word with its picture and meaning on the projector. Ss complete the matching task in Exercise 4 of the student's book.

c) Expected outcomes

Ss match the words correctly: portrait - tranh chân dung; landscape - tranh phong cảnh; composer - nhạc sĩ sáng tác; performance - buổi biểu diễn; instrument - nhạc cụ; exhibition - triển lãm. Ss pronounce each word correctly after the teacher and can explain the meaning of each word in English or Vietnamese.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six pictures and says the words one by one. T asks: 'What is this?' and gives the first clue for each picture. T says: 'Look at the word bank and find the word for each picture.'
Students
Ss look at the pictures and the word bank and guess the topic word for each picture.
Teacher
Step 2: Task performance
T models pronunciation and asks Ss to repeat chorally, then individually. T checks stress on two-syllable words such as 'portrait', 'landscape', 'composer' and 'performance'. Ss work in pairs to match each word with its meaning.
Students
Ss repeat each word after T. In pairs, Ss match the words with the pictures and the meanings, for example 'portrait - a picture of a person', 'landscape - a picture of nature'.
Teacher
Step 3: Report and discussion
T calls on pairs to read their matches aloud. T asks: 'Which word means tranh phong cảnh?' and 'Which word is a person who writes music?'
Students
Ss answer: 'Landscape' and 'Composer'. Other Ss confirm or correct the answers.
Teacher
Step 4: Conclusion and assessment
T confirms the matches on the slide and gives examples: 'a portrait of my grandmother', 'a landscape of Sa Pa', 'a composer of pop songs'. T reminds Ss to note the six words in their notebooks.
Students
Ss copy the words, their meanings and one example each into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Expressing Preferences and Giving Reasons

a) Aims

Ss understand the structure of the opening exchange: question, answer with reason, thanks and response.

b) Content

Ss read the model exchange: 'Alex: Which do you prefer, drawing or music? / Mai: I prefer drawing because I like using colours. / Alex: Thank you for explaining. / Mai: You are welcome.' Ss identify the question, the answer with reason, the thanks and the response. Ss then find the key expressions: 'Which do you prefer, A or B?', 'I prefer … because …', 'Thank you for …', 'You are welcome.' Ss practise the model in pairs, then change one detail (the topic or the reason).

c) Expected outcomes

Ss can state the structure: say a preference and a reason, then invite the other person's view. Ss can name the four turns in the exchange: question (Alex), answer with reason (Mai), thanks (Alex), response (Mai). Ss can produce at least one changed version, for example 'I prefer music because I like singing.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T plays the model dialogue twice and asks Ss to listen for the question and the reason. T asks: 'What does Mai say after the question?'
Students
Ss listen and answer: 'She says she prefers drawing because she likes using colours.'
Teacher
Step 2: Task performance
T asks Ss to work in pairs. Each pair reads the model dialogue aloud, then changes one detail, such as 'drawing' to 'music' or 'colours' to 'instruments'. T walks around and helps pairs with the reason part.
Students
Pairs practise the model dialogue, then create a new version, for example: 'Which do you prefer, landscape or portrait?' - 'I prefer landscape because I like nature.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to perform their new versions in front of the class. T asks the class: 'Does the reply fit the question?'
Students
Pairs perform their dialogues. Other Ss answer: 'Yes, the reply gives a preference and a reason' or 'No, the reply does not answer the question.'
Teacher
Step 4: Conclusion and assessment
T writes the key structure on the board: 'Which do you prefer, A or B?' - 'I prefer A because …' - 'Thank you for …' - 'You are welcome.' T stresses: 'A different preference is not an error.'
Students
Ss copy the structure and the reminder into their notebooks.

Activity 3: Practice · 9 minutes

Checking Understanding of the Exchange

a) Aims

Ss consolidate the topic words and the structure of the opening exchange through the exercises in the book.

b) Content

Ss complete Worksheet No. 1, which includes: (1) identifying what Alex is doing in the opening exchange; (2) choosing the reply that fits the question; (3) matching topic words with meanings; (4) completing a word bank gap; (5) judging true or false statements about the exchange; (6) arranging the four turns in order; (7) choosing the English topic word that means tranh phong cảnh. Ss check their answers with the key on the projector or NeoEdu interactive exercises.

c) Expected outcomes

Answer key: (1) A - asking about a preference; (2) D - I prefer drawing because I like using colours; (3) portrait = tranh chân dung, landscape = tranh phong cảnh, composer = nhạc sĩ sáng tác; (4) portrait; (5) a) True, b) False, c) True; (6) Alex: Which do you prefer, drawing or music? / Mai: I prefer drawing because I like using colours. / Alex: Thank you for explaining. / Mai: You are welcome.; (7) landscape.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet No. 1 to each pair and explains the task: 'Work with your partner. Read each question carefully and choose or write the answer.' T sets a time limit of about 5 minutes.
Students
Ss read the instructions and the exercises in Worksheet No. 1.
Teacher
Step 2: Task performance
T monitors the pairs, reminds Ss to use the full context for each reply, and assists weaker pairs with the vocabulary.
Students
Pairs discuss and write their answers. Some Ss may ask: 'Does the reply need to fit the question?' and check the context of the exchange.
Teacher
Step 3: Report and discussion
T shows the answer key and asks pairs to check their answers. T asks: 'Why is D the correct reply in Exercise 2?'
Students
Ss compare answers with the key and answer: 'Because it gives a preference and a reason and fits the question.'
Teacher
Step 4: Conclusion and assessment
T emphasises that a correct keyword does not make an irrelevant reply correct, and that the four turns must follow the logic of question, answer, thanks and response.
Students
Ss correct their mistakes in a different colour pen and write the correct answers in the worksheet.

Activity 4: Application · 9 minutes

Talking About My Own Preferences

a) Aims

Ss use the topic words and the structure to create and perform their own four-turn exchange about preferences.

b) Content

Ss work in pairs. Each pair chooses a new pair of options from the topic, for example 'portrait or landscape', 'music or drawing', 'going to a performance or visiting an exhibition'. Ss write a four-turn exchange using at least one topic word, then perform it for the class. Partners listen, then reply to each other meaningfully.

c) Expected outcomes

Each pair writes and performs a four-turn exchange, for example: 'A: Which do you prefer, a portrait or a landscape? / B: I prefer a landscape because I love nature. / A: Thank you for explaining. / B: You are welcome.' Each pair uses at least one topic word and one correct response expression.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and gives the model: 'Which do you prefer, a portrait or a landscape?' T asks Ss to use at least one topic word and to reply to their partner's reason.
Students
Ss listen to the instructions and look at the model on the board.
Teacher
Step 2: Task performance
T asks pairs to write their four-turn exchange on a small piece of paper, then practise it aloud twice. T checks the use of 'prefer' and 'because'.
Students
Pairs write and rehearse their exchanges. For example: 'A: Which do you prefer, music or drawing? B: I prefer music because I enjoy the instruments.'
Teacher
Step 3: Report and discussion
T invites three to four pairs to perform in front of the class. After each performance, T asks the audience: 'Did the reply fit the question?'
Students
Performing pairs present their exchanges. Listening Ss answer: 'Yes, the reply gives a reason' or give a short suggestion for improvement.
Teacher
Step 4: Conclusion and assessment
T praises the good exchanges and summarises the key language: 'Which do you prefer, A or B?', 'I prefer … because …', 'Thank you for explaining.', 'You are welcome.' T reminds Ss that different preferences are normal.
Students
Ss note the best sentence from their partners' performances into their notebooks.

Worksheets

Worksheet No. 1

Exercise 1. Read the opening exchange and answer the question.

Alex: Which do you prefer, drawing or music?
Mai: I prefer drawing because I like using colours.
Alex: Thank you for explaining.
Mai: You are welcome.
What is Alex doing in the opening exchange?
A. asking about a preference
B. asking for a reason
C. making a suggestion
D. stating his own preference

Exercise 2. Which reply fits the opening question 'Which do you prefer, drawing or music?'
A. I cannot answer because you did not ask a question.
B. Thank you for the birthday present.
C. The missing bag is blue.
D. I prefer drawing because I like using colours.

Exercise 3. Match the topic words with their meanings.

portrait - ...
landscape - ...
composer - ...
(Options: tranh chân dung; tranh phong cảnh; nhạc sĩ sáng tác)

Exercise 4. Use the word bank to complete the sentence: portrait, landscape, composer, performance, instrument, exhibition.
The English word for 'tranh chân dung' is {{1}}.

Exercise 5. Read the opening exchange. Write T (true) or F (false).
a) Alex asks a question.
b) Mai answers before Alex asks.
c) Alex thanks Mai.

Exercise 6. Arrange the four turns in the correct order.

Mai: You are welcome.
Alex: Thank you for explaining.
Mai: I prefer drawing because I like using colours.
Alex: Which do you prefer, drawing or music?

Exercise 7. Which English topic word means 'tranh phong cảnh'?
Write your answer: ...

Homework

Write a new four-turn exchange about preferences. Use at least one topic word from the lesson (portrait, landscape, composer, performance, instrument or exhibition) and give a reason for your preference.
Practise your exchange aloud with a family member or a friend. Ask them to reply to your reason, then thank them and respond with 'You are welcome.'
Review the six topic words and their meanings. Make a small flashcard for each word with a picture or a short example sentence.
Complete the online exercises on the NeoEdu lesson page: neoedu.vn/learn/7/english/unit-4-getting-started, then prepare to share one mistake you corrected in class.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.