Tiếng AnhLớp 7Unit 4. Music and arts

Giáo án Looking Back

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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 and different from to express difference;
- use the equality pattern as + adjective + as and the lower-degree pattern not as + adjective + as, keeping the adjective in its base form;
- recall and use the topic words performance, instrument, exhibition and portrait;
- pronounce the voiceless /ʃ/ in show and the voiced /ʒ/ in vision correctly;
- make polite requests with please.

2. Competences

a) General competences

Self-control and independent learning: Ss review the unit’s language on their own, check their answers against the key, and correct their own mistakes in the repair exercises.
Communication and collaboration: Ss work in pairs and groups to compare preferences, give reasons, and invite their partners’ views politely.
Problem-solving and creativity: Ss identify and repair incorrect sentences, rebuild target sentences, and explain a language mistake they can now avoid.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the /ʃ/ and /ʒ/ contrast, say a preference with a reason, and write one corrected sentence about the unit’s language.
Language knowledge (pronunciation, vocabulary, grammar): Ss use comparisons (like, different from, as…as, not as…as), recall the topic words, distinguish /ʃ/ from /ʒ/, and use please in polite requests.

3. Personal qualities

Diligence: Ss complete all review exercises on time and check every answer against the key before moving on.
Responsibility: Ss take responsibility for their own errors by stating the mistake, correcting it, and explaining the rule.
Honesty: Ss give their real preferences and compare features using evidence rather than unsupported opinions.
Kindness: Ss listen respectfully to their partners’ different preferences and encourage them when they make mistakes.

II. Teaching aids and materials

1. Teacher

Projector or interactive board, slides with the Looking Back content and exercises
Lesson plan, answer key, timer
NeoEdu lesson page for Unit 4 Looking Back (neoedu.vn/learn/7/english/unit-4-looking-back): lesson explanation, examples and interactive exercises
Sound recording or teacher model of /ʃ/ and /ʒ/
Worksheets 1 and 2 (printed or projected), cards with pictures of a painting, a landscape, a guitar and a drum

2. Students

Student’s book English 7 (Global Success), Unit 4
Notebook, pen, pencil
Mini whiteboard and marker (optional)
Worksheets 1 and 2

III. Procedures

Activity 1: Warm-up · 7 minutes

Music and Arts Quick Quiz

a) Aims

Ss recall the topic of Unit 4 (music and arts) and activate the comparison structures they have learned.

b) Content

Ss look at four pictures (a painting, a landscape, a guitar, a drum) and answer quick questions in pairs:

What is the difference between a portrait and a landscape?
Does this drum sound like thunder?
Is this guitar as old as that one?
T then asks: “Which is more interesting to you, music or painting? Why?”

c) Expected outcomes

Ss give short oral answers, for example:

“A portrait is different from a landscape. A portrait shows a person; a landscape shows scenery.”
“Yes, this drum sounds like thunder.”
“I think music is more interesting because I can play the guitar with my friends.”
Ss are ready to review comparisons and topic words.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows four pictures on the screen and says: “Today we review Unit 4. Look at the pictures and answer the quick questions with your partner.”
Students
Ss look at the pictures and listen to the instructions.
Teacher
Step 2: Task performance
T gives 2 minutes for pair work and walks around to help weak pairs.
Students
Ss work in pairs, answering the questions and comparing the pictures.
Teacher
Step 3: Report and discussion
T calls on 3 pairs to share their answers and asks the class to repeat the key sentences after them.
Students
Pairs report orally. Expected answers: “A portrait is different from a landscape.” “Yes, it sounds like thunder.” “Yes, it is as old as that one.”
Teacher
Step 4: Conclusion and assessment
T writes the unit title on the board and says: “Today we will review comparisons, topic words and the sounds /ʃ/ and /ʒ/.”
Students
Ss note the lesson focus in their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Reviewing Comparisons

a) Aims

Ss review the uses of like, different from, as + adjective + as, and not as + adjective + as, and understand why the adjective stays in its base form.

b) Content

T presents the key structures on the slide and asks Ss to work in groups of four with a poster:

Group task: Each group writes two examples for each pattern: like + noun; different from; as + adjective + as; not as + adjective + as.
Guiding question 1: “Does like show similarity or difference?”
Guiding question 2: “Which word do we use after as…as: a comparative or the base adjective?”
Guiding question 3: “When we compare two things, what should we use to support our opinion?”

c) Expected outcomes

Key knowledge written on the group posters:

like + noun = similar. Example: “This drum sounds like thunder.”
different from = difference. Example: “A portrait is different from a landscape.”
as + adjective + as = equality. Example: “This painting is as colourful as that one.”
not as + adjective + as = lower degree. Example: “The second song is not as loud as the first.”
Keep the adjective in its base form: “as interesting as”, NOT “as more interesting as”.
Compare the same feature and use evidence rather than personal preference as fact.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the four patterns and says: “Work in groups of four. Make a poster with two examples for each pattern, then answer the three guiding questions.”
Students
Ss form groups, read the instructions and get poster paper and markers.
Teacher
Step 2: Task performance
T monitors the groups and checks that examples use the correct form. T reminds: “Check the adjective: is it in the base form?”
Students
Groups write their examples. Typical example: “This guitar sounds like a bell.” “The first song is not as loud as the second.”
Teacher
Step 3: Report and discussion
T uses the jigsaw-style gallery walk: each group presents one pattern to the class and the other groups give feedback.
Students
Groups present. Expected answers to the guiding questions: “Like shows similarity.” “We use the base adjective after as…as.” “We should compare the same feature and use evidence.”
Teacher
Step 4: Conclusion and assessment
T confirms the key points and writes on the board: “as interesting as” – correct; “as more interesting as” – incorrect. T says: “Different preferences are not errors; compare the same feature and give evidence.”
Students
Ss copy the key points into their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Recalling Topic Words

a) Aims

Ss recall and use the less familiar topic words performance, instrument, exhibition and portrait in context.

b) Content

T shows word cards with pictures and the words: performance, instrument, exhibition, portrait.
Ss do a word-matching task in pairs (Worksheet 1, Part A).
T asks: “Which word is about a show on stage? Which word is about a painting of a person?”

c) Expected outcomes

Ss recall the meanings:

performance (buổi biểu diễn): a show on stage
instrument (nhạc cụ): a tool for making music, such as a guitar or a drum
exhibition (triển lãm): a show of paintings or artworks
portrait (tranh chân dung): a painting of a person
Ss can make one sentence with each word, for example: “We went to a music performance last Sunday.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 (Part A) and says: “Match each word with the correct picture or meaning. You have three minutes.”
Students
Ss read the task and look at the word list.
Teacher
Step 2: Task performance
T walks around and gives hints if pairs are stuck, for example: “Think about where people see paintings.”
Students
Pairs match the words and discuss their choices.
Teacher
Step 3: Report and discussion
T asks several pairs to read out their answers and checks pronunciation of each word.
Students
Pairs report: “Performance is a show on stage.” “Instrument is a tool for music.” “Exhibition is a show of artworks.” “Portrait is a painting of a person.”
Teacher
Step 4: Conclusion and assessment
T summarises the four words and writes them with their meanings on the board.
Students
Ss write the words and meanings in their notebooks and record one example sentence for each.

Activity 2.3: Knowledge formation · 13 minutes

Sounds /ʃ/ and /ʒ/ and Polite Requests

a) Aims

Ss distinguish and pronounce /ʃ/ and /ʒ/, and use please to make requests polite.

b) Content

T models the words show and vision. Ss listen, repeat and check their mouth position in front of a mirror.
Guiding questions:

“Is /ʃ/ voiced or voiceless?”
“Is /ʒ/ voiced or voiceless?”
“Do we add /d/ before /ʒ/ in vision?”
T then models the polite request: “Could you say that again, please?”

c) Expected outcomes

Ss can state:

/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.
Do not add /d/ before /ʒ/: vision is not pronounced like jam.
Please makes the request polite: “Could you say that again, please?”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: “Listen to the two sounds. Repeat after me and then answer the three questions.”
Students
Ss listen carefully and get ready to repeat.
Teacher
Step 2: Task performance
T plays the recording or models the words show, measure, vision. T asks Ss to say show, then measure, and feel the air flow.
Students
Ss repeat in chorus and then individually. They touch their throats to feel the voicing difference.
Teacher
Step 3: Report and discussion
T calls on individual Ss to read the words and asks the class to say whether each word has /ʃ/ or /ʒ/.
Students
Ss answer: “Show has /ʃ/, vision has /ʒ/.” “/ʃ/ is voiceless, /ʒ/ is voiced.”
Teacher
Step 4: Conclusion and assessment
T corrects the sounds and writes on the board: “show /ʃ/ – vision /ʒ/ (no /d/).” T adds: “Use please to make requests polite.”
Students
Ss write the key sounds and the polite request in their notebooks.

Activity 3.1: Practice · 12 minutes

Repairing Sentences

a) Aims

Ss identify and correct errors in comparison sentences and choose the right word in the repair exercises.

b) Content

Ss work in pairs to complete Worksheet 1 (Part B), Exercises 1–4:

This guitar is as old than that one.
A portrait is different as a landscape.
Her voice sounds as a bell.
Choose the correct comparison.
T asks: “Why is the first option correct? What is wrong with the others?”

c) Expected outcomes

Answer key:

Exercise 1: A. This guitar is as old as that one. (The equality pattern is as + adjective + as.)
Exercise 2: D. A portrait is different from a landscape. (Use different from.)
Exercise 3: C. Her voice sounds like a bell. (Like + noun expresses similarity.)
Exercise 4: A. The second song is not as loud as the first. (Use the base adjective loud in not as…as.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: “Work in pairs. Repair the sentences in Exercises 1–4 and explain each choice.”
Students
Ss read the sentences and the answer options.
Teacher
Step 2: Task performance
T monitors and asks guiding questions, for example: “Is old in its base form?” “Which preposition follows different?”
Students
Pairs discuss and choose the correct answers.
Teacher
Step 3: Report and discussion
T asks each pair to report one answer and explain the grammar.
Students
Pairs report: “A, because as…as needs the base adjective.” “D, because different from is the correct pattern.” “C, because like + noun shows similarity.” “A, because not as loud as is correct.”
Teacher
Step 4: Conclusion and assessment
T confirms the correct answers and reminds Ss of the pattern as + adjective + as.
Students
Ss correct their worksheets and write the correct sentences.

Activity 3.2: Practice · 13 minutes

Choosing and Rebuilding Sentences

a) Aims

Ss apply vocabulary, polite requests, sentence rebuilding and sound recognition in short exercises.

b) Content

Ss complete Worksheet 2 in pairs:
5. Recall the less familiar topic words: performance, instrument, exhibition.
6. Choose the correct meaning of “portrait”: A. tranh chân dung; B. tranh phong cảnh; C. buổi biểu diễn; D. triển lãm.
7. Choose from please / yesterday / loudly to complete a polite request: Could you say that again, ___?
8. Rebuild the target sentence: This painting – is – as colourful as – that one.
9. Which target label fits “show”? A. /ʃ/; B. /ʒ/; C. /tʃ/.

c) Expected outcomes

Answer key:

Exercise 5: performance = buổi biểu diễn; instrument = nhạc cụ; exhibition = triển lãm.
Exercise 6: A. tranh chân dung.
Exercise 7: please (Please makes the request polite.)
Exercise 8: This painting is as colourful as that one.
Exercise 9: A. /ʃ/ (Show begins with voiceless /ʃ/.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: “Complete Exercises 5–9 in Worksheet 2. You have five minutes.”
Students
Ss read the exercises and prepare pens.
Teacher
Step 2: Task performance
T circulates and checks answers quietly. T prompts weaker pairs: “Look at the word order: subject – verb – complement.”
Students
Pairs complete the exercises and discuss difficult items.
Teacher
Step 3: Report and discussion
T calls on different pairs for different exercises and asks the class to agree or disagree.
Students
Pairs report answers. Expected: “Performance, instrument, exhibition.” “A.” “Please.” “This painting is as colourful as that one.” “A, /ʃ/.”
Teacher
Step 4: Conclusion and assessment
T reveals the answer key on the screen and explains any remaining mistakes.
Students
Ss check and correct their answers.

Activity 4: Application · 10 minutes

Sharing My Preference

a) Aims

Ss use the unit’s language to say a preference with a reason, invite a partner’s view, and respect different opinions.

b) Content

Ss work in pairs. Each S chooses a music or art topic (for example, a guitar, a drum, a painting, a live performance or an exhibition) and answers:

“Which do you prefer, the guitar or the drum? Why?”
“Is this painting as colourful as that one?”
Then Ss ask: “What about you? Do you agree?”
Homework task: Write three sentences comparing two things you like, using as…as and not as…as.

c) Expected outcomes

Ss produce short dialogues, for example:
A: “I prefer the guitar because it sounds warmer.”
B: “I think the drum is more exciting. What about you?”
A: “I agree that the drum is exciting, but I still like the guitar more.”
Homework product: three sentences, such as “This painting is as colourful as that one.” “The second song is not as loud as the first.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models the dialogue with a student and says: “Tell your partner your preference, give a reason, then invite their view.”
Students
Ss listen to the model and note the useful phrases.
Teacher
Step 2: Task performance
T monitors and encourages Ss to use as…as and different from. T reminds: “A different preference is not an error.”
Students
Pairs take turns speaking and listening, then switch roles.
Teacher
Step 3: Report and discussion
T invites 3 pairs to perform their dialogues in front of the class.
Students
Pairs perform. Expected sample: “I prefer the drum because it sounds like thunder. What about you?”
Teacher
Step 4: Conclusion and assessment
T praises accurate use of structures and gives one correction if needed. T reminds Ss to compare the same feature and use evidence.
Students
Ss note the corrections and agree to complete the homework.

Worksheets

Worksheet 1: Comparisons and Topic Words

Part A. Match each word with its meaning.

performance
instrument
exhibition
portrait
Meanings: a painting of a person; a show on stage; a show of artworks; a tool for making music

Part B. Repair the sentence or choose the correct answer.

This guitar is as old than that one.
A. This guitar is as old as that one. B. This guitar is as old than that one. C. This guitar is as old from that one. D. This guitar is as old like that one.
A portrait is different as a landscape.
A. A portrait is different as a landscape. B. A portrait is different with a landscape. C. A portrait is different for a landscape. D. A portrait is different from a landscape.
Her voice sounds as a bell.
A. Her voice sounds from a bell. B. Her voice sounds than a bell. C. Her voice sounds like a bell. D. Her voice sounds as a bell.
Choose the correct comparison.
A. The second song is not as loud as the first. B. The second song is not as louder as the first. C. The second song is not loud from the first. D. The second song is not as loud than the first.

Worksheet 2: Vocabulary, Requests and Sounds

Exercise 5. Recall the meaning of the topic words:

performance – ___
instrument – ___
exhibition – ___
(Choose from: a tool for making music; a show of artworks; a show on stage)

Exercise 6. Choose the correct meaning of “portrait”.

A. tranh chân dung
B. tranh phong cảnh
C. buổi biểu diễn
D. triển lãm

Exercise 7. Choose from please / yesterday / loudly to complete the polite request.

Could you say that again, ___?

Exercise 8. Rebuild the target sentence.

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

Exercise 9. Which target label fits “show”?

A. /ʃ/
B. /ʒ/
C. /tʃ/

Homework

Write three sentences comparing two things you like, using as + adjective + as and not as + adjective + as. Keep the adjective in its base form.
Example: “This painting is as colourful as that one.” “The second song is not as loud as the first.”
Practise the sounds /ʃ/ and /ʒ/ with the words show, measure, vision and say each word aloud three times. Do not add /d/ before /ʒ/.
Review the four topic words: performance, instrument, exhibition, portrait. Write one example sentence for each word.
Explore the Unit 4 lesson page on NeoEdu (neoedu.vn/learn/7/english/unit-4-looking-back) and complete the interactive exercises before the next lesson.

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