Tiếng AnhLớp 7Unit 4. Music and arts

Giáo án Skills 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Use the six key words portrait, landscape, composer, performance, instrument and exhibition to talk about music and arts.
Identify the main message and supporting details of a text about Lan and water puppetry, pointing to the sentences that support each answer.
Use the pattern as + adjective + as to make equal comparisons, as in 'This guitar is as old as that one.'
Give a preference with a reason and separate what the text says from their own opinion.

2. Competences

a) General competences

Self-control and independent learning: Ss read the text first for the main message, then scan for details, and check their answers against the text without relying on guesses.
Communication and collaboration: Ss work in pairs and groups to compare answers, ask for each other's views and respond politely when they disagree.
Problem-solving and creativity: Ss choose a relevant detail from the reading and use it to explain their own opinion about art forms in a new way.

b) Specific competences

Communicative competence in English through reading and speaking: Ss scan the text for main ideas and supported details, then explain one relevant opinion with evidence from the text.
Language knowledge (vocabulary, grammar): Ss use the six key words correctly and complete the as + adjective + as pattern with accurate forms.

3. Personal qualities

Responsibility: Ss support every answer with a sentence from the text and do not invent events that the text does not mention.
Honesty: Ss clearly mark which statements come from the text and which come from their own opinion.
Diligence: Ss complete all reading and writing tasks within the time limit and revise their summary to meet the 35–50-word requirement.

II. Teaching aids and materials

1. Teacher

Textbook Global Success 7, Unit 4, Skills 1
Projector or interactive whiteboard with slides showing the key words, the reading text and the grammar example
NeoEdu online lesson page for reference and interactive exercises: neoedu.vn/learn/7/english/unit-4-skills-1
Worksheet 1 (copies or slides), timer, small pieces of paper for group answers

2. Students

Textbook, notebook, pencil, pen, eraser
Pencils or markers for group posters
A blank sheet of paper for the writing task

III. Procedures

Activity 1: Warm-up · 5 minutes

Music and arts around us

a) Aims

Ss activate prior knowledge of music and arts and get ready for the topic of the reading.

b) Content

T asks Ss to name kinds of art and music they know, such as painting, drawing, singing, playing an instrument or watching a puppet show. Ss then answer: 'Have you ever visited an art exhibition or a performance?'

c) Expected outcomes

A list of art forms on the board, for example: painting, music, puppetry, singing, and a few Ss' sentences such as 'I like music performances because they are exciting.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows a slide with the question 'What kinds of art do you know?' and asks Ss to think for 30 seconds before speaking.
Students
Ss look at the question and think silently about the art forms they know.
Teacher
Step 2: Task performance
T asks Ss to share in pairs for 1 minute, then writes the ideas on the board.
Students
Ss talk in pairs. Expected answers: 'I know painting and music.' / 'I have seen a puppet show.'
Teacher
Step 3: Report and discussion
T invites 3–4 Ss to report and asks follow-up questions such as 'Where did you see it?'
Students
Ss report briefly. Expected answer: 'I visited a school art exhibition last year.'
Teacher
Step 4: Conclusion and assessment
T writes the topic 'Music and arts' on the board and tells Ss they will read a text about a student who learns about a traditional art form.
Students
Ss copy the topic and predict what the text may be about.

Activity 2.1: Knowledge formation · 5 minutes

New words: music and arts

a) Aims

Ss know the meaning, pronunciation and use of six key words about music and arts.

b) Content

T presents the words: portrait (tranh chân dung), landscape (tranh phong cảnh), composer (nhạc sĩ sáng tác), performance (buổi biểu diễn), instrument (nhạc cụ), exhibition (triển lãm). Ss match each word with its meaning and make one sentence with each word.

c) Expected outcomes

Ss' matching answers: portrait – tranh chân dung; landscape – tranh phong cảnh; composer – nhạc sĩ sáng tác; performance – buổi biểu diễn; instrument – nhạc cụ; exhibition – triển lãm. Sample sentence: 'The school exhibition has many landscapes.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on a slide, reads each word aloud and asks Ss to repeat chorally and individually.
Students
Ss listen, repeat the words and pay attention to stress in multi-syllable words such as exhibition and performance.
Teacher
Step 2: Task performance
T asks Ss to match the words with the meanings in their textbook, then write one sentence with each word in pairs.
Students
Ss work in pairs. Expected sentence: 'A composer writes music.'
Teacher
Step 3: Report and discussion
T calls on pairs to read their sentences and corrects pronunciation and word forms.
Students
Pairs read their sentences. Expected answer: 'A portrait shows a person's face.'
Teacher
Step 4: Conclusion and assessment
T summarises the six words and their meanings and asks Ss to write them in their notebooks.
Students
Ss copy the words, meanings and sample sentences into their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Reading for the main message and details

a) Aims

Ss identify the main message and supporting details of a text about Lan and water puppetry, and point to the sentences that support their answers.

b) Content

Ss read the text 'Lan learns about water puppetry at the school art exhibition on Wednesday afternoons…' once for the main message, then scan for details. Ss complete Worksheet 1: main message, the place, the time, the reason, and the detail about the performance.

c) Expected outcomes

Main message: Lan learns about water puppetry, a traditional art form, at the school art exhibition. Details: at the school art exhibition; on Wednesday afternoons; because she wants to understand a traditional art form; a short film shows puppets moving over water; the performers control them while musicians help tell the story; Lan notices how movements and music work together. Ss write the supporting sentence for each answer.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and asks Ss to read the text quickly for the main message. Then T asks Ss to scan for details and find the sentence that supports each answer.
Students
Ss read the text silently for 1 minute and answer: 'What is the text about?'
Teacher
Step 2: Task performance
T monitors pairs and reminds Ss to underline the supporting sentence for each answer.
Students
Ss work in pairs. Expected answer: 'The text is about Lan learning about water puppetry.' Expected detail: 'She learns about it at the school art exhibition on Wednesday afternoons.'
Teacher
Step 3: Report and discussion
T asks pairs to read their answers and the supporting sentences aloud, then asks the class: 'Which sentence tells us the reason?'
Students
Ss report. Expected answer: 'She wants to understand a traditional art form.'
Teacher
Step 4: Conclusion and assessment
T confirms the main message and the key details, and reminds Ss to support each answer with the text rather than with a general belief.
Students
Ss correct their worksheets and write the supporting sentence beside each detail.

Activity 2.3: Knowledge formation · 5 minutes

Equal comparison with as...as

a) Aims

Ss understand and use the pattern as + adjective + as to make equal comparisons.

b) Content

T writes the example on the board: 'This guitar is as old ___ that one.' Ss find the missing word and state the pattern. T then asks Ss to make a sentence about two objects in the classroom using as + adjective + as.

c) Expected outcomes

Completed example: 'This guitar is as old as that one.' Pattern: as + adjective + as. Sample Ss sentence: 'My pencil is as long as my ruler.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the example sentence with a blank and asks Ss to fill in the missing word.
Students
Ss look at the sentence and think about the missing word.
Teacher
Step 2: Task performance
T asks Ss to work in pairs, find the pattern and make one sentence about two classroom objects.
Students
Ss work in pairs. Expected answer: 'The missing word is as.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their sentences and checks the form of the adjective.
Students
Pairs say their sentences. Expected answer: 'My bag is as heavy as your bag.'
Teacher
Step 4: Conclusion and assessment
T writes the pattern as + adjective + as on the board and reminds Ss that the adjective stays in its base form between the two as.
Students
Ss copy the pattern and the example into their notebooks.

Activity 3: Practice · 10 minutes

Checking comprehension and language

a) Aims

Ss practise choosing correct answers and judging statements about the text, and use the key words and the as...as pattern accurately.

b) Content

Ss answer questions 2–6 (multiple choice) and question 7 (judge the statements a, b, c) about the reading. Ss then complete the example sentence 'This guitar is as old ___ that one.' with the correct word.

c) Expected outcomes

Answers to questions 2–6: 2. A (Lan); 3. D (learns about water puppetry); 4. A (at the school art exhibition); 5. A (on Wednesday afternoons); 6. A (she wants to understand a traditional art form). Question 7: a) True; b) False; c) True. Grammar: 'This guitar is as old as that one.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the instructions for questions 2–7 and reminds Ss to find the supporting sentence before choosing an answer.
Students
Ss read the questions and options silently.
Teacher
Step 2: Task performance
T asks Ss to work individually for 4 minutes, then compare answers in pairs.
Students
Ss choose answers and check each one against the text. Expected answer for question 7b: 'False, because the text does not mention an airport.'
Teacher
Step 3: Report and discussion
T calls on individual Ss to give answers and the supporting sentence for each one.
Students
Ss report their answers. Expected answer: 'Question 6 is A because the text says she wants to understand a traditional art form.'
Teacher
Step 4: Conclusion and assessment
T gives the correct answers, explains any mistakes and asks Ss to correct them in their notebooks.
Students
Ss correct their answers and note any mistakes.

Activity 4: Application · 8 minutes

My view on music and arts

a) Aims

Ss give a preference with a reason, support it with one accurate detail from the text, and invite a partner's view.

b) Content

Ss answer in pairs: 'Which art form do you prefer, a performance or a painting? Why?' Each S uses one accurate detail from the reading, then separates the text's information from their own opinion. Ss then invite their partner to give a different view.

c) Expected outcomes

Sample answer: 'I prefer water puppetry. The text says the performers control the puppets while musicians help tell the story. In my opinion, music makes the performance more interesting. What about you?' Partner's answer: 'I prefer painting because I like calm pictures.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models a short answer with a preference, a reason and an invitation, and asks Ss to prepare their own answer for 1 minute.
Students
Ss listen to the model and prepare their answers.
Teacher
Step 2: Task performance
T asks Ss to speak in pairs and check that each S uses one detail from the text and one personal opinion.
Students
Ss speak in pairs. Expected answer: 'I prefer a performance because it has music and movement.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their answers and asks the class whether a different preference is acceptable.
Students
Pairs report. Expected answer: 'A different preference is not an error; we can respect each other's view.'
Teacher
Step 4: Conclusion and assessment
T reminds Ss to say a preference and a reason, then invite the other person's view, and gives feedback on language and content.
Students
Ss note the key language for giving preferences and invitations.

Worksheets

Worksheet 1

Read the text about Lan and water puppetry. Answer the questions and write the supporting sentence for each answer.

Question 1: What is the main message of the text?
Question 2: Where does Lan learn about water puppetry?
Question 3: When does the activity take place?
Question 4: Why does Lan do this?
Question 5: What do the performers and musicians do in the performance?
Question 6: Write one sentence from the text that supports your answer to question 4.
Question 7: Write T for true or F for false: a) The main person is Lan. b) The activity happens at an airport. c) The stated reason is that she wants to understand a traditional art form.

Homework

Write a short paragraph of 35–50 words about Lan. Include the main topic (Lan learns about water puppetry), the purpose (she wants to understand a traditional art form) and one important detail from the text (a short film shows puppets moving over water).
Prepare to say one art form you prefer, give a reason and invite a friend's view in the next lesson.
Review the six key words: portrait, landscape, composer, performance, instrument, exhibition. Make one sentence with each word.
Practise the pattern as + adjective + as by writing three sentences comparing two objects or people you know.
Visit the NeoEdu page neoedu.vn/learn/7/english/unit-4-skills-1 to review the lesson and do the interactive exercises.

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