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

Giáo án Skills 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:
    • identify the main idea and specific details (speaker, activity, place, day, time, reason) in a short talk about street painting.
    • use the vocabulary: portrait, landscape, composer, performance, instrument, exhibition.
    • use the patterns like + noun (for similarity) and as + adjective + as (for equality) to compare.
    • plan and write a 60–80-word informal invitation to a school music show, including the event, place, day, time and a request for a reply.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the topic before listening, take short notes on their own, and check their answers against the audio evidence.
  • Communication and collaboration: Ss work in pairs to compare their notes, explain their choices with a specific detail, and give peer feedback on invitations.
  • Problem-solving and creativity: Ss choose a suitable event and details for their own invitation and use the comparison patterns accurately to express ideas.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for main ideas and details, explain a choice with evidence, and write an informal invitation with a request for a reply.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use six topic words and the patterns like + noun and as + adjective + as with the adjective in its base form.

3. Personal qualities

  • Diligence: Ss listen to the recording twice, complete their notes carefully and revise their invitation until it meets all the requirements.
  • Responsibility: Ss finish their written invitation on time and check their own work against the criteria before handing it in.
  • Honesty: Ss base their answers on what they actually hear in the recording and do not guess or invent details.
  • Kindness: Ss give constructive, polite feedback to a partner and respect different preferences when discussing music and art.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, speakers
  • Audio recording of the Skills 2 listening talk (about Khoa and street painting), played without showing the transcript
  • Vocabulary cards: portrait, landscape, composer, performance, instrument, exhibition
  • Worksheet 1 (Listening notes) and Worksheet 2 (Invitation planner), printed for each pair
  • Model invitation from Khoa written on the board or slide
  • NeoEdu online lesson page: neoedu.vn/learn/7/english/unit-4-skills-2 (interactive listening and writing exercises)

2. Students

  • Textbook Tiếng Anh 7 (Global Success), Unit 4, Skills 2
  • Notebook, pen, pencil, eraser
  • Headphones or earphones (if available) for individual listening
  • A small sheet of paper for drafting the invitation

III. Procedures

Activity 1: Warm-up · 5 minutes

Word web: Music and arts

a) Aims

Ss activate prior knowledge of the topic Music and arts and recall related words before the lesson.

b) Content

Ss work in pairs. T writes the title 'Music and arts' in the centre of the board. Ss brainstorm words they know about music and arts (for example: painting, guitar, drum, choir, show) and connect them in a word web. T asks: 'What kinds of art can you see in your city or school?'

c) Expected outcomes

A word web with at least eight related words, for example: painting, drawing, guitar, drum, choir, folk songs, concert, art club. Ss state one fact: 'In our school, the art club paints murals on the wall.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the title Music and arts and asks: 'What comes to your mind when you hear this title?' T gives the instruction for a 2-minute pair brainstorm.

    Students

    Ss listen to the instruction and get ready with their notebooks.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and helps with vocabulary they need but do not know in English.

    Students

    Ss work in pairs, write words around the title and draw lines to link related ideas. Expected answers: painting, guitar, drum, choir, concert, folk songs, instrument.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to read their word webs aloud. T asks: 'Which art form do you like best? Why?'

    Students

    Pairs read their words. Expected answer: 'I like guitar best because it sounds warm and I can play it at parties.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the words given and says: 'Today we will talk about street painting, a kind of art in public places. Let us find out more.' T writes the lesson title on the board.

    Students

    Ss copy the lesson title into their notebooks and get ready for the new lesson.

Activity 2.1: Knowledge formation · 8 minutes

Vocabulary and comparison patterns

a) Aims

Ss know the meaning and use of six topic words and can use like + noun and as + adjective + as to compare.

b) Content

T presents the six words: portrait (tranh chân dung), landscape (tranh phong cảnh), composer (nhạc sĩ sáng tác), performance (buổi biểu diễn), instrument (nhạc cụ), exhibition (triển lãm). T asks: 'Which word means a painting of a person's face?' (portrait). Then T presents the comparison patterns: 'This drum sounds like thunder.' (like + noun = similar) and 'This guitar is as old as that one.' (as + adjective + as = equal). T asks: 'Do we use as more old as?' (No, we keep the base form: as old as.)

c) Expected outcomes

Ss copy the six words with meanings. Ss complete: 'This guitar is as old as that one.' (answer: as). Ss write one sentence: 'This drum sounds like thunder.' or another sentence with like + noun.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the vocabulary cards one by one and asks Ss to repeat. T says: 'Look at the example: This guitar is as old ___ that one. What is the missing word?'

    Students

    Ss look at the cards, repeat the words and think about the missing word.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete the gap individually, then check with a partner. T walks around and checks the copy of the words.

    Students

    Ss write the words and meanings in their notebooks and complete the gap with 'as'. Expected answer: 'This guitar is as old as that one.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read their sentences. T asks: 'Why do we use like here, not as?' Expected answer: 'Because the drum sounds similar to thunder; like is for similarity.'

    Students

    Ss read their sentences aloud and explain the difference between like and as...as.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'like + noun = similar; as + adjective + as = equal; keep the adjective in its base form, for example as interesting as, not as more interesting as.' T writes the two patterns on the board.

    Students

    Ss write the two patterns in their notebooks and repeat them after T.

Activity 2.2: Knowledge formation · 9 minutes

Listening strategy: from prediction to details

a) Aims

Ss predict the topic from the title Music and arts, listen for the main idea and specific details, and take short notes.

b) Content

T introduces the strategy: predict the topic from Music and arts, not from written answers; listen first for the activity and reason; listen again for names, times and places; take short notes. T asks: 'Is the talk about a shopping list, a swimming test or street painting?' Ss use Worksheet 1 (Listening notes) to write notes. T plays the audio once, then once more, and asks Ss to note the details.

c) Expected outcomes

Completed Worksheet 1. Expected notes: Speaker: Khoa. Activity: describes street painting. Place: at the art club. Time: on Friday afternoon. Reason: he wants classmates to understand this public art form.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 1 to each pair and asks: 'Before you listen, what do you expect to hear? Predict from the topic Music and arts.' T explains that Ss will listen two times.

    Students

    Ss read the questions on Worksheet 1 and predict the topic. Possible prediction: 'The talk is about an art activity.'

  2. Teacher

    Step 2: Task performance

    T plays the audio the first time. Ss listen for the activity and the reason. T plays it again and pauses where needed for note-taking.

    Students

    Ss listen, take short notes and write names, places and times. They compare their notes with a partner before T's feedback.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Who is the main person? What is the main activity? Where and when does it happen? Why does Khoa do this?' T asks a pair to read their notes aloud.

    Students

    Expected answers: Khoa; describes street painting; at the art club; on Friday afternoon; he wants classmates to understand this public art form.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss: 'Predict the topic first, then listen for details, and check each detail with the audio.' T asks Ss to underline the strategy steps in their notebooks.

    Students

    Ss check their notes, correct any mistakes and write the strategy steps in their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

From notes to writing: the invitation model

a) Aims

Ss identify the parts of an informal invitation and plan who, what, where, when and a useful detail.

b) Content

Ss read Khoa's model invitation silently (Hi An, Would you like to come to our school music show on Friday? ... Best, Khoa). T asks Ss to underline the event, place, day, time and request for a reply. T shows that the model also includes a useful detail (Our choir will sing first...) and a suggestion (We can meet outside the library...). Ss complete Worksheet 2 (Invitation planner).

c) Expected outcomes

Completed Worksheet 2. Expected answers: Event: school music show. Day: Friday. Time: four in the afternoon. Place: school hall. Useful detail: choir sings first, guitar group performs after, folk songs. Request for a reply: 'Please tell me whether you can come so I can save you a seat.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the model invitation on the board and gives Worksheet 2. T asks: 'What information does an invitation need?'

    Students

    Ss read the model and answer the question. Expected answer: 'The event, the place, the day, the time and a request for a reply.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to underline the parts of the model in pairs and complete the planner. T walks around and checks.

    Students

    Ss underline the key information and fill in Worksheet 2 with details from the model.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why does Khoa say I think you will enjoy the folk songs?' Expected answer: 'It gives a personal opinion and a reason to come.' T asks one pair to share the planner.

    Students

    Pairs share their planner. Expected answer: 'He says it to make the friend interested, and it is a personal opinion, not a fact.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'An informal invitation has a greeting, the event, the place, the day, the time, a useful detail and a request for a reply. Your opinion is personal, so say I think.'

    Students

    Ss note the structure of an informal invitation in their notebooks.

Activity 3.1: Practice · 5 minutes

Listen and choose the correct answer

a) Aims

Ss apply the listening strategy to choose the correct answers and judge statements about the talk.

b) Content

Ss listen to the audio again and do the exercises: 1. Who is the main person? A. Mai; B. Khoa; C. Thao; D. Alex. 2. What is the main activity? A. describes street painting; B. makes a shopping list; C. takes a swimming test; D. repairs a school bus. 3. Where does the activity take place? A. at the art club; B. in the classroom; C. at the school library; D. at the community hall. 4. When does it take place? A. on Friday afternoon; B. on Monday morning; C. on Tuesday afternoon; D. on Friday evening. 5. Why does the person do this? A. he wants classmates to understand this public art form; B. to prepare for a school competition; C. to earn money for a class trip; D. to spend time with a visiting cousin. 6. Listen and judge the information: a) The main person is Khoa. b) The activity happens at an airport. c) The stated reason is that he wants classmates to understand this public art form.

c) Expected outcomes

Answers: 1B (Khoa); 2A (describes street painting); 3A (at the art club); 4A (on Friday afternoon); 5A (he wants classmates to understand this public art form). Item 6: a) True; b) False (the activity is not at an airport); c) True.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the instruction for exercises 1–6 and reminds Ss to use the listening strategy: predict, listen for the main idea, then check details.

    Students

    Ss read the options and the statements quickly before listening.

  2. Teacher

    Step 2: Task performance

    T plays the audio. Ss write their answers individually. T plays the audio a second time if needed.

    Students

    Ss listen and choose the answers. Ss mark T (true) or F (false) for item 6.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers and asks them to point to the evidence: 'Where did you hear that?'

    Students

    Ss give their answers and the evidence. Expected answer for item 6b: 'The talk says the activity is at the art club, not at an airport.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and reminds Ss that a correct keyword in the options is not enough; they must check the whole context.

    Students

    Ss correct their answers and note the key evidence.

Activity 3.2: Practice · 4 minutes

A careful choice: pair talk

a) Aims

Ss explain one careful choice made by Khoa, using a specific detail from the recording.

b) Content

T asks Ss to listen once more and answer in pairs: 'Explain one careful choice made by Khoa, using a specific detail.' T gives a model: 'Khoa draws in a permitted space, so people can still walk safely.' Ss must explain an actual choice from the recording, not an invented event.

c) Expected outcomes

A short spoken explanation (2–3 sentences). Expected content: Khoa describes an artist drawing a large flower on a permitted pavement space. People stop to watch, but they keep a clear walking route. Rain may wash a chalk drawing away, so the artist works in a suitable place. Khoa does not suggest drawing on a road or someone else's property.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the question on the board and gives a model answer. T reminds Ss to give a specific detail and a reason.

    Students

    Ss read the question and the model answer.

  2. Teacher

    Step 2: Task performance

    T plays the audio once more. Ss discuss in pairs and prepare their answers. T monitors and helps with sentence structure.

    Students

    Pairs listen, discuss and prepare a 2–3 sentence explanation.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to present their answers. T asks the class: 'Is the detail from the talk?'

    Students

    Pairs present. Expected answer: 'Khoa likes the artist's flower on a permitted pavement space because people can still walk along a clear route.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate details and reminds Ss: 'Use evidence from the text, and do not treat your preference as a fact.'

    Students

    Ss note the strategy: use evidence, not guesses.

Activity 4: Application · 8 minutes

Write an invitation to a school music show

a) Aims

Ss write a 60–80-word informal invitation to a school music show using the event, place, day, time and a request for a reply.

b) Content

Ss use Worksheet 2 (Invitation planner) and Khoa's model to write an invitation to a friend. The invitation must have 60–80 words and include: the event (school music show), the place, the day, the time, a useful detail, a request for a reply. Ss must use at least one structure: like + noun or as + adjective + as (adjective in base form). Criteria for the peer check: task and content (4 points), relevant organisation (2 points), grammar and vocabulary (3 points), spelling and punctuation (1 point). The model is one possible answer, not an automatic key.

c) Expected outcomes

A 60–80-word informal invitation with: greeting; event (school music show); place (school hall or another place); day; time; a useful detail; a request for a reply; a closing. Example of a correct structure: 'Would you like to come to our school music show on Friday? It starts at four in the afternoon...'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the writing task and shows the criteria on the board. T says: 'You have 8 minutes to write in class. Then you will exchange your work with a partner.'

    Students

    Ss read the task and the criteria, and plan their ideas using Worksheet 2.

  2. Teacher

    Step 2: Task performance

    T monitors the class, checks the word count and helps Ss with the use of as + adjective + as and like + noun.

    Students

    Ss write their invitations individually, then count the words and check their grammar.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to swap papers with a partner. Partners check the content, the word count and the request for a reply. T asks 2 Ss to read one sentence aloud.

    Students

    Ss give peer feedback: 'Your invitation has the day and the time. Can you add a request for a reply?'

  4. Teacher

    Step 4: Conclusion and assessment

    T reviews the common mistakes (for example as more interesting as, missing request for a reply) and sets the homework to finish and revise the invitation.

    Students

    Ss note the mistakes they need to correct and keep their invitation for homework.

Worksheets

Worksheet 1: Listening notes

Listen to the talk. Predict the topic first, then take short notes.

  • Prediction (topic from Music and arts): ______
  • Speaker (name): ______
  • Main activity: ______
  • Place: ______
  • Day and time: ______
  • Reason the speaker gives: ______
  • Spoken detail that supports your choice: ______
  • Question: Is there anything you could not hear clearly? Listen again and write it here: ______

Worksheet 2: Invitation planner

Plan your informal invitation to a school music show.

  • To (friend's name): ______
  • From: ______
  • Event: ______
  • Place: ______
  • Day: ______
  • Time: ______
  • A useful detail (what will happen, who will perform): ______
  • A comparison (use like + noun or as + adjective + as, adjective in base form): ______
  • Request for a reply (for example: Please tell me whether you can come): ______
  • Word count (60–80 words): ______

Homework

  • Finish your informal invitation to a school music show (60–80 words). Check that it includes the event, place, day, time and a request for a reply.
  • Write two more sentences using like + noun (for similarity) and as + adjective + as (for equality). Keep the adjective in its base form.
  • Learn the six words by heart: portrait, landscape, composer, performance, instrument, exhibition. Write one example sentence for each word.
  • Optional: Visit the NeoEdu page neoedu.vn/learn/7/english/unit-4-skills-2 and do the interactive listening and writing exercises to practise the lesson again.

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