NeoEdu
Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 6. A visit to a school

Giáo án A Closer Look 1

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: recognise and use six topic words about a visit to a school: laboratory, facility, entrance, gifted, lower secondary school, outdoor activity.
  • By the end of the lesson, Ss will be able to: pronounce and distinguish the sounds /tʃ/ and /dʒ/ in words such as chess, cheap, teach, gym and jeep.
  • By the end of the lesson, Ss will be able to: use the preposition 'at' with clock times, for example 'We meet at 8:15'.

2. Competences

a) General competences

  • Self-control and independent learning: Ss record new words in their notebooks, check their own answers against the key, and recall words with the cover-and-recall technique without teacher help.
  • Communication and collaboration: Ss work in pairs to quiz each other on meanings and sounds, and take part in a short role-play about showing a visitor around a school.
  • Problem-solving and creativity: Ss use the new words to create their own sentences and a short guided-tour dialogue about a school they know or would like to visit.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to the sounds and words, read the words aloud, say sentences about school places and write short sentences about a school visit.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss know the meanings and useful phrases of six topic words, can tell /tʃ/ (voiceless) from /dʒ/ (voiced), and use 'at' with clock times.

3. Personal qualities

  • Diligence: Ss complete all practice items and copy the vocabulary list carefully into their notebooks.
  • Responsibility: Ss take turns in pairs, check each other's pronunciation politely and finish their share of the guided-tour task on time.
  • Honesty: Ss check their answers honestly against the key and report the words they still cannot recall.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, lesson slides for Unit 6 A Closer Look 1
  • Audio recording for the listening item (facility)
  • Word cards with the six target words and their meanings (laboratory – phòng thí nghiệm; facility – cơ sở vật chất; entrance – lối vào; gifted – có năng khiếu; lower secondary school – trường THCS; outdoor activity – hoạt động ngoài trời)
  • Pictures of a school (laboratory, entrance, outdoor area) for the warm-up, shown on the projector
  • Worksheet No. 1 printed for each pair
  • NeoEdu lesson page: neoedu.vn/learn/7/english/unit-6-a-closer-look-1 (lecture, examples and interactive exercises)

2. Students

  • Student's book Tiếng Anh 7 (Global Success), Unit 6
  • Notebook, pen, pencil, eraser
  • Mini whiteboard and marker (optional, for quick answers)

III. Procedures

Activity 1: Warm-up · 5 minutes

Picture Chain: What Can You See at School?

a) Aims

  • Ss activate prior knowledge about school places and get ready for the topic of a visit to a school.
  • Ss use simple English to name places in a school.

b) Content

  • Ss look at three pictures on the projector (a science room, the school gate, a playground with students doing sports).
  • In turns, Ss name one place they see, for example: 'I can see the entrance.'
  • Guiding question: 'Where do students do experiments? Where do students go to play outside?'

c) Expected outcomes

  • A list of 3–5 school places named by Ss, for example: laboratory, entrance, outdoor area.
  • Ss' understanding that today's lesson is about a visit to a school.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three pictures and asks: 'What can you see in this school?' T explains the task: each student names one thing, then the next student repeats and adds one more.

    Students

    Ss listen to the instructions and look at the pictures carefully.

  2. Teacher

    Step 2: Task performance

    T walks around and gives hints in English when Ss are stuck, for example: 'Where do students do experiments?'

    Students

    Ss take turns in a chain. Expected answers: 'I can see the entrance.' 'I can see a laboratory.' 'Students are doing outdoor activities.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read out the whole chain and writes the key words on the board.

    Students

    Ss read the chain aloud and point to the matching picture.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says: 'Today we will learn new words about a visit to a school and practise two important sounds.' T writes the title of the lesson on the board.

    Students

    Ss copy the lesson title into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary: Words in Context

a) Aims

  • Ss learn the meanings and the use of six topic words through a useful phrase.
  • Ss recall the words by covering the English side and use them in a sentence about a school.

b) Content

  • T shows each word card, reads the word, gives its meaning and its useful phrase:
    • laboratory (phòng thí nghiệm): 'students work in the laboratory'
    • facility (cơ sở vật chất): 'a school with good facilities'
    • entrance (lối vào): 'the entrance of the school'
    • gifted (có năng khiếu): 'gifted students'
    • lower secondary school (trường THCS): 'a lower secondary school'
    • outdoor activity (hoạt động ngoài trời): 'outdoor activities'
  • Ss cover the English side of the card and recall the word from its meaning (Think–Pair–Share).
  • Ss write one complete sentence about their own school using at least two target words.
  • Watch out: 'At introduces a clock time.' Example: 'We meet at 8:15.'

c) Expected outcomes

  • Ss' notebooks with the six words, their Vietnamese meanings and useful phrases, for example: 'laboratory (phòng thí nghiệm) – students work in the laboratory.'
  • One sentence per student, for example: 'My school has a big laboratory and many outdoor activities.'
  • Key knowledge: 'At' introduces a clock time, as in 'We meet at 8:15.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the six words. Cover the English side of the cards and recall the word from its meaning. Then make one sentence about your school with two of the words.'

    Students

    Ss look at the word cards and listen carefully to the instructions.

  2. Teacher

    Step 2: Task performance

    T models the pronunciation of each word and its phrase; Ss repeat in chorus, then in pairs. T walks around and checks the cover-and-recall work.

    Students

    Ss repeat the words and phrases, cover the English side and recall each word in pairs. Ss write their sentences in notebooks. Expected sentence: 'Our school has a laboratory and many outdoor activities.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3–4 Ss to read their sentences aloud and asks: 'What does gifted mean?' 'Which word means lối vào?'

    Students

    Ss read their sentences aloud. Expected answers: 'Gifted means có năng khiếu.' 'Entrance means lối vào.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the six words and their phrases on the board and corrects pronunciation mistakes. T highlights the clock-time use: 'We use at with clock times, for example: We meet at 8:15.'

    Students

    Ss correct their notes and copy the key words and the example with 'at' into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation: The Sounds /tʃ/ and /dʒ/

a) Aims

  • Ss recognise and pronounce the sounds /tʃ/ (voiceless) and /dʒ/ (voiced).
  • Ss distinguish words that contain these sounds in pairs and in whole words.

b) Content

  • Target words: chess, gym, cheap, jeep, teach.
  • Key points: /tʃ/ in chess is voiceless; /dʒ/ in gym is voiced. Both start with a brief closure, then release into friction.
  • Compare the pair cheap (/tʃ/) and jeep (/dʒ/).
  • Say a whole word, not an extra vowel after the ending: teach ends /tʃ/.
  • Guiding question: 'Is the sound in gym voiced or voiceless?'

c) Expected outcomes

  • Ss can say chess /tʃ/, gym /dʒ/, cheap /tʃ/, jeep /dʒ/, teach /tʃ/ correctly.
  • Ss can explain the contrast: /tʃ/ is voiceless and /dʒ/ is voiced, and each starts with a brief closure followed by friction.
  • Ss give one more example, for example: 'chair /tʃ/ – job /dʒ/'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the target words in two columns (/tʃ/ and /dʒ/) on the board and says: 'Listen and repeat. Then tell me which column each word belongs to.'

    Students

    Ss look at the board and listen to the model.

  2. Teacher

    Step 2: Task performance

    T models each sound, using the mouth position and the difference between voiceless and voiced. Ss repeat in chorus, then in pairs: one says the word, the partner checks the sound.

    Students

    Ss repeat, then read the words to each other in pairs. Ss point to the correct column. Expected answer: chess and cheap and teach go to /tʃ/; gym and jeep go to /dʒ/.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to read the words aloud and to explain the contrast between cheap and jeep.

    Students

    Ss read the words aloud and explain: 'Cheap has /tʃ/, which is voiceless. Jeep has /dʒ/, which is voiced.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key rule: /tʃ/ is voiceless and /dʒ/ is voiced; both begin with a brief closure followed by friction; say the whole word and do not add an extra vowel at the end (teach ends /tʃ/). T praises the Ss who gave an extra example.

    Students

    Ss write the rule and the new examples into their notebooks.

Activity 3: Practice · 12 minutes

Exercises: Match, Choose and Listen

a) Aims

  • Ss apply the new vocabulary and pronunciation through matching, multiple-choice and listening items.
  • Ss check their answers and correct their own mistakes.

b) Content

  • Worksheet No. 1: Ss complete the matching and choice items individually, then compare answers in pairs.
  • Item 1: Match the words and meanings.
  • Item 2: Which word means 'trường THCS'? A. lower secondary school; B. laboratory; C. entrance; D. outdoor activity.
  • Item 3: Complete the word from its meaning 'hoạt động ngoài trời': ____ (outdoor activity).
  • Item 4: Listen to the word. Which word did you hear? A. laboratory; B. gifted; C. lower secondary school; D. facility.
  • Item 5: For 'gym', choose the target sound: A. /dʒ/; B. /tʃ/; C. /ʒ/.
  • Item 6: Select the correctly matched meanings: A. laboratory – phòng thí nghiệm; B. facility – lối vào; C. entrance – lối vào; D. gifted – trường THCS.

c) Expected outcomes

  • Key answers:
    • 1: laboratory – phòng thí nghiệm; facility – cơ sở vật chất; entrance – lối vào; gifted – có năng khiếu.
    • 2: A (lower secondary school = trường THCS).
    • 3: outdoor activity.
    • 4: D (facility).
    • 5: A (/dʒ/).
    • 6: A and C (laboratory – phòng thí nghiệm; entrance – lối vào).
  • Ss' completed Worksheet No. 1 with corrected answers.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and says: 'You have 5 minutes to do items 1 to 3 and 5 to 6 on your own. Then listen to the recording for item 4 and check with your partner.'

    Students

    Ss read the instructions and the items on the worksheet.

  2. Teacher

    Step 2: Task performance

    T plays the audio recording once or twice for item 4 and monitors the individual work.

    Students

    Ss complete the items individually and listen to the recording. Ss compare answers with a partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give the answers for each item and asks the class to agree or disagree.

    Students

    Ss give answers, for example: 'Item 2 is A.' 'Item 4 is D, facility.' 'Item 6 is A and C.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the key on the projector, explains any mistakes, and reminds Ss of the difference between the meanings of entrance and facility.

    Students

    Ss check their answers, correct their mistakes in a different colour pen and ask questions if needed.

Activity 4: Application · 8 minutes

Guided Tour: Showing a Visitor Around Our School

a) Aims

  • Ss use the new words and the structure 'at + clock time' in a real-life situation.
  • Ss speak English fluently and clearly in a short role-play.

b) Content

  • Pairs role-play: Student A is a guide who shows a visitor around a lower secondary school. Student B is the visitor.
  • The guide must mention at least four target words: entrance, laboratory, facility, outdoor activity.
  • The visitor asks one question using 'at', for example: 'What time do the students meet at the entrance?' The guide answers: 'We meet at 7:30.'
  • Homework option: Ss write five sentences about a school visit.

c) Expected outcomes

  • A short dialogue of 6–8 lines per pair, using at least four target words and one 'at + clock time' expression.
  • Example: Guide: 'Welcome to our school. This is the entrance.' Visitor: 'What time do the students meet at the entrance?' Guide: 'We meet at 7:15. Let's visit the laboratory.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models a short example with a volunteer pair and explains the role-play task: 'Guide and visitor, use at least four target words and one time expression with at.'

    Students

    Ss listen to the model and note the target words they must use.

  2. Teacher

    Step 2: Task performance

    T gives Ss 3 minutes to prepare, then moves around to help with vocabulary and pronunciation.

    Students

    Ss write their dialogue quickly and practise it aloud in pairs. Expected example line: 'This is our laboratory. We have many facilities here.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to perform in front of the class. The rest of the class listens and notes one correct use of a target word.

    Students

    Ss perform their role-plays. Listening Ss give a short comment, for example: 'Your use of outdoor activity was correct.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the performances, corrects key errors, and reviews the six words and the use of 'at' with clock times. T announces the homework.

    Students

    Ss listen to the feedback and write down the homework task.

Worksheets

Worksheet No. 1

Part A. Match the words with their meanings.

    1. laboratory a. cơ sở vật chất
    1. facility b. lối vào
    1. entrance c. có năng khiếu
    1. gifted d. phòng thí nghiệm

Part B. Choose the correct answer.

    1. Which word means 'trường THCS'?
      A. lower secondary school B. laboratory C. entrance D. outdoor activity
    1. Listen to the word. Which word did you hear?
      A. laboratory B. gifted C. lower secondary school D. facility

Part C. Complete the word from its meaning.

  • 'hoạt động ngoài trời': ________________

Part D. For the word 'gym', choose the target sound.
A. /dʒ/ B. /tʃ/ C. /ʒ/

Part E. Select the correctly matched meanings (choose two).
A. laboratory – phòng thí nghiệm B. facility – lối vào C. entrance – lối vào D. gifted – trường THCS

Homework

  • Learn the six target words, their meanings and useful phrases by heart. Cover the English side and recall each word.
  • Write five sentences about a school visit, using at least three target words and one time expression with 'at', for example: 'We meet at 7:30 at the entrance.'
  • Practise the sounds /tʃ/ and /dʒ/ with the words chess, cheap, teach, gym and jeep. Record yourself on your phone and listen again.
  • Do the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/7/english/unit-6-a-closer-look-1.
  • Preview the next lesson: Unit 6, A Closer Look 2.

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