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

Giáo án Communication

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:
  • ask for school information politely, using 'Could you tell me where ... is?' and respond with location phrases such as 'It is on the first floor, next to the science room.'
  • use repair expressions such as 'Could you say that again?' and 'Do you mean ...?' when a detail is unclear.
  • paraphrase a key detail to check understanding and identify the correct response in a school-visit context.
  • use the vocabulary: 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).

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan the information they need before speaking and check their own answers against the key rules in the lesson.
  • Communication and collaboration: Ss take turns in pairs, listen to their partner, ask for clarification and give respectful, relevant replies during role-play.
  • Problem-solving and creativity: Ss handle a communication breakdown by choosing a suitable repair expression and create new real details for their own school-visit role-play.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short school-visit dialogue, listen to and respond to a guide's answer, ask for repetition, and write a short school-information poster outline as homework.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the stress and intonation of questions and answers, the topic vocabulary, and the prepositions of place (on, next to) with correct sentence structure.

3. Personal qualities

  • Responsibility: Ss respect school rules by remembering that they must not enter a room without permission, and they take responsibility for checking their sources in the homework poster.
  • Kindness: Ss thank their partner or guide politely and give clear, patient explanations when their partner does not understand.

II. Teaching aids and materials

1. Teacher

  • Projector or board with the dialogue, key expressions and vocabulary list
  • Pictures or a simple floor plan of a lower secondary school (library, science room, laboratory, entrance)
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • NeoEdu online lesson page: neoedu.vn/learn/7/english/unit-6-communication (lesson presentation, examples and interactive exercises)

2. Students

  • Textbook, notebook and pen
  • Pencil for filling in worksheets

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: Where Is It?

a) Aims

Ss activate prior knowledge of school places and get ready to ask for information about a school.

b) Content

T shows a simple floor plan of a school and asks: 'Where is the library?' Ss work in pairs and take turns asking and answering about four other places on the plan. Ss say the names of the places in English, for example library, laboratory, canteen, gym, entrance.

c) Expected outcomes

Ss name at least five school places in English, such as library, laboratory, canteen, gym and entrance, and use the question 'Where is the ... ?' correctly in pair work.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the floor plan and says: 'You are visiting a school. Ask your partner where the places are.' T models one question: 'Where is the library?'

    Students

    Ss listen carefully and repeat the model question chorally.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and helps Ss with pronunciation of place names.

    Students

    Pairs take turns asking and answering. Possible answer: 'It is on the second floor.' or 'It is next to the entrance.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share one question and answer with the class.

    Students

    Volunteers say: 'Where is the gym?' – 'It is at the back of the school.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises Ss and writes the target question 'Could you tell me where ... is?' on the board, saying it is a more polite way to ask.

    Students

    Ss copy the structure into their notebooks and say it after T.

Activity 2.1: Knowledge formation · 12 minutes

Asking for School Information

a) Aims

Ss understand the communicative purpose of asking for school information and the polite rules to follow during a school visit.

b) Content

T presents the vocabulary: 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). T then reads the model dialogue:
A: Could you tell me where the library is?
B: It is on the first floor, next to the science room.
Ss work in pairs and answer three questions:

  1. What does the visitor want to know?
  2. How does the guide answer?
  3. What should a visitor do before entering a room?
    Ss then copy the three polite rules from the lesson: ask clearly, thank the guide and repeat key details to confirm; do not enter a room without permission.

c) Expected outcomes

Ss write the following in their notebooks:

  • Question: Could you tell me where the library is?
  • Answer: It is on the first floor, next to the science room.
  • Answer to Q1: The visitor wants to know where the library is.
  • Answer to Q2: The guide gives the location of the library.
  • Answer to Q3: Visitors must ask for permission before entering a room.
  • Rules: Ask clearly, thank the guide, repeat key details to confirm; do not enter a room without permission.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the six vocabulary items with meaning and pronunciation, then asks Ss to read the dialogue silently and work in pairs to answer the three questions.

    Students

    Ss read the dialogue and discuss the three questions with their partner, using a dictionary if needed.

  2. Teacher

    Step 2: Task performance

    T goes around, prompts Ss who are stuck with questions such as 'What is the visitor's purpose?' and checks Ss' understanding of 'next to'.

    Students

    Pairs write short answers. Possible answers: 'The visitor wants to find the library.' / 'The guide says where it is.' / 'They must ask for permission first.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to read their answers and asks the class: 'Do you agree?'

    Students

    Pairs report. Other Ss say 'I agree' or 'I think ... is better because ...'.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, underlines the structures 'Could you tell me where ... is?' and 'It is on/next to ...', and reminds Ss of the polite rules, emphasising the rule about permission to enter a room.

    Students

    Ss copy the key structures and the rules into their notebooks and repeat the model dialogue.

Activity 2.2: Knowledge formation · 10 minutes

Practise, Listen and Repair

a) Aims

Ss learn how to repair a communication problem by asking for repetition or checking a detail, and by paraphrasing a key detail.

b) Content

T reads aloud the following exchange twice while Ss listen:
A: Could you tell me where the library is?
B: It is on the first floor, next to the science room.
A: Sorry, could you say that again?
B: Of course. It is on the first floor, next to the science room.
A: Do you mean the room near the entrance?
B: No, the science room is next to the library.
Ss complete Worksheet 1 with the repair expressions and identify the paraphrase of the key detail.

c) Expected outcomes

Ss complete Worksheet 1 with:

  • ask for repetition: Could you say that again?
  • check understanding: Do you mean ...?
  • invite a view: What do you think?
  • Paraphrase of 'It is on the first floor, next to the science room.': The library is on the first floor, and the science room is beside it.
    Ss also state the communication problem: the listener did not understand the location of the library.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: 'Listen and find the problem in the exchange. Then complete the expressions.'

    Students

    Ss read the worksheet and listen carefully to the exchange.

  2. Teacher

    Step 2: Task performance

    T pauses after the exchange and asks: 'Which detail is unclear?' T encourages pairs to compare answers before writing.

    Students

    Pairs discuss and fill in the worksheet. Possible answer: the problem is the location of the science room and the library.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read their paraphrase aloud and gives feedback on meaning and clarity.

    Students

    Ss read: 'The library is on the first floor, and the science room is next to it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that a good repair pauses politely, says which detail is unclear, asks a focused question and confirms the answer in one's own words.

    Students

    Ss write the three repair steps in their notebooks.

Activity 3: Practice · 10 minutes

Checking Communication Skills

a) Aims

Ss practise choosing relevant responses, ordering an interaction and matching expressions to their communicative purpose.

b) Content

Ss work individually or in pairs to complete Worksheet 2. Exercises include: choose a relevant response; choose the polite request for repetition; order a helpful interaction; judge statements as true (Đ) or false (S); match communicative actions to expressions. Ss check answers with a partner.

c) Expected outcomes

Ss complete Worksheet 2 with the following answers:

  1. C – It is on the first floor, next to the science room.
  2. B – Could you say that again, please?
  3. Could you tell me where the library is? → It is on the first floor, next to the science room. → Could you explain one detail, please? → Of course. Let me give an example.
  4. a) Đ; b) S; c) Đ
  5. ask for repetition – Could you say that again?; check understanding – Do you mean this?; invite a view – What do you think?

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays Worksheet 2 on the board and reads the instructions for each exercise.

    Students

    Ss read the exercises and check the meaning of any unknown words.

  2. Teacher

    Step 2: Task performance

    T gives Ss 6 minutes to complete the worksheet and checks the pairs who are finishing early by asking them to justify their answers.

    Students

    Ss work in pairs. Possible justification for item 1: 'A is not an answer, and B is not about the location; C answers the question.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers for each exercise, and asks the class to vote with thumbs up or down if they agree.

    Students

    Ss give answers and explain their choices, for example: 'Item 4b is S because we should not interrupt.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and reminds Ss: 'A correct keyword does not make an irrelevant response correct. Use the complete context.'

    Students

    Ss correct any mistakes in their worksheets and write the reminder in their notebooks.

Activity 4: Application · 8 minutes

Real School-Visit Role-Play

a) Aims

Ss use the language and repair strategies in a new role-play with real details about a school they know or would like to study at.

b) Content

Ss work in pairs. One S plays a visitor and asks for school information (location, facilities, subjects or outdoor activities). The other S plays the guide. Ss must use at least one follow-up question and one repair expression, and then change roles. Ss use new real details, not the model dialogue.
Homework: Ss research a school they would like to study at and prepare a poster with its name, location, subjects, facilities, outdoor activities, checked sources and reasons for choosing it.

c) Expected outcomes

Each pair produces one short role-play with:

  • a question such as 'Could you tell me where the gym is?'
  • a relevant answer, such as 'It is at the back of the school, next to the outdoor playground.'
  • a follow-up question such as 'Could you say that again?' or 'Do you mean the old gym?'
  • a final thanks, such as 'Thank you very much for your help.'
    Each S writes one sentence about the school they chose for the homework poster.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the role-play task, writes the expressions on the board and tells Ss they must change roles after the first exchange.

    Students

    Ss listen and decide who will be the visitor and who will be the guide.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, notes common errors and gently helps Ss who have difficulty with new details.

    Students

    Pairs practise. Possible details: 'Where is the canteen?' – 'It is next to the library, on the ground floor.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to perform in front of the class and asks the class to evaluate relevance and clarity.

    Students

    Volunteer pairs perform. Other Ss give feedback, for example: 'Your follow-up question was clear.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the effort, summarises the key language and sets the homework poster task, reminding Ss to check their sources.

    Students

    Ss note the homework task and the poster criteria in their notebooks.

Worksheets

Worksheet 1: Practise, Listen and Repair

Listen to the exchange and complete the tasks.
A: Could you tell me where the library is?
B: It is on the first floor, next to the science room.
A: Sorry, could you say that again?
B: Of course. It is on the first floor, next to the science room.
A: Do you mean the room near the entrance?
B: No, the science room is next to the library.

  1. What is the communication problem?
  • The listener does not understand: ...
  1. Complete the expressions:
  • Ask for repetition: Could you ... ?
  • Check understanding: Do you ... ?
  • Invite a view: What do you ... ?
  1. Paraphrase the key detail in simpler English:
  • It is on the first floor, next to the science room. → ...

Worksheet 2: Checking Communication Skills

  1. A partner says: 'Could you tell me where the library is?' Choose a relevant response.
  • A. That is my examination number.
  • B. The question has no meaning in English.
  • C. It is on the first floor, next to the science room.
  • D. I am returning this lost umbrella.
  1. Which phrase politely asks the speaker to repeat?
  • A. Could you give an example, please?
  • B. Could you say that again, please?
  • C. Could you explain why, please?
  • D. Could you tell me when, please?
  1. Order a helpful interaction:
  • Could you explain one detail, please?
  • Could you tell me where the library is?
  • Of course. Let me give an example.
  • It is on the first floor, next to the science room.
  1. Judge the statements: Đ (true) or S (false)?
  • a) Respond to the actual question.
  • b) Interrupt whenever you know one word.
  • c) Ask for clarification if unsure.
  1. Match the communicative actions to the expressions:
  • ask for repetition
  • check understanding
  • invite a view
    Expressions: Could you say that again? / Do you mean this? / What do you think?

Homework

  • Research a lower secondary school you would like to study at. Find its name, location, subjects, facilities and outdoor activities.
  • Check your sources carefully and write down the website or book where you found each detail.
  • Create a poster (A4 paper) that includes the name, location, subjects, facilities, outdoor activities, checked sources and your reasons for choosing the school.
  • Practise the dialogue with a family member using new real details. Use at least one repair expression such as 'Could you say that again?' or 'Do you mean ...?'.
  • Review the lesson on the NeoEdu page: neoedu.vn/learn/7/english/unit-6-communication, and complete the interactive exercises.

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