Tiếng AnhLớp 7Unit 6. A visit to a school

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: Use the topic words laboratory, facility, entrance, gifted, lower secondary school and outdoor activity to talk about a visit to a school.
Ask for school information clearly with the question 'Could you tell me where ... is?' and reply in a way that fits the question.
Thank the guide and repeat key details to confirm information in a four-turn exchange.
Create a new four-turn exchange about a school visit with a partner, using at least one topic word.

2. Competences

a) General competences

Self-control and independent learning: Ss complete individual tasks on the worksheet, check their own answers against the key and correct their mistakes without waiting for the teacher.
Communication and collaboration: Ss work in pairs to practise the model exchange, listen to their partner's reply and respond meaningfully.
Problem-solving and creativity: Ss adapt the model dialogue by changing details (place, floor, nearby room) to express their own meaning.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and understand the opening exchange, ask and answer about locations in the school, and write a new four-turn exchange.
Language knowledge (pronunciation, vocabulary, grammar): Ss recognise and use six topic words and the structure 'Could you tell me where ... is?' and 'It is on the first floor, next to ...'.

3. Personal qualities

Diligence: Ss actively take part in all pair and individual tasks and finish the worksheet within the time given.
Responsibility: Ss respect school facilities and ask for permission before entering a room, as stated in the lesson reminder.
Honesty: Ss check their answers honestly and report the real result of their practice to the class.

II. Teaching aids and materials

1. Teacher

Projector and slides with the model exchange, the six topic words and their Vietnamese meanings
Word cards with laboratory, facility, entrance, gifted, lower secondary school, outdoor activity
Worksheet 1 printed for each pair
Timer
NeoEdu lesson page for the unit (neoedu.vn/learn/7/english/unit-6-getting-started) with the interactive exercises

2. Students

Student's book English 7 (Global Success), Unit 6
Notebook, pen, pencil
Role cards (Alex and Mai) cut from the worksheet

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Places in our school

a) Aims

Ss activate prior knowledge about school places and get ready to talk about a visit to a school.

b) Content

Ss look at the slide and answer the teacher's questions: 'What places are there in our school?' and 'Where is the library in our school?'. Ss then decide which place a visitor may ask about first.

c) Expected outcomes

Ss name at least three school places in English (for example: library, classroom, science room) and give one short answer to the question 'Where is the library?' with the structure 'It is on the ... floor'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the slide of a school plan and asks: 'Imagine a visitor comes to our school. What would they like to see first?' T writes the question 'Where is the library?' on the board.
Students
Ss listen to the question and look at the school plan.
Teacher
Step 2: Task performance
T gives Ss 1 minute to think, then asks them to talk in pairs about places in their school.
Students
Ss discuss in pairs, e.g. 'There is a library on the second floor.' / 'The science room is next to the library.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their answers and corrects pronunciation and word order gently.
Students
Representative pairs report, e.g. 'The gym is next to the entrance.' Other Ss listen and give feedback.
Teacher
Step 4: Conclusion and assessment
T introduces the topic of the unit, A visit to a school, and the title of the lesson, Getting Started.
Students
Ss write the title and the topic in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: Topic words for a school visit

a) Aims

Ss know the meaning and use of six topic words for a school visit.

b) Content

Ss match each topic word with its Vietnamese meaning and use the word in a short sentence: 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).

c) Expected outcomes

Ss write the correct pairs in their notebooks: 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. Ss make one sentence with a topic word, e.g. 'The laboratory is next to the library.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six word cards and models the pronunciation of each word, asking Ss to repeat chorally. T asks: 'Which word means phòng thí nghiệm?'
Students
Ss listen, repeat and look at the word cards.
Teacher
Step 2: Task performance
T asks Ss to work in pairs: one student reads a word, the partner gives the Vietnamese meaning. Then they swap roles. T monitors and helps pairs who are stuck.
Students
Ss take turns to read the words and give the meanings, e.g. 'Entrance – lối vào.' Ss write the pairs in their notebooks.
Teacher
Step 3: Report and discussion
T calls on some Ss to say a sentence with one topic word. T asks: 'Which word means cơ sở vật chất?'
Students
Ss answer 'facility' and say sentences such as 'The school has a new facility for sport.' Other Ss check the meaning.
Teacher
Step 4: Conclusion and assessment
T confirms the meanings on the slide and reminds Ss that the word 'gifted' describes students with special talents, and 'lower secondary school' is the school level of Grade 7.
Students
Ss correct their notebooks and copy the confirmed list.

Activity 2.2: Knowledge formation · 8 minutes

Understanding the opening exchange

a) Aims

Ss understand how to ask for school information, reply to the question and thank the guide, and how to confirm key details.

b) Content

Ss read the model exchange between Alex and Mai, identify who asks, what information is needed and how the partner replies. Ss then practise the dialogue once with the model, and change one detail (for example, 'the library' to 'the laboratory' and 'the first floor' to 'the second floor').
Model: Alex: Could you tell me where the library is? / Mai: It is on the first floor, next to the science room. / Alex: Thank you for explaining. / Mai: You are welcome.

c) Expected outcomes

Ss can state in their own words: (1) Alex asks for school information; (2) Mai's reply fits the question by giving the location; (3) Alex thanks Mai and Mai responds. Ss' key rules: ask clearly, thank the guide, repeat key details to confirm, and do not enter a room without permission.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the model dialogue aloud twice and asks: 'Who is asking? What information does Alex need?' T asks Ss to read the dialogue silently.
Students
Ss read the dialogue and answer: 'Alex is asking for information about the library location.'
Teacher
Step 2: Task performance
T asks pairs to practise the model once. Then T asks them to change one detail, e.g. 'the laboratory' and 'the second floor', and practise again. T monitors and checks that replies fit the questions.
Students
Ss practise in pairs: Student A is Alex, Student B is Mai. They change the place and the floor, e.g. 'It is on the second floor, next to the library.'
Teacher
Step 3: Report and discussion
T invites 2 pairs to perform their changed dialogues in front of the class and asks the class: 'Does the reply fit the question?'
Students
Pairs perform. Other Ss answer, e.g. 'Yes, the reply gives the location.' or 'No, the reply does not answer the question.'
Teacher
Step 4: Conclusion and assessment
T writes the key structures on the board: 'Could you tell me where ... is?' and 'It is on the ... floor, next to ...'. T highlights the rules: ask clearly, thank the guide, repeat key details to confirm, and do not enter a room without permission.
Students
Ss copy the structures and rules into their notebooks.

Activity 3: Practice · 10 minutes

Checking understanding with Worksheet 1

a) Aims

Ss consolidate the topic words, the opening exchange and the order of a conversation through guided tasks.

b) Content

Ss complete Worksheet 1 in pairs: choose the correct answer, match words with meanings, decide whether statements are true or false, and arrange the conversation in the correct order.
Worksheet 1 is used in this activity.

c) Expected outcomes

Answer key for Worksheet 1:

A. asking for school information (The question 'Could you tell me where the library is?' asks for school information.)
B. It is on the first floor, next to the science room. (The reply fits the question.)
facility (cơ sở vật chất)
laboratory – phòng thí nghiệm; facility – cơ sở vật chất; entrance – lối vào
a) Alex asks a question – True. b) Mai answers before Alex asks – False. c) Alex thanks Mai – True.
Correct order: 1. Alex: Could you tell me where the library is? 2. Mai: It is on the first floor, next to the science room. 3. Alex: Thank you for explaining. 4. Mai: You are welcome.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 to each pair and explains the four tasks. T sets a time limit of 6 minutes.
Students
Ss read the instructions and ask questions if needed.
Teacher
Step 2: Task performance
T monitors the pairs, gives hints for difficult questions and reminds Ss to use the complete context, not just a familiar word.
Students
Ss work in pairs, discuss answers and write them on the worksheet. Ss who finish early check each other's answers.
Teacher
Step 3: Report and discussion
T calls on pairs to read their answers to tasks 1, 3, 5 and 6. T asks: 'Why is the answer B and not C in question 2?'
Students
Pairs report their answers. Expected answer: 'Because C is not a question, so it cannot be a reply to Alex's question.'
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the slide, explains any wrong answers and reminds Ss that a correct keyword does not make an irrelevant response correct.
Students
Ss check their answers, correct mistakes in red pen and record the score.

Activity 4: Application · 12 minutes

Role-play: Asking for school information

a) Aims

Ss create and perform a new four-turn exchange for asking for school information in a real-life school visit.

b) Content

Ss work in pairs to create a new four-turn exchange in which a visitor asks for the location of a place in the school and the guide replies, thanks and confirms key details. Ss must use at least one topic word. Ss self-check their exchange with four criteria: communicative purpose, suitable response, topic language and clear delivery.
Sample: Visitor: Could you tell me where the laboratory is? / Guide: It is on the second floor, next to the library. / Visitor: Thank you for explaining. / Guide: You are welcome.

c) Expected outcomes

Each pair writes and performs a new four-turn exchange in which: the question asks for school information; the reply fits the question; at least one topic word is used (laboratory, facility, entrance, gifted, lower secondary school or outdoor activity); the guide repeats a key detail to confirm, e.g. 'So, the laboratory is on the second floor, right?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows the four self-check criteria on the slide: communicative purpose, suitable response, topic language, clear delivery. T gives Ss 4 minutes to plan.
Students
Ss read the criteria and plan a new dialogue in pairs, choosing a place in the school and a topic word.
Teacher
Step 2: Task performance
T monitors, helps pairs with word choices and asks them to rehearse twice, changing roles.
Students
Ss write their dialogues in notebooks and rehearse. Ss check whether their replies fit the questions.
Teacher
Step 3: Report and discussion
T invites 3 pairs to perform in front of the class. Other Ss listen and give feedback based on the four criteria.
Students
Pairs perform, e.g. 'Could you tell me where the entrance is?' / 'It is at the front of the building, next to the gate.' Listeners answer: 'The reply fits the question.'
Teacher
Step 4: Conclusion and assessment
T praises good performances, points out one improvement for each performing pair and summarises the lesson: ask clearly, thank the guide, repeat key details to confirm, and do not enter a room without permission.
Students
Ss write the summary in their notebooks and note one thing they will improve.

Worksheets

Worksheet 1

Task 1. Choose the correct answer.
What is Alex doing in the opening exchange?
A. asking for school information
B. asking for a reason
C. making a suggestion
D. expressing a preference

Task 2. Choose the reply that fits the opening question 'Could you tell me where the library is?'
A. The missing bag is blue.
B. It is on the first floor, next to the science room.
C. I cannot answer because you did not ask a question.
D. Thank you for the birthday present.

Task 3. Match the topic words with their meanings.

laboratory
facility
entrance
a. lối vào
b. cơ sở vật chất
c. phòng thí nghiệm

Task 4. Write the English word for 'cơ sở vật chất' in the blank: ____________ (use one word from the word bank: laboratory, facility, entrance, gifted, lower secondary school, outdoor activity).

Task 5. Read the opening exchange and write T (true) or F (false).
a) Alex asks a question.
b) Mai answers before Alex asks.
c) Alex thanks Mai.

Task 6. Arrange the conversation in the correct order.

Mai: You are welcome.
Alex: Could you tell me where the library is?
Mai: It is on the first floor, next to the science room.
Alex: Thank you for explaining.

Homework

Write a new four-turn exchange in your notebook in which a visitor asks for the location of a place in your school. Use at least one topic word from the lesson.
Practise your exchange with a family member or a friend, then change one detail and practise again.
Review the six topic words and their meanings, and write one sentence for each word.
Prepare for the next lesson by rereading the model dialogue in Unit 6 of your student's book.

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