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

Giáo án Looking Back

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:
    • Use the prepositions of time at, on and in correctly (at seven o'clock, on Monday, in the morning, at night, in the evening).
    • Use the prepositions of place in, on and at correctly (in the classroom, on the shelf, at the school gate).
    • Pronounce the sounds /tʃ/ and /dʒ/ and distinguish them in words such as chess and gym.
    • Use polite requests and expressions of thanks when visiting a school.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review the unit's language on their own by completing the self-check tasks and correcting their own mistakes.
  • Communication and collaboration: Ss work in pairs and teams to ask and answer questions, plan a school visit and check each other's answers.
  • Problem-solving and creativity: Ss choose the correct preposition by considering the meaning of the sentence and create their own visit plan.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss use topic language about a school visit to ask, answer and write a short visit plan.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use prepositions of time and place, the topic vocabulary (gifted, lower secondary school, outdoor activity, laboratory) and the sounds /tʃ/ and /dʒ/ accurately.

3. Personal qualities

  • Responsibility: Ss take responsibility for checking and correcting their own and their partners' answers before the class discusses them.
  • Kindness: Ss give polite requests and thanks to their partners and show respect when they give feedback to others.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the unit's key language, example sentences and exercises
  • Online interactive review page on NeoEdu: neoedu.vn/learn/7/english/unit-6-looking-back (lesson notes, examples and interactive exercises)
  • Worksheet 1 and Worksheet 2 (printed or shared on screen)
  • Photos of a lower secondary school (school gate, classroom, laboratory, library)
  • Timer and small prizes for the team game

2. Students

  • Student's book English 7 (Global Success), Unit 6
  • Notebook, pencil, eraser, colored pens
  • Mini whiteboards and markers (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Our Visit Plan

a) Aims

Ss recall the topic language of a school visit and activate the prepositions of time and place.

b) Content

T shows a photo of a lower secondary school and asks three questions: 'When do we start the visit?', 'Which day is the visit?', 'Where do we meet the guide?'. Ss answer in pairs with complete sentences.

c) Expected outcomes

Ss produce at least three complete sentences, for example: 'We start at seven o'clock.' 'The visit is on Monday.' 'We meet the guide at the school gate.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the photo and says: 'Imagine we are visiting this school. Work in pairs and answer my questions with full sentences.'

    Students

    Ss listen carefully and get ready to work in pairs.

  2. Teacher

    Step 2: Task performance

    T asks the questions and walks around to check the pairs.

    Students

    Ss discuss and answer, for example: 'We start at seven o'clock.' 'The visit is on Monday.' 'We meet at the school gate.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share their sentences and writes some of them on the board.

    Students

    Representative pairs read their sentences aloud. Other Ss listen and check the prepositions.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says: 'A visit plan needs both a time and a meeting point. Today we will review the prepositions that help us do that.'

    Students

    Ss write the title of the lesson in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Prepositions of Time and Place

a) Aims

Ss distinguish at, on and in for time and place and explain why each one is used.

b) Content

T reviews the key rules on the board:

  • Time: at seven o'clock; on Monday / on 12 May; in June / in 2026 / in the morning. Use at night, but in the evening.
  • Place: in a room or area; on a surface or floor; at an exact point such as at the entrance.
  • Meaning decides: at school refers to the school activity or site, while in the classroom places someone inside a room.
    Ss work in pairs to complete Worksheet 1 by sorting the expressions into the correct groups.

c) Expected outcomes

Answers in Worksheet 1:

  • Time – at: at seven o'clock, at night.
  • Time – on: on Monday, on 12 May.
  • Time – in: in June, in 2026, in the morning, in the evening.
  • Place – in: in the classroom, in a room or area.
  • Place – on: on the shelf, on the floor.
  • Place – at: at the entrance, at the school gate, at school (the activity or site).
    Key takeaway: Ss can explain that at is used with exact times and points, on with days and surfaces, and in with months, years, parts of the day and inside spaces.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: 'Sort the expressions into time or place, then decide which preposition goes with each one. You have three minutes.'

    Students

    Ss read the worksheet and ask for clarification if needed.

  2. Teacher

    Step 2: Task performance

    T monitors and prompts pairs who are unsure with questions such as: 'Is the shelf a surface?' or 'Is the classroom an exact point or a room?'

    Students

    Pairs discuss and complete the sorting. Ss may say: 'The shelf is a surface, so we use on.'

  3. Teacher

    Step 3: Report and discussion

    T calls on one pair to read the time groups and another pair to read the place groups.

    Students

    Pairs read their answers. Other pairs check and agree or disagree with reasons.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and stresses: 'Meaning decides. School can be the activity or the site, but the classroom is a room where we are inside.'

    Students

    Ss copy the key rules into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Sounds /tʃ/ and /dʒ/ and Polite Requests

a) Aims

Ss distinguish the voiceless /tʃ/ and the voiced /dʒ/ and use polite requests and thanks during a visit.

b) Content

T models the minimal pairs cheap /tʃ/ and jeep /dʒ/, and the words chess /tʃ/ and gym /dʒ/. T explains that both sounds start with a brief closure and then release into friction, and that /tʃ/ is voiceless while /dʒ/ is voiced. T models the word teach, which ends with /tʃ/, and reminds Ss not to add an extra vowel. T then presents the polite phrases: 'Could you say that again, please?', 'Thank you for your guidance.' and 'Could you repeat the meeting time, please?'. Ss say the phrases in chorus and then in pairs.

c) Expected outcomes

Ss correctly classify chess (/tʃ/, voiceless) and gym (/dʒ/, voiced). Ss pronounce teach with a final /tʃ/ and no extra vowel. Ss can use the phrases 'Could you say that again, please?', 'Thank you for your guidance.' and 'Could you repeat the meeting time, please?' to ask clearly, thank the guide and confirm key details.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the sounds. Put your hand on your throat. Does it vibrate? Then say the phrases with me.'

    Students

    Ss listen and put a hand on their throat to feel the vibration.

  2. Teacher

    Step 2: Task performance

    T models the minimal pairs and the phrases and asks pairs to practise them, one partner saying the word and the other giving the sound.

    Students

    Pairs take turns saying cheap / jeep and chess / gym. A possible answer: 'Gym has a voice in it, so it is /dʒ/.'

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to read the phrases aloud and corrects their pronunciation.

    Students

    Ss read the phrases aloud, for example: 'Thank you for your guidance.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Voiceless /tʃ/ has no voice, voiced /dʒ/ has a voice. Ask clearly, thank the guide and repeat key details to confirm.'

    Students

    Ss repeat the summary and write the three phrases in their notebooks.

Activity 3: Practice · 15 minutes

Team Relay: Repair the Sentences

a) Aims

Ss practise the prepositions, vocabulary, polite language and pronunciation through a team relay.

b) Content

T divides the class into four teams. Each team sends one player at a time to the board. Tasks:

  1. Repair: We meet on 8:15. A. We meet in 8:15. B. We meet to 8:15. C. We meet at 8:15. D. We meet on 8:15.
  2. Repair: The visit is at Monday. A. The visit is from Monday. B. The visit is on Monday. C. The visit is at Monday. D. The visit is in Monday.
  3. Repair: The books are in the shelf. A. The books are on the shelf. B. The books are in the shelf. C. The books are at the shelf. D. The books are under of the shelf.
  4. Repair: The class studies on the laboratory. A. The class studies on the laboratory. B. The class studies from the laboratory. C. The class studies between of the laboratory. D. The class studies in the laboratory.
  5. Match the topic words: gifted, lower secondary school, outdoor activity.
  6. Choose the meaning of laboratory: A. có năng khiếu B. hoạt động ngoài trời C. phòng thí nghiệm D. cơ sở vật chất.
  7. Complete the polite request: Could you say that again, ___? (please / yesterday / loudly)
  8. Rebuild the sentence: We / meet / at the school gate / at eight.
  9. Which sound fits gym? A. /ʒ/ B. /dʒ/ C. /tʃ/

c) Expected outcomes

Answers:

  1. C – We meet at 8:15. (At introduces a clock time.)
  2. B – The visit is on Monday. (On is used with a day.)
  3. A – The books are on the shelf. (A shelf is a supporting surface.)
  4. D – The class studies in the laboratory. (The class is inside a room, so in.)
  5. gifted = có năng khiếu; lower secondary school = trường THCS; outdoor activity = hoạt động ngoài trời.
  6. C – phòng thí nghiệm.
  7. please – Could you say that again, please?
  8. We meet at the school gate at eight.
  9. B – /dʒ/ (gym starts with the voiced /dʒ/).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the rules: each team sends one player at a time to the board; the player repairs the sentence or chooses the answer, then passes the marker to the next player. A correct answer earns one point.

    Students

    Ss form four teams and choose a first player for each team.

  2. Teacher

    Step 2: Task performance

    T reads each item aloud and times each round. T gives a hint only when a team is stuck for more than thirty seconds.

    Students

    Players go to the board and complete the tasks. Teammates support them quietly. Possible incorrect answer: 'The visit is at Monday.' Team reaction: 'We need on because it is a day.'

  3. Teacher

    Step 3: Report and discussion

    T checks the answers with the class and asks: 'Why is this answer correct?'

    Students

    Ss explain the reason for each answer, for example: 'At introduces a clock time' or 'On is used with a day.'

  4. Teacher

    Step 4: Conclusion and assessment

    T announces the winning team, praises effort and says: 'Remember: check the time, the day, the surface or the room before choosing a preposition.'

    Students

    Ss clap for the winning team and write the key corrections in their notebooks.

Activity 4: Application · 10 minutes

Plan a School Visit and Correct Myself

a) Aims

Ss use the unit's language to plan a short school visit and identify and correct a language mistake.

b) Content

Working in pairs, Ss plan a visit to a lower secondary school, including the day, the time, the meeting point and one outdoor activity or lab visit. Ss use the polite phrases from the lesson. Then each S writes one common mistake they can now avoid, gives the incorrect example, corrects it and explains the reason. Example from T: incorrect 'We meet on 8:15.'; correct 'We meet at 8:15.'; explanation: at introduces a clock time.

c) Expected outcomes

Each pair writes a short visit plan of three to four sentences, for example: 'The visit is on Monday, 12 May. We meet at the school gate at eight. The guide takes us to the laboratory in the morning. Could you repeat the meeting time, please?' Each S writes one mistake, its correction and an explanation, for example: 'Incorrect: We meet on 8:15. Correct: We meet at 8:15. Explanation: at introduces a clock time.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Plan a visit to a lower secondary school with your partner. Include the day, the time, the meeting point and one activity. Then write one mistake you can now avoid.'

    Students

    Ss listen to the task and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T moves around, checks the use of at, on and in and helps pairs with the polite phrases.

    Students

    Pairs write their plans. Each S writes the mistake, correction and explanation on paper.

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to read their plans and asks one S to read a mistake and its correction.

    Students

    Pairs read their plans aloud. Other Ss listen and check the prepositions. A volunteer says: 'Incorrect: The books are in the shelf. Correct: The books are on the shelf. A shelf is a surface.'

  4. Teacher

    Step 4: Conclusion and assessment

    T comments on the plans and reminds Ss: 'Meaning decides the preposition. Time and place must be clear in a visit plan.'

    Students

    Ss revise their plans and keep the mistake sheet in their notebooks.

Worksheets

Phiếu học tập số 1

Task: Sort the expressions into time or place, then complete the preposition for each group.

  • at seven o'clock
  • on Monday
  • in June
  • in 2026
  • in the morning
  • at night
  • in the evening
  • on 12 May
  • in the classroom
  • on the shelf
  • on the floor
  • at the entrance
  • at the school gate
  • in a room or area
  • at school (the activity or site)
    Answer the question: Why do we say at school but in the classroom?

Homework

  • Write five sentences about a school visit. Use at, on and in correctly, and include one time expression and one place expression in each sentence.
  • Practise the topic words gifted, lower secondary school, outdoor activity and laboratory by writing one sentence with each word.
  • Complete the interactive exercises on the NeoEdu page: neoedu.vn/learn/7/english/unit-6-looking-back, then check your answers.
  • Record yourself saying chess, gym, cheap, jeep and teach. Listen to the recording and check whether the final sound of teach is /tʃ/ with no extra vowel.

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