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

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 · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: listen for the main ideas and specific details of a talk about a visit to a school; use the new vocabulary (laboratory, facility, entrance, gifted, lower secondary school, outdoor activity) in context; use prepositions of time and place correctly (at seven o'clock, on Monday, in June, at night, in the evening, at the entrance); plan and write a paragraph of 60–80 words about one outdoor activity at school.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the topic, take short notes while listening, and check their own answers against the audio evidence.
  • Communication and collaboration: Ss work in pairs to brainstorm ideas, compare answers, and give peer feedback on each other's paragraphs.
  • Problem-solving and creativity: Ss choose a suitable outdoor activity from their own school and organise the details of when, where, what and why into a logical paragraph.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for main ideas and specific details, discuss the topic in pairs, read the model paragraph, and write 60–80 words about an outdoor activity at school.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use new vocabulary from the unit, apply prepositions of time and place, and use the present simple to describe regular school activities.

3. Personal qualities

  • Diligence: Ss listen carefully to the audio at least twice and complete all the tasks on the worksheets and in the writing task.
  • Responsibility: Ss respect the peer-check process by giving honest, specific feedback and by revising their own paragraph after receiving comments.

II. Teaching aids and materials

1. Teacher

  • Audio recording of the Unit 6 Skills 2 listening text (from the Student Book, played twice)
  • Projector or interactive board
  • Lesson page on NeoEdu: neoedu.vn/learn/7/english/unit-6-skills-2 (lecture, examples and interactive exercises)
  • Worksheet 1 (listening notes) and Worksheet 2 (prepositions), printed for each pair
  • Timer
  • Board and markers

2. Students

  • Student Book, Unit 6 Skills 2
  • Notebook, pen, pencil (bút chì) and eraser
  • A blank sheet of paper for the writing draft

III. Procedures

Activity 1: Warm-up · 10 minutes

Brainstorming outdoor activities at school

a) Aims

Ss recall outdoor activities they know at school and get ready for the topic of a visit to a school.

b) Content

Ss work in pairs and answer two questions: 'What outdoor activities do you have at your school?' and 'When do they take place?' Ss then tell the class one activity using the structure 'We have ... on ...'.

c) Expected outcomes

Each pair lists at least three outdoor activities with the time they happen. Example: 'We have a gardening activity on Friday afternoons.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the unit title 'A visit to a school' on the board and asks: 'What do you usually do at school outdoors?' T writes the two guiding questions on the board.

    Students

    Ss look at the title and the questions and copy the questions into their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks pairs to brainstorm for three minutes and monitors, helping pairs with words they need.

    Students

    Pairs discuss and note down their ideas, for example 'sports day on Monday', 'gardening on Friday afternoons', 'a field trip in June'.

  3. Teacher

    Step 3: Report and discussion

    T invites four pairs to share their ideas and writes the key activities on the board.

    Students

    Pairs report, for example: 'We have a gardening activity on Friday afternoons.' Other Ss listen and add any missing activity.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we will listen for the main ideas and details of a school visit, and then write about an outdoor activity at our school.' T writes the lesson objectives on the board.

    Students

    Ss copy the lesson title and objectives into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Listening strategy: predicting and taking notes

a) Aims

Ss apply a three-step listening strategy: predict the topic, listen for the main idea, then listen again for specific details.

b) Content

T pre-teaches 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). Ss complete Worksheet 1 (listening notes) with who, what, where, when and why while listening to the audio.
The strategy is: 'Predict from A visit to a school. First listen for the activity and reason. Listen again for names, times and places. Take short notes, then check which spoken detail supports your choice.'

c) Expected outcomes

Worksheet 1 completed with the following notes:

  • Who: Duc
  • What: joins a school visit
  • Where: at Green Valley School
  • When: on Tuesday morning
  • Why: he wants to see the new library
    Key idea: a good answer is supported by a detail from the audio, not by a guess.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six vocabulary words with pictures or examples on the board, asks Ss to repeat each word, and then hands out Worksheet 1. T explains the listening strategy step by step.

    Students

    Ss repeat the new words after T and read the strategy on the board. Ss write the five question words (who, what, where, when, why) in their notebooks.

  2. Teacher

    Step 2: Task performance

    T plays the audio once. Ss listen for the main activity and the reason. T plays the audio again and pauses after the names, times and places. T monitors and checks notes.

    Students

    Ss listen and write short notes on Worksheet 1. Possible answers: Who - Duc; What - a school visit; Where - Green Valley School; When - Tuesday morning; Why - to see the new library.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Who is the main person?' 'What is the main activity?' 'Which detail tells us the reason?' T asks Ss to say the sentence in the audio that supports each answer.

    Students

    Pairs report their notes. Example answer: 'The main person is Duc because the opening sentence names him.' Other pairs add or correct details.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and emphasises that the notes must be supported by the audio. T reminds Ss: 'Listen for the main idea first, then listen for details. Do not guess.'

    Students

    Ss check and correct their notes and copy the key strategy into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Prepositions of time and place

a) Aims

Ss use prepositions of time and place correctly when describing a visit plan.

b) Content

T presents the key patterns from the lesson:

  • Time: at seven o'clock, at 8:15; on Monday, on 12 May; in June, in 2026, in the morning; at night, but in the evening.
  • Place: in a room or area (in the library); on a surface or floor (on the floor); at an exact point (at the entrance).
    Meaning decides the preposition: 'at school' refers to the school activity or site, while 'in the classroom' places someone inside a room.
    Ss complete Worksheet 2 by filling in the blanks with at, on or in.

c) Expected outcomes

Worksheet 2 answers:

  1. We meet at 8:15.
  2. The gardening activity is on Friday afternoons.
  3. Our school trip is in June.
  4. We have a club activity in the evening.
  5. The group waits at the entrance.
  6. Students sit on the floor in the hall.
  7. The activity takes place at school.
    Key takeaway: a visit plan needs both a time and a meeting point.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the example 'We meet ___ 8:15.' on the board and asks: 'Which preposition do we use?' T explains the answer: 'at introduces a clock time.' T then hands out Worksheet 2.

    Students

    Ss look at the example and answer 'at'. Ss look at Worksheet 2 and read the instructions.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for three minutes, then check with a partner. T monitors and watches for common mistakes such as 'in Friday' or 'at June'.

    Students

    Ss fill in the blanks individually and then compare answers with their partners.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read the sentences aloud and asks the class to confirm.

    Students

    Ss read their answers aloud, for example 'We meet at 8:15' and 'Our school trip is in June'. Other Ss confirm or correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights the common misconception: 'A correct keyword does not make an irrelevant response correct. Use the complete context.' T reminds Ss: 'at school' means the school as an activity site; 'in the classroom' means inside a room.

    Students

    Ss note the difference between 'at school' and 'in the classroom' in their notebooks.

Activity 2.3: Knowledge formation · 10 minutes

From notes to writing: planning the paragraph

a) Aims

Ss analyse a model paragraph and plan their own writing using who, what, where, when and a useful detail.

b) Content

Ss read the original model: 'Our class has a small gardening activity on Friday afternoons. We meet beside the school garden after the last lesson. A teacher checks the tools and explains which plants need water. Some students water the beds while others collect dry leaves for the compost area. We never use unfamiliar chemicals. I enjoy seeing the plants change each week, and the activity helps us practise working carefully together.'
Ss underline the time and place expressions and write a plan with five points: who, what, where, when and why it is useful.

c) Expected outcomes

A plan in the notebook based on the model:

  • Who: our class
  • What: a small gardening activity (water the beds, collect dry leaves)
  • Where: beside the school garden
  • When: on Friday afternoons, after the last lesson
  • Why: it helps us practise working carefully together and see the plants change each week
    Time and place expressions underlined: on Friday afternoons, after the last lesson, beside the school garden.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the five planning points on the board and asks Ss to read the model paragraph silently. T explains: 'Plan first, then write. The plan helps you use the right time and place expressions.'

    Students

    Ss read the model silently and copy the five planning points into their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to underline the time and place expressions and to fill in the five planning points. T monitors and prompts with questions such as 'When do you meet?' and 'Where exactly?'

    Students

    Pairs underline the expressions and complete the plan. Expected answers include 'on Friday afternoons', 'after the last lesson', 'beside the school garden' and 'it helps us practise working carefully together'.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to present their plans and asks: 'Why is the place expression beside the school garden and not in the garden?'

    Students

    Pairs present their plans. Example answer: 'Beside shows the exact position near the garden; in would mean we are inside the garden area.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the plan elements and says: 'A good paragraph answers who, what, where, when and why, with at least one useful detail.' T reminds Ss to use the plan in the writing task.

    Students

    Ss keep their plans for use in the writing task in Part 6.

Activity 3: Practice · 20 minutes

Listening practice: multiple choice and true or false

a) Aims

Ss apply the listening strategy to answer multiple-choice and true or false questions about the audio.

b) Content

Ss complete the listening exercises in the Student Book:

  1. Who is the main person? A. Hung; B. Alex; C. Mai; D. Duc.
  2. What is the main activity? A. takes a swimming test; B. repairs a school bus; C. joins a school visit; D. cycles to the sports centre.
  3. Where does the activity take place? A. at Green Valley School; B. in the classroom; C. at the school library; D. at the community hall.
  4. When does it take place? A. on Tuesday morning; B. on Monday morning; C. on Tuesday afternoon; D. on Friday evening.
  5. Why does the person do this? A. he wants to see the new library; 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 Duc. b) The activity happens along the village road. c) The stated reason is that he wants to see the new library.
    Ss write the answers in their notebooks.

c) Expected outcomes

Answers:

  1. D
  2. C
  3. A
  4. A
  5. A
  6. a) True (Đ); b) False (S); c) True (Đ)
    Key evidence: the audio names Duc, gives the place at Green Valley School, and states that he wants to see the new library.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the instructions aloud and reminds Ss to write only the letter for questions 1 to 5 and T or F for question 6. T plays the audio for the first time.

    Students

    Ss read the questions silently and listen to the audio while writing answers.

  2. Teacher

    Step 2: Task performance

    T plays the audio again, pausing after each question. Pairs compare answers after the second listening and discuss any differences.

    Students

    Pairs check answers and justify choices using the audio, for example 'It is D because the opening sentence names Duc.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers and asks them to explain the evidence for questions 4 and 6b.

    Students

    Ss give answers and evidence. For question 6b, a student may say: 'False, because the text does not say the activity happens along the village road; it says Green Valley School.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms all answers and emphasises: 'Do not choose an answer just because it contains a keyword. Check the complete sentence.' T asks Ss to correct their wrong answers in red pen.

    Students

    Ss correct their mistakes and check the answers on the NeoEdu interactive exercises if time allows.

Activity 4: Application · 20 minutes

Writing about an outdoor activity at our school

a) Aims

Ss write a 60–80-word paragraph about one outdoor activity at their school, including when, where, what students do and why it is useful.

b) Content

Ss write a paragraph of 60–80 words using the plan from the previous activity. The paragraph must include:

  • when the activity takes place (e.g., on Friday afternoons)
  • where it takes place (e.g., beside the school garden)
  • what students do
  • why it is useful
    Ss use at least three time or place prepositions correctly. After writing, Ss swap papers with a partner and check the word count and the four content points.
    Teacher assessment (10 points): task and content 4; relevant organisation 2; grammar and vocabulary 3; spelling and punctuation 1.

c) Expected outcomes

A paragraph of 60–80 words that answers when, where, what and why, with correct prepositions of time and place. Example model (one possible answer, not the only key): 'Our class has a small gardening activity on Friday afternoons. We meet beside the school garden after the last lesson. A teacher checks the tools and explains which plants need water. Some students water the beds while others collect dry leaves for the compost area. We never use unfamiliar chemicals. I enjoy seeing the plants change each week, and the activity helps us practise working carefully together.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the writing task aloud, writes the four content points on the board, and says: 'Write 60–80 words. Use your plan and the model structure, but do not copy the model.'

    Students

    Ss copy the task and the four content points into their notebooks and check their plans.

  2. Teacher

    Step 2: Task performance

    T gives Ss 12 minutes to write. T circulates and helps weaker Ss with sentence structure and prepositions, and encourages them to count words.

    Students

    Ss write their paragraphs individually. Some Ss may write about a different outdoor activity, such as a sports club or a field trip.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to swap papers with a partner. Partners check the word count (60–80 words), the four content points, and the prepositions. T invites two or three Ss to read their paragraphs aloud.

    Students

    Partners give honest, specific feedback, for example 'You wrote on Monday, but you need on Monday morning to be clear.' Volunteers read their paragraphs aloud.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the model paragraph and explains the scoring criteria. T adds an etiquette reminder for school visits: 'Ask clearly, thank the guide, and repeat key details to confirm. Do not enter a room without permission.' T collects some papers to check at home.

    Students

    Ss compare their paragraphs with the model, note one improvement, and revise their paragraph for homework.

Worksheets

Phiếu học tập số 1

Listening notes: A visit to a school
Listen once for the main activity and the reason. Listen again for names, times and places. Write short notes.

  • Who: ______
  • What: ______
  • Where: ______
  • When: ______
  • Why: ______
    Check: Which spoken detail supports each note? Write the detail in the space below.

Phiếu học tập số 2

Prepositions of time and place
Fill in the blank with at, on or in.

  1. We meet ___ 8:15.
  2. The gardening activity is ___ Friday afternoons.
  3. Our school trip is ___ June.
  4. We have a club activity ___ the evening.
  5. The group waits ___ the entrance.
  6. Students sit ___ the floor in the hall.
  7. The activity takes place ___ school.

Homework

  • Listen to the audio again and write one responsible choice Duc makes, with a specific detail from the text. Explain how the detail shows care, safety, fairness or clear thinking. Do not invent an event that is not mentioned.
  • Revise your paragraph about an outdoor activity at your school. Check that it has 60–80 words, uses at least three correct prepositions of time and place, and answers when, where, what and why.
  • Review the six new words (laboratory, facility, entrance, gifted, lower secondary school, outdoor activity) and write one sentence with each word.
  • Practise the listening strategy on the NeoEdu lesson page: neoedu.vn/learn/7/english/unit-6-skills-2.

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