Tiếng AnhLớp 7Unit 7. Traffic

Giáo án A Closer Look 2

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 and answer about distance with 'How far is it from … to …?' and 'It is about … kilometres.'
- use should / should not + base verb to give sensible advice on traffic safety.
- recognise and avoid common mistakes with the distance pattern and modal verbs.

2. Competences

a) General competences

Self-control and independent learning: Ss follow the self-check steps (identify the subject, choose the pattern, read the whole sentence) before answering each question.
Communication and collaboration: Ss work in pairs to ask and answer distance questions and share safety advice with classmates.
Problem-solving and creativity: Ss analyse a traffic problem near school and propose adult-supported improvements.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer about distance, give safety advice orally, read a short text on traffic near school and write a 60–80-word paragraph about a traffic problem.
Language knowledge (pronunciation, vocabulary, grammar): Ss use six traffic words (pavement, helmet, pedestrian, crossing, passenger, road sign), the distance pattern with 'it' as empty subject, and should / should not + base verb correctly.

3. Personal qualities

Responsibility: Ss choose safe advice and state rules that protect pedestrians, passengers and cyclists.
Diligence: Ss check each sentence carefully with the self-check steps and correct their own mistakes before the class discussion.

II. Teaching aids and materials

1. Teacher

Slides showing the target sentences, the key vocabulary and the reading text
Worksheet 1 (printed for each pair)
Board and markers
NeoEdu lesson page: neoedu.vn/learn/7/english/unit-7-a-closer-look-2 (lesson presentation, worked examples and interactive exercises)

2. Students

Student book Global Success 7, Unit 7 (A Closer Look 2)
Notebook, pen, pencil
Worksheet 1 (for pair work)

III. Procedures

Activity 1: Warm-up · 5 minutes

Traffic Words in Action

a) Aims

Ss activate the vocabulary about traffic and recall safe behaviour on the road.

b) Content

Ss match six words with their meanings: pavement (vỉa hè), helmet (mũ bảo hiểm), pedestrian (người đi bộ), crossing (chỗ sang đường), passenger (hành khách), road sign (biển báo giao thông). Then Ss answer two questions: 'Where do pedestrians walk?' and 'What should a motorbike rider wear?'

c) Expected outcomes

Ss match all six words correctly. Expected answers: 'Pedestrians walk on the pavement and use the crossing.' / 'A motorbike rider should wear a helmet.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on the board without meanings and asks Ss to match them with the meanings on the slide. T says: 'Look at the words. Which word is about the place where people walk?'
Students
Ss look at the words and listen to the instruction. They think about the answer quietly for a few seconds.
Teacher
Step 2: Task performance
T asks Ss to work in pairs, match the words and answer the two questions. T walks around and checks.
Students
Pairs match the words and discuss the answers. Ss may say: 'Pedestrians walk on the pavement.' 'The rider should wear a helmet.'
Teacher
Step 3: Report and discussion
T calls on two or three pairs to share their matches and answers. T asks: 'Who can say one more road sign you know?'
Students
Pairs read out their answers. Possible answer: 'A stop sign.' Other Ss listen and add their ideas.
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches and writes the six words on the board with their meanings. T introduces the lesson topic: 'Today we will talk about distance and advice on traffic.'
Students
Ss copy the words into their notebooks and get ready for the next activity.

Activity 2.1: Knowledge formation · 10 minutes

Distance with 'it'

a) Aims

Ss understand and use the distance pattern 'How far is it from … to …?' with 'it' as an empty subject.

b) Content

T writes the dialogue on the board: 'How far is it from your home to school?' – 'It is about two kilometres.' T asks: 'What is the subject of the question? Is it a particular object?' Ss practise the pattern with their own home, school and other places in the neighbourhood.

c) Expected outcomes

Ss state the rule: How far is it from + place + to + place? / It is about + number + kilometres. Ss note that 'it' is an empty subject, not a particular object, so 'How far is there from here to the station?' is wrong. Sample pair exchange: 'How far is it from my house to the market?' – 'It is about one kilometre.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T presents the dialogue and asks: 'Which word is the subject? Does it refer to a thing?' T gives a second example: 'How far is it from here to the station?'
Students
Ss listen and read the dialogue. They answer: 'The subject is it.' 'It does not refer to a thing; it is empty.'
Teacher
Step 2: Task performance
T asks pairs to practise the dialogue with their own home and school, then with two other places. T monitors pronunciation of 'kilometres' and 'about'.
Students
Pairs take turns asking and answering. Ss use the pattern: 'How far is it from my home to school?' – 'It is about two kilometres.'
Teacher
Step 3: Report and discussion
T asks: 'Is it correct to say How far is there from here to the station?' T calls on two pairs to read their exchanges aloud.
Students
Ss answer: 'No, it is not correct.' Pairs read their exchanges. Other Ss check the structure.
Teacher
Step 4: Conclusion and assessment
T writes the pattern on the board: How far is it from … to …? / It is about … kilometres. T stresses: 'It is an empty subject in the distance pattern. The preposition is from … to ….'
Students
Ss copy the pattern into their notebooks and mark the key words in the dialogue.

Activity 2.2: Knowledge formation · 10 minutes

Giving Advice with should

a) Aims

Ss form and use should / should not + base verb to give sensible traffic advice.

b) Content

Ss read the short text about the road near school and underline the sentences with should. T shows three examples: 'You should wear a helmet.' 'Should we stop here?' 'We should not step into moving traffic.' Ss discuss: 'Is should used for a guaranteed prediction or for sensible advice?'

c) Expected outcomes

Ss underline four sentences with should / should not: 'The school should discuss a safer drop-off point…', 'Pupils should use the agreed walking route and marked crossing.', 'We should not step into moving traffic…' and the example 'You should wear a helmet.' Rule: should / should not + base verb (no -s, no to). Should is used for sensible advice, not a guaranteed prediction.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes the reading text (or shows it on the slide) and asks Ss to read silently and underline the sentences with should. T says: 'Find the modal verb and the verb after it.'
Students
Ss read silently for about one minute and underline the sentences with should.
Teacher
Step 2: Task performance
T asks pairs to compare their underlined sentences and to discuss the form of the verb after should. T prompts: 'What form is the verb after should: wears or wear?'
Students
Pairs compare answers. Ss say: 'The verb after should is the base form, wear, not wears.' They explain that the advice is sensible and not a prediction.
Teacher
Step 3: Report and discussion
T calls on pairs to read their sentences aloud and asks: 'Why do we use should not step rather than should step?'
Students
Pairs read their sentences aloud. Possible answer: 'We should not step into moving traffic because it is dangerous.'
Teacher
Step 4: Conclusion and assessment
T summarises: should / should not + base verb is used for sensible advice. T reminds Ss to state safe rules without encouraging dangerous behaviour.
Students
Ss write the rule in their notebooks: should / should not + base verb, e.g. 'You should wear a helmet.'

Activity 3: Practice · 10 minutes

Choose, Complete and Correct

a) Aims

Ss apply the distance pattern and should / should not to choose, complete, order and judge sentences.

b) Content

Ss do the exercises on Worksheet 1: multiple choice (items 1–4), completion with the words far and should (item 5), sentence ordering (item 6) and judging correct or incorrect sentences (item 7). Ss use the self-check: identify the subject, choose the pattern, read the whole sentence.

c) Expected outcomes

Answers: 1-B (it); 2-A (wear); 3-D (should not); 4-C (from); 5-far | should; 6-You should use the zebra crossing.; 7a-Đ (How far is it from here to the station?), 7b-S (How far is there from here to the station?). Common error to correct: choosing 'there' or 'this' instead of 'it' in the distance question.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and models the self-check on item 1: 'Subject? How far… ? Pattern? How far is it from… ? Whole sentence? Yes.'
Students
Ss listen and note the three self-check steps in their notebooks.
Teacher
Step 2: Task performance
Ss work individually on items 1–4 and 6–7, then compare with a partner. T monitors and helps pairs who are stuck on item 5 and item 7b.
Students
Ss complete the items individually, then check with a partner. Ss may ask: 'Why is there wrong?' and answer: 'It is an empty subject in the distance question, so we use it.'
Teacher
Step 3: Report and discussion
T calls on individual Ss to give answers for each item and asks the class to agree or disagree. T asks: 'Why is should not the correct choice in item 3?'
Students
Ss give answers: 'B / A / D / C.' Class responds: 'Agree.' or 'Disagree, because…'. Ss say: 'Running across a busy road is not safe advice, so we use should not.'
Teacher
Step 4: Conclusion and assessment
T confirms all answers, writes the corrected sentences on the board and highlights the misconception: 'In the distance pattern, use it as the subject.'
Students
Ss correct their worksheets and write the corrected sentences in their notebooks.

Activity 4: Application · 10 minutes

Writing About a Traffic Problem

a) Aims

Ss write a short paragraph describing a traffic problem near school or in town, its effect, and sensible improvements supported by adults.

b) Content

Ss write 60–80 words about one traffic problem near a school or in a town. They describe the problem, its effect and at least two sensible, adult-supported improvements, using should / should not and at least one sentence with the distance pattern. Ss use the vocabulary: pavement, pedestrian, crossing, road sign, helmet, passenger.

c) Expected outcomes

A 60–80-word paragraph containing: (1) one clear problem, e.g. cars stopping at the school gate and blocking the pavement; (2) its effect, e.g. walking becomes difficult; (3) two or more improvements with should / should not + base verb, e.g. 'The school should discuss a safer drop-off point with adults.' 'Pupils should use the marked crossing.' Teacher assessment (10 points): task/content 4; relevant organisation 2; grammar/vocabulary 3; spelling/punctuation 1. A model is one possible answer, not an automatic key.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T introduces the task and shows the assessment criteria. T asks: 'What traffic problem do you see near our school or in our town?'
Students
Ss listen to the task and think about one problem they know. Ss may say: 'Cars stop at the school gate.' 'Motorbikes ride without helmets.'
Teacher
Step 2: Task performance
T asks Ss to make a quick outline (problem, effect, two improvements) and then write the paragraph individually. T circulates and checks use of should and it in the distance pattern.
Students
Ss write the outline and then the paragraph in 60–80 words. Ss check word count and grammar with the self-check steps.
Teacher
Step 3: Report and discussion
T asks four or five Ss to read one sentence each from their paragraphs. T asks the class: 'Is the advice safe and sensible?'
Students
Ss read their sentences aloud, e.g. 'Pupils should use the agreed walking route.' Other Ss respond: 'Yes, that is safe advice.'
Teacher
Step 4: Conclusion and assessment
T gives brief feedback on content, grammar and vocabulary, praises good examples and reminds Ss that advice should be safe and involve adults.
Students
Ss revise their paragraphs by correcting one or two errors noted by T and keep the draft in their notebooks.

Worksheets

Worksheet 1

Part A. Choose the best answer (A, B, C or D).

1. How far is ___ from here to the station? A. they; B. it; C. there; D. this
1. You should ___ a helmet. A. wear; B. wears; C. wearing; D. wore
1. Choose safe advice: We ___ run across a busy road. A. should; B. are; C. do; D. should not
1. It is about two kilometres ___ my home to school. A. on; B. with; C. from; D. at

Part B. Complete the sentences.

5. How {{1}} is it to the park? You {{2}} (should / should not) look both ways before crossing.

Part C. Put the words in the correct order.

6. You / should / use / the zebra crossing.

Part D. Judge the grammar. Write Đ (correct) or S (incorrect).

7a. How far is it from here to the station?
7b. How far is there from here to the station?

Part E. Write 60–80 words about one traffic problem near a school or in a town. Describe the problem, its effect and sensible adult-supported improvements.

Homework

Finish Part E of Worksheet 1 in 60–80 words and check the word count and the use of should / should not + base verb.
Practise the distance question and answer with two places you go to every day, e.g. 'How far is it from my home to the market?' – 'It is about … kilometres.'
Do the interactive exercises for A Closer Look 2 on the NeoEdu page (neoedu.vn/learn/7/english/unit-7-a-closer-look-2) and note any mistakes to correct in the next lesson.
Learn the six traffic words (pavement, helmet, pedestrian, crossing, passenger, road sign) and write one sentence with each word.

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