Tiếng AnhLớp 7Unit 7. Traffic

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: ask and answer about means of transport and distance using 'How do you get to school?' and 'I walk. It is about one kilometre from my home.'
By the end of the lesson, Ss will be able to: ask a polite follow-up question without judging another person's circumstances.
By the end of the lesson, Ss will be able to: use clarification phrases such as 'Could you say that again?' and 'Do you mean…?' to repair a misunderstanding.
By the end of the lesson, Ss will be able to: use the key vocabulary of the unit (pavement, helmet, pedestrian, crossing, passenger, road sign) in context.

2. Competences

a) General competences

Self-control and independent learning: Ss actively plan their own answers and check their own pronunciation and word choice before speaking.
Communication and collaboration: Ss work in pairs to role-play, listen to their partners, ask for clarification and change roles politely.
Problem-solving and creativity: Ss repair communication breakdowns and create a personalised dialogue with real details from their own lives.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer about transport, listen for key details, and paraphrase one detail after checking.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the target words clearly, use the vocabulary of traffic and transport accurately, and use simple present questions and answers with 'I walk' and 'It is about…'.

3. Personal qualities

Responsibility: Ss follow safety rules when they collect road signs with an adult and never place a cardboard model on a real road.
Kindness: Ss ask follow-up questions in a respectful way and do not judge their partner's way of travelling to school.

II. Teaching aids and materials

1. Teacher

Lesson plan, textbook English 7 (Global Success), Unit 7 Communication page
Projector or interactive whiteboard, speakers
Flashcards or slides with the six key words: pavement, helmet, pedestrian, crossing, passenger, road sign, with pictures
Digital learning resource on NeoEdu: neoedu.vn/learn/7/english/unit-7-communication (lesson presentation, examples and interactive exercises)
Small cards with the sentences for the matching task (Exercise 5)

2. Students

Textbook, notebook, pen, pencil
Blank paper or small whiteboard for writing answers
Pictures or photos of traffic signs (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Ways of getting to school

a) Aims

Ss activate prior knowledge of transport and traffic, and get ready for the topic of the lesson.

b) Content

Ss look at four pictures showing a student walking, cycling, travelling by bus and travelling by car. Ss answer the question 'How do you get to school?' in pairs. T shows the word 'pavement' and asks Ss where pedestrians walk.

c) Expected outcomes

Ss name at least three means of transport (walk, cycle, bus, car/motorbike) and say one simple sentence such as 'I walk' or 'I go by bus'. Ss identify 'pavement' as the place for pedestrians.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows four pictures on the screen and asks: 'How do you get to school?' T models the answer: 'I walk.' T gives the instruction: 'Work in pairs. Ask and answer about the pictures.'
Students
Ss listen carefully and repeat the question and the answer after T.
Teacher
Step 2: Task performance
T walks around, helps Ss with pronunciation of 'pavement' and 'pedestrian' and notes examples of good answers.
Students
Pairs ask and answer. Example: A: 'How do you get to school?' B: 'I go by bus.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their answers. T asks: 'Where do pedestrians walk?'
Students
Some Ss report: 'She goes by bicycle.' Expected answer to T's question: 'On the pavement.'
Teacher
Step 4: Conclusion and assessment
T praises Ss and introduces the topic of the lesson: 'Today we will learn how to ask and answer about transport and how to repair a misunderstanding.' T writes the title on the board.
Students
Ss listen and write the title in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Asking and answering about transport

a) Aims

Ss understand and use the model exchange about means of transport and distance, and learn how to ask a polite follow-up question.

b) Content

T presents the model dialogue: A: 'How do you get to school?' B: 'I walk. It is about one kilometre from my home.' T presents the key vocabulary (pavement, helmet, pedestrian, crossing, passenger, road sign) with pictures. Ss practise pronunciation in chorus and individually. Ss complete Worksheet 1 Part A, giving their own means of transport and distance. Ss answer the question: 'Why is a follow-up question polite?'

c) Expected outcomes

Ss can write one complete exchange: 'How do you get to school? – I walk. It is about one kilometre from my home.' Ss can explain that a follow-up question such as 'Could you give me an example?' invites more information without judging the speaker's situation. Key knowledge: give a means of transport and, if useful, distance; ask a follow-up question without judging another person's circumstances.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the model dialogue on the board and asks: 'What is the means of transport? What is the distance?' T gives Worksheet 1 Part A to each pair.
Students
Ss read the dialogue silently and answer T's questions. Expected answers: 'Walk' and 'about one kilometre'.
Teacher
Step 2: Task performance
T models the pronunciation of new words, then asks Ss to repeat in chorus and individually. T guides pairs to complete Worksheet 1 Part A and asks the question: 'Why do we ask a follow-up question politely?'
Students
Ss repeat the words and sentences. Pairs complete the worksheet. Example answers: 'I take the bus. It is about three kilometres.' Possible answer to the question: 'To get more information without judging the other person.'
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read their exchanges aloud. T checks stress in 'pedestrian' and 'kilometre'.
Students
Pairs read their exchanges. Other Ss listen and say whether the follow-up question is polite.
Teacher
Step 4: Conclusion and assessment
T summarises the key structure: 'How do you get to school?' – 'I walk. It is about one kilometre from my home.' T highlights the key idea: a follow-up question should not judge another person's circumstances.
Students
Ss copy the key sentence and the vocabulary list into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Listen, check and repair

a) Aims

Ss learn and use phrases to ask for repetition and to check understanding, and practise paraphrasing one key detail.

b) Content

T presents the three phrases for repairing communication: 'Could you say that again?', 'Do you mean…?' and 'What do you think?'. T models a short exchange with a misunderstanding. Ss practise the process: plan the information, speak clearly, check, paraphrase one key detail, then change roles and use new real details.

c) Expected outcomes

Ss can use the phrase 'Could you say that again?' to ask for repetition and 'Do you mean…?' to check understanding. Ss can paraphrase: 'You walk. The school is about one kilometre from your house.' Key knowledge: a listener can ask for clarification politely; after checking, the speaker paraphrases one key detail.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models a conversation with a misunderstanding: A: 'I go by bus.' B: 'Could you say that again?' A: 'I go by bus. It is about two kilometres.' B: 'Do you mean the school is two kilometres away?' T asks: 'What is the problem in the conversation?'
Students
Ss listen and answer: 'B did not hear clearly, so B asked for repetition.' 'B checked the distance.'
Teacher
Step 2: Task performance
T asks Ss to work in pairs and practise the process. T reminds: 'Speak clearly, leave time for a reply, and then paraphrase one detail.' T monitors and supports Ss with sentence frames.
Students
Pairs take turns to speak and listen. Ss use the phrases 'Could you say that again?' and 'Do you mean…?' and paraphrase one detail, e.g. 'So you go by bike, and the school is about two kilometres from your house.'
Teacher
Step 3: Report and discussion
T invites 2 pairs to perform in front of the class and asks the class to check the phrases used.
Students
Pairs perform. Other Ss say which phrase the speaker used to ask for repetition or to check understanding.
Teacher
Step 4: Conclusion and assessment
T writes the three phrases on the board and explains their functions: ask for repetition, check understanding, invite a view. T reminds Ss that a correct word does not make an irrelevant answer correct.
Students
Ss write the phrases and their functions in their notebooks.

Activity 3: Practice · 10 minutes

Choose, judge and match

a) Aims

Ss consolidate the communication functions, the key expressions and the respond-first principle through selected exercises.

b) Content

Ss complete Exercises 1 to 5 in Worksheet 1 Part B. Ex 1: Choose a relevant response to 'How do you get to school?'. Ex 2: Choose the phrase that politely asks the speaker to repeat. Ex 3: Put the lines in the correct order. Ex 4: Mark the statements as true or false. Ex 5: Match the communicative actions to the expressions.

c) Expected outcomes

Answer key: Ex 1 – B (I walk. It is about one kilometre from my home.). Ex 2 – B (Could you say that again, please?). Ex 3 – 1. How do you get to school? 2. I walk. It is about one kilometre from my home. 3. Could you explain one detail, please? 4. Of course. Let me give an example. Ex 4 – a) T; b) F; c) T. Ex 5 – ask for repetition: Could you say that again?; check understanding: Do you mean this?; invite a view: What do you think?

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Worksheet 1 Part B to each pair and explains the instructions. T reminds Ss to read the whole context before answering.
Students
Ss read the instructions and ask questions about any unclear word.
Teacher
Step 2: Task performance
T monitors, gives hints if needed and checks that Ss are working individually first, then comparing answers with their partner.
Students
Ss work individually for 4 minutes, then compare answers with their partner and correct each other.
Teacher
Step 3: Report and discussion
T calls on Ss to give answers for each exercise and asks the class to vote with thumbs up or down.
Students
Ss give answers. Expected: 'Exercise 1 is B because it answers the question.' 'Exercise 4 b is False because we should not interrupt.'
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the screen and explains the reason for each answer. T emphasises: 'Communication needs relevance and listening, not only grammar.'
Students
Ss check their answers, correct mistakes and write the correct answers in their notebooks.

Activity 4: Application · 10 minutes

Real-life role-play and traffic sign project

a) Aims

Ss use the topic language in a personalised role-play with real details, and prepare for a real-life project on local traffic signs in a safe way.

b) Content

Ss work in pairs to role-play a conversation about transport. Each pair includes a follow-up question and an appropriate response, and one repair step. Ss then change roles and use new details. T introduces the homework: find four local traffic signs with an adult, draw or photograph them with permission, make one cardboard model, and explain its location, meaning and required action.

c) Expected outcomes

Each pair produces a role-play, for example: A: 'How do you get to school?' B: 'I go by motorbike. It is about three kilometres from my home.' A: 'Could you give me an example?' B: 'Yes. Let me explain: I leave home at 6.30 and I wear a helmet.' Ss state one safety rule: 'Wear a helmet and use the pavement or the crossing.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the role-play task and gives the sentence frame on the board: 'How do you get to school? – I … It is about … from my home.' T reminds Ss to use new real details.
Students
Ss read the frame and plan their own real details, such as their means of transport and distance.
Teacher
Step 2: Task performance
T asks pairs to perform the role-play twice, changing roles. T guides Ss to include a follow-up question and one repair phrase. T then introduces the homework project and reminds Ss about safety: 'Never place the model on a real road.'
Students
Pairs perform the role-play, change roles and use new details. Ss listen to the homework instructions and write them in their notebooks.
Teacher
Step 3: Report and discussion
T invites 2 pairs to perform for the class and asks the class to evaluate the function, relevance and pronunciation of the speakers.
Students
Pairs perform. Classmates give feedback, e.g. 'Your follow-up question is polite.' 'Your pronunciation of kilometre is clear.'
Teacher
Step 4: Conclusion and assessment
T summarises the lesson: 'Give a means of transport and, if useful, distance. Ask a follow-up question without judging another person's circumstances.' T praises Ss and reminds them of the homework.
Students
Ss repeat the key sentence and write it in their notebooks.

Worksheets

Worksheet 1

Part A: Ask and answer with a partner.

How do you get to school?
I ... (walk / go by bus / go by bike / go by motorbike).
It is about ... kilometres from my home.
Follow-up question: Could you give me an example?

Part B: Exercises

Ex 1. A partner says: 'How do you get to school?' Choose a relevant response.
A. The question has no meaning in English.
B. I walk. It is about one kilometre from my home.
C. I am returning this lost umbrella.
D. That is my examination number.
Ex 2. 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?
Ex 3. Put the lines in the correct order.
a) Of course. Let me give an example.
b) How do you get to school?
c) Could you explain one detail, please?
d) I walk. It is about one kilometre from my home.
Ex 4. Mark the statements T (true) or F (false).
a) Respond to the actual question. ___
b) Interrupt whenever you know one word. ___
c) Ask for clarification if unsure. ___
Ex 5. Match the communicative actions to the expressions.
1. ask for repetition A. Do you mean this?
2. check understanding B. What do you think?
3. invite a view C. Could you say that again?

Key: Ex 1 – B; Ex 2 – B; Ex 3 – b, d, c, a; Ex 4 – a) T, b) F, c) T; Ex 5 – 1–C, 2–A, 3–B.

Homework

Find four local traffic signs with an adult in a safe place. Draw or take photos of them with permission.
Make one cardboard model of one traffic sign. Do not place the model on a real road.
Prepare a short oral explanation (3–4 sentences) about the location, the meaning and the action required for your sign. Example: 'This is a pedestrian crossing. It is near my school. Drivers must stop, and pedestrians must cross carefully.'
Write a short dialogue of 4–5 lines about how you get to school, using 'It is about … kilometre(s) from my home', and include one follow-up question.
Review the six key words: pavement, helmet, pedestrian, crossing, passenger, road sign. Practise the pronunciation with the NeoEdu lesson at neoedu.vn/learn/7/english/unit-7-communication.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.