NeoEdu
Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 7. Traffic

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:
  • Ask and answer about distance with the pattern 'How far is it from … to …?' and 'It is about … kilometres.'
  • Give safety advice with should / should not + base verb (e.g., 'You should wear a helmet.').
  • Use the traffic words crossing, passenger, road sign, pavement and means of transport (bike, train, bus, motorbike, on foot).
  • Pronounce the diphthongs /aɪ/ (bike, ride, fine) and /eɪ/ (train, lane) correctly within one syllable.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review Unit 7 by checking their own answers against the keys and noting one language mistake they can now avoid.
  • Communication and collaboration: Ss work in pairs and groups to ask follow-up questions politely and to check each other's sentence repairs and pronunciation.
  • Problem-solving and creativity: Ss repair faulty sentences, sort words by sound, and create a short traffic dialogue with their own means of transport and distance.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the traffic words, talk about their journey to school, and write a short paragraph giving safety advice.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the distance pattern with 'it' as an empty subject, use should/should not with base verbs, and distinguish /aɪ/ from /eɪ/.

3. Personal qualities

  • Responsibility: Ss give only sensible, safe advice to their partners and never encourage dangerous behaviour on the road.
  • Kindness: Ss ask follow-up questions about their partner's journey without judging his or her home or circumstances.

II. Teaching aids and materials

1. Teacher

  • Projector, slides with traffic pictures (bike, train, bus, motorbike, zebra crossing, helmet, busy road)
  • Whiteboard and markers
  • Audio recording of minimal pairs: bike / ride / fine (/aɪ/) and train / lane (/eɪ/)
  • Printed Worksheet 1 and Worksheet 2 (one set per group)
  • NeoEdu online lesson: neoedu.vn/learn/7/english/unit-7-looking-back (lesson content, examples and interactive exercises)
  • Timer

2. Students

  • Textbook Tiếng Anh 7 Global Success, Unit 7
  • Notebook, pen, pencil
  • Small whiteboard and marker (optional, for the sentence repair game)
  • Colour pencils or highlighters for sorting sounds

III. Procedures

Activity 1: Warm-up · 5 minutes

Traffic Starter: How Do You Get There?

a) Aims

Ss recall the means of transport and the distance question to activate prior knowledge of Unit 7.

b) Content

T shows a traffic picture on the slide and asks: 'How do you go to school?' and 'How far is it from your home to school?' Ss work in pairs, name as many means of transport as they can (bike, bus, motorbike, train, car, on foot) and ask and answer one distance question with their partner.

c) Expected outcomes

Each pair lists at least three means of transport and gives one complete exchange, for example:

  • A: How far is it from your home to school?
  • B: It is about two kilometres.
  • A: How do you go to school?
  • B: I go to school by bike.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the traffic picture and asks: 'How do you go to school?' Then T asks: 'How far is it from your home to school?' and models the answer with a real distance.

    Students

    Ss listen and look at the picture. Ss repeat the two questions chorally.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for two minutes and monitors quietly, helping pairs who get stuck with vocabulary.

    Students

    Pairs name means of transport and practise the question and answer. Possible answers: 'I go to school by bike.' / 'It is about one kilometre.'

  3. Teacher

    Step 3: Report and discussion

    T calls on three pairs to present. T asks the class: 'Who goes to school on foot?' to involve more Ss.

    Students

    Three pairs present their exchanges. Other Ss raise their hands to answer the follow-up question.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the two key patterns on the board: 'How far is it from … to …?' and 'It is about … kilometres.' T says: 'Today we will use these patterns and learn how to give safety advice.'

    Students

    Ss copy the two patterns into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

The Distance Pattern with 'It'

a) Aims

Ss notice that 'it' is an empty subject in the distance pattern and use the pattern 'How far is it from … to …?' correctly.

b) Content

T puts the model dialogue on the slide: 'How far is it from your home to school?' - 'It is about two kilometres.' T asks Ss to find the question word, the preposition pair and the subject. Ss then complete the pattern box on their notebooks and make two questions about places in their town. Key question for Ss: 'Does 'it' refer to a specific object here?'

c) Expected outcomes

Ss complete the pattern:

  • How far is it + from + [place] + to + [place]?
  • It is about + [number] + kilometres.
    Key idea Ss write down: 'it' is an empty subject, not a particular object, and the preposition pattern is from … to ….

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the model dialogue and asks: 'Which word is the question word? Which two prepositions appear?' T gives Ss one minute to think.

    Students

    Ss read the dialogue silently and think about the answer.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, complete the pattern box, and write two new questions about places in their town. T monitors and checks the use of 'from … to …'.

    Students

    Pairs fill the pattern box and write two questions, for example: 'How far is it from your home to the market?' Possible answer: 'It is about one and a half kilometres.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why do we say 'it' here? Is 'it' a thing?' and invites pairs to share their questions.

    Students

    Two or three pairs read their questions aloud. Ss answer: 'It' is an empty subject, it does not stand for a particular object.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the pattern on the board and highlights the common mistake 'How far is there from…' versus the correct 'How far is it from…'. T reminds Ss that the answer uses 'It is about … kilometres.'

    Students

    Ss correct their notebooks and write the rule in one sentence: 'Use it as subject in the distance pattern.'

Activity 2.2: Knowledge formation · 8 minutes

Should for Safe Advice

a) Aims

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

b) Content

Groups of four receive a set of traffic rule cards (Worksheet 2): 'wear a helmet', 'use the zebra crossing', 'run across a busy road', 'cross the road when the light is red'. Ss arrange the cards into two columns: safe advice and unsafe actions. Then they build sentences with should or should not. Key question for T: 'Is should a guaranteed prediction or sensible advice?'

c) Expected outcomes

Each group makes three correct sentences:

  • You should wear a helmet.
  • You should use the zebra crossing.
  • You should not run across a busy road.
    Key idea Ss write down: should + base verb (no -s, no -ing, no past form) gives sensible advice; should/should not are used for advice, not for guaranteed predictions.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 to each group and explains the two columns. T asks: 'What verb form follows should?'

    Students

    Ss receive the cards. Possible answer from Ss: 'The base verb: wear, use, run, cross.'

  2. Teacher

    Step 2: Task performance

    T moves around the groups and checks that Ss do not use 'wears', 'wearing' or 'wore' after should. T reminds Ss that the rules are for safety.

    Students

    Groups sort the cards and write sentences with should or should not on a poster-sized sheet.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to read its sentences and the others to check the verb form. T asks: 'Should we stop here?' and models the question form.

    Students

    One group presents. Other groups say 'Correct' or 'Wrong' and explain. Possible answer: 'Should we stop here?' - 'Yes, we should.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: should / should not + base verb; questions begin with Should. T emphasises that only safe rules are used and no one should test dangerous situations.

    Students

    Ss copy the structure and one correct example into their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Listening and Sounds: /aɪ/ or /eɪ/?

a) Aims

Ss recognise and pronounce the diphthongs /aɪ/ and /eɪ/ in traffic words within one syllable.

b) Content

T plays the audio of minimal pairs: bike, ride, fine (/aɪ/) and train, lane (/eɪ/). Ss repeat and then sort the words into two columns. T stresses that the glide in each diphthong stays in one syllable: do not split bike into two syllables.

c) Expected outcomes

Ss sort the words:

  • /aɪ/: bike, ride, fine
  • /eɪ/: train, lane
    Key idea Ss write down: /aɪ/ moves from an open vowel towards /ɪ/; /eɪ/ begins nearer /e/; both are diphthongs within one syllable.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the recording once and asks Ss to listen for the vowel sound in bike and train. T models both words.

    Students

    Ss listen and watch T's mouth. Ss repeat 'bike' and 'train' chorally.

  2. Teacher

    Step 2: Task performance

    T plays the recording again and pauses after each word. Ss work in pairs to sort the five words into two columns, then check with the NeoEdu sound exercise if time allows.

    Students

    Pairs sort the words and practise saying each pair: ride - train, fine - lane.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their columns aloud and checks the pronunciation of two or three words individually.

    Students

    Pairs read their columns. Other Ss give feedback on the sounds.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss not to split the glide into two syllables.

    Students

    Ss write the two columns in their notebooks and mark the diphthongs.

Activity 3: Practice · 8 minutes

Sentence Repair and Traffic Vocabulary Race

a) Aims

Ss consolidate grammar, vocabulary and pronunciation from the unit through the tasks in the lesson.

b) Content

Teams of four complete Worksheet 1 in two minutes. T reads each item aloud. Items cover: repairing sentences with the distance pattern and should, matching traffic vocabulary, choosing the polite word please, rebuilding a target sentence and choosing the correct diphthong label. Ss write their answers on small whiteboards and show them at the same time.

c) Expected outcomes

Answer key for Worksheet 1:

  1. B - How far is it from here to the station?
  2. A - You should wear a helmet.
  3. D - We should not run across a busy road.
  4. C - It is about two kilometres from my home to school.
  5. crossing = chỗ sang đường; passenger = hành khách; road sign = biển báo giao thông
  6. pavement = B (vỉa hè)
  7. please (Could you say that again, please?)
  8. You should use the zebra crossing.
  9. bike = A (/aɪ/)
    Key idea Ss write down: check the verb after should, the preposition 'from … to …', and the polite word 'please'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and explains the race rules: teams write answers on whiteboards and show them when T says 'Show!'. Each correct answer gets one point.

    Students

    Ss form teams, receive the worksheet and get ready with markers.

  2. Teacher

    Step 2: Task performance

    T reads each item aloud one by one and gives teams 20 seconds to answer. T asks teams to explain the choice when they differ.

    Students

    Teams write answers and show them. Example response: 'Team 2: B, because it is the subject in the distance pattern.'

  3. Teacher

    Step 3: Report and discussion

    T reveals the answer key on the slide and counts the points. T asks: 'Which item was the most difficult?'

    Students

    Ss compare their answers and say which item was hardest. Possible answer: 'Item 4, because of the preposition.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the winning team and corrects remaining mistakes. T reminds Ss that a correct keyword does not make an irrelevant answer correct; they must check the whole sentence.

    Students

    Ss correct their own worksheet and write the right answers in their notebooks.

Activity 4: Application · 8 minutes

Traffic Talk: My Journey to School

a) Aims

Ss use the topic language of traffic in a real-life exchange about their own journey and give safety advice to a partner.

b) Content

Pairs interview each other: 'How do you go to school?', 'How far is it from your home to school?' and give one piece of advice with should or should not. Ss ask one polite follow-up question without judging the partner's situation, for example: 'Could you say that again, please?' Then each pair writes a short paragraph of about five sentences for homework.

c) Expected outcomes

Each pair produces a six-line dialogue, for example:

  • A: How do you go to school?
  • B: I go to school by bike.
  • A: How far is it from your home to school?
  • B: It is about three kilometres.
  • A: You should wear a helmet.
  • B: You should not use your phone while you ride.
    Each student writes one language mistake from the unit with its correction, for example: 'How far is there from here...' is corrected to 'How far is it from here...'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models a short exchange with a strong S and gives the task: interview your partner, give one piece of advice and write one mistake you can now avoid.

    Students

    Ss listen and copy the model structure.

  2. Teacher

    Step 2: Task performance

    T circulates and listens to pairs, helping with the verb after should and the distance pattern. T checks that Ss use polite follow-up questions.

    Students

    Pairs interview each other for about four minutes and write their dialogue on paper.

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to act out their dialogues in front of the class and asks the audience to name one safety rule they heard.

    Students

    Three pairs perform. Audience answers: 'You should wear a helmet.' / 'You should use the zebra crossing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on pronunciation of /aɪ/ and /eɪ/ and on the use of should. T asks Ss to share the language mistake they wrote and confirms the correction.

    Students

    Ss write the corrected sentence in their notebooks and note the mistake to avoid.

Worksheets

Worksheet 1: Sentence Repair and Vocabulary Race

Part A. Repair the sentence. Choose A, B, C or D.

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

Part B. Match the words with their Vietnamese meanings.

  • crossing / passenger / road sign
  • chỗ sang đường / hành khách / biển báo giao thông

Part C. Choose the correct meaning of 'pavement'.

  • A. biển báo giao thông
  • B. vỉa hè
  • C. mũ bảo hiểm
  • D. chỗ sang đường

Part D. Choose the best word (please / yesterday / loudly) to complete the polite request.

  • Could you say that again, ___?

Part E. Rebuild the target sentence from these words: You / should / use / the zebra crossing.

Part F. Which label fits 'bike'?

  • A. /aɪ/
  • B. /eɪ/
  • C. /ɜː/

Worksheet 2: Traffic Rule Cards

Task: Sort the cards into two columns: SAFE ADVICE and UNSAFE ACTIONS. Then write one sentence with should or should not for each safe card.

Cards:

  • wear a helmet
  • use the zebra crossing
  • run across a busy road
  • cross the road when the light is red
  • stop at the crossing and look both ways
  • ride a bike with headphones on

Sentence frame:

  • You should ___.
  • You should not ___.

Question frame:

  • Should we ___?

Homework

  • Write a short paragraph of about five sentences about your journey to school. Include the distance pattern 'How far is it from … to …?' and at least two sentences with should or should not.
  • Practise reading aloud the words bike, ride, fine, train and lane. Record yourself and check that you do not split the diphthong into two syllables.
  • Look at the NeoEdu lesson neoedu.vn/learn/7/english/unit-7-looking-back and complete the interactive exercises on the distance pattern and should/should not. Write down the answers you got wrong and correct them in your notebook.

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