NeoEdu
Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 8. Films

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)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • accept a suggestion with interest, or decline it politely with a reason and an alternative, using topic language about films.
  • ask for repetition or clarification when a detail is unclear, using 'Could you say that again?' and 'Do you mean…?'.
  • use vocabulary about films: comedy (phim hài), documentary (phim tài liệu), frightening (gây sợ hãi), moving (gây xúc động), plot (cốt truyện), review (bài nhận xét).

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the practice exercises on their own, check their answers against the key, and correct their own mistakes.
  • Communication and collaboration: Ss take turns in pairs, listen to their partner before replying, and confirm details by paraphrasing.
  • Problem-solving and creativity: Ss repair a misunderstanding in a role-play and create new real or imagined film details for a new dialogue.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss accept or decline a film suggestion in a relevant way, give a reason and an alternative, and repair a misunderstanding during a short exchange.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the film vocabulary correctly, stress the key information in 'That sounds good. What time does it start?', and use the question forms 'Shall we…?' and 'Do you mean…?' accurately.

3. Personal qualities

  • Responsibility: Ss prepare the poster details for the homework and bring them to the next class exhibition.
  • Kindness: Ss respond politely when declining a partner's suggestion and give a reason with respect.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, projector, slides with the dialogue and key expressions
  • Pictures of films of different genres (comedy, documentary, horror, drama)
  • Worksheet No. 1 (printed copies for pairs)
  • NeoEdu online lesson page: neoedu.vn/learn/7/english/unit-8-communication (interactive exercises for the practice stage)

2. Students

  • Textbook, notebook, pen
  • A small piece of paper for the matching task

III. Procedures

Activity 1: Warm-up · 5 minutes

Film types brainstorm

a) Aims

Ss activate prior knowledge of film genres and recall the topic vocabulary before the new language.

b) Content

T shows four pictures of films (a comedy, a documentary, a horror film, a drama) and asks: 'What kind of film is this? Which film do you like best? Why?' Ss name the genre and say one word about each film, e.g. 'frightening', 'moving', 'funny'.

c) Expected outcomes

Ss name the genres: comedy (phim hài), documentary (phim tài liệu), and the adjectives frightening (gây sợ hãi), moving (gây xúc động). A sample answer: 'I like comedies because they are funny.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four pictures and asks: 'What kind of films are these? Which one do you like?'

    Students

    Ss look at the pictures and listen to the question.

  2. Teacher

    Step 2: Task performance

    T gives 1 minute for pairs to name the genres and say one adjective for each film.

    Students

    Pairs discuss. Ss may answer: 'It is a comedy. It is funny.' / 'It is a documentary. It is informative.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to share their answers and writes the new words on the board.

    Students

    Representative Ss report: 'This is a horror film. It is frightening.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the genre words and writes the key vocabulary: comedy, documentary, frightening, moving, plot, review. T introduces the lesson topic: accepting and declining suggestions about films.

    Students

    Ss copy the vocabulary and listen to the lesson aim.

Activity 2.1: Knowledge formation · 10 minutes

Accepting and declining suggestions

a) Aims

Ss recognise and use the language for accepting a film suggestion and for declining it politely with a reason and an alternative.

b) Content

T models the dialogue: 'Shall we watch a comedy tonight?' / 'That sounds good. What time does it start?'. Then T presents a decline example: 'I'd love to, but I have homework tonight. How about tomorrow?'. Ss read the dialogue in pairs and find the expressions that accept and that decline. Then Ss complete Worksheet No. 1, Part A.

c) Expected outcomes

Accept: 'That sounds good. What time does it start?' Decline: 'I'd love to, but… How about…?' Key idea written in notebooks: Accept with interest or decline politely with a reason and an alternative. Do not confuse a preference with an objective fact (e.g. 'I like comedies' is a preference, not a fact about the film).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the dialogue on the slide and asks: 'How does B respond to the suggestion? Is it an acceptance or a decline?'

    Students

    Ss listen and look at the slide. They read the dialogue silently.

  2. Teacher

    Step 2: Task performance

    T distributes Worksheet No. 1 and gives 3 minutes for pairs to underline the accepting and declining expressions and to complete Part A.

    Students

    Pairs read the dialogue aloud and underline: 'That sounds good.' (accept) and 'I'd love to, but… How about…?' (decline).

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to read their decline examples aloud and checks the reason and the alternative.

    Students

    A pair reads: 'Shall we watch a documentary?' / 'I'm sorry, I can't. I have to study. How about Sunday?'

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights the rule: accept with interest, or decline politely with a reason and an alternative. T reminds Ss that a preference (I like horror films) is not an objective fact about a film.

    Students

    Ss write the key rule in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Repairing a misunderstanding

a) Aims

Ss learn the language for asking a partner to repeat or clarify a detail and for checking their understanding.

b) Content

T presents the repair expressions: 'Could you say that again?' and 'Do you mean…?'. T models a short exchange in which a detail (the showing time) is unclear. Ss listen and then match each communicative action with an expression on Worksheet No. 1, Part B.

c) Expected outcomes

Ask for repetition: 'Could you say that again?' Check understanding: 'Do you mean the 7 o'clock show?' Invite a view: 'What do you think?' After checking, the listener paraphrases one key detail, e.g. 'So the film starts at 7:30 p.m. in Room 3, right?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'What time does the film start?' and pretends not to hear the answer. T asks Ss to notice what the speaker says to repair the problem.

    Students

    Ss listen and notice the question 'Could you say that again?'.

  2. Teacher

    Step 2: Task performance

    T gives 2 minutes for pairs to complete Part B of Worksheet No. 1 by matching the actions and the expressions.

    Students

    Pairs match: ask for repetition – Could you say that again?; check understanding – Do you mean this?; invite a view – What do you think?

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read one matched line each and to model a short repair with the paraphrase 'So the film starts at…, right?'.

    Students

    A pair says: 'Do you mean the 8 o'clock show?' / 'Yes. So it starts at 8 p.m., right?'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains that a good repair names the unclear detail and then confirms it in the listener's own words.

    Students

    Ss copy the three expressions and the paraphrase tip into their notebooks.

Activity 3: Practice · 12 minutes

Accept, decline and repair

a) Aims

Ss practise the target language through guided exercises and judge which responses are helpful in communication.

b) Content

Ss do the following exercises, using Worksheet No. 1 (Part C) and the NeoEdu interactive exercises:

  1. Choose the relevant response to 'Shall we watch a comedy tonight?'.
  2. Choose the phrase that politely asks the speaker to repeat.
  3. Judge the statements about helpful communication: a) Respond to the actual question. b) Interrupt whenever you know one word. c) Ask for clarification if unsure.
  4. Match the communicative actions to the expressions.

c) Expected outcomes

Answer key:

  1. A. That sounds good. What time does it start? (Accept with interest or decline politely with a reason and an alternative. Do not confuse a preference with an objective fact.)
  2. B. Could you say that again, please? (A clarification request should be polite and identify the communication problem.)
  3. a) Đ → True; b) S → False; c) Đ → True. (Communication involves relevance and listening, not only grammar.)
    Note: in 4, the answers are: a) True; b) False; c) True.
  4. ask for repetition – Could you say that again?; check understanding – Do you mean this?; invite a view – What do you think? (Each expression serves a different conversational purpose.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the four exercises and sets a time limit of 6 minutes. T reminds Ss that a correct keyword does not make an irrelevant response correct.

    Students

    Ss read the exercises on Worksheet No. 1, Part C and the NeoEdu page.

  2. Teacher

    Step 2: Task performance

    T monitors, helps weak pairs and checks that Ss respond to the whole context.

    Students

    Pairs complete exercises 1, 2, 4 and 5 and compare answers. Ss may ask: 'Is B correct?' and check the context.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers and to explain their choice for exercise 4.

    Students

    Ss answer: '1 is A because it answers the question.' / '4b is false because we should listen first.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key answers and gives the feedback: communication involves relevance and listening, not only grammar.

    Students

    Ss correct their answers and write the key answers in their notebooks.

Activity 4: Application · 10 minutes

Real-life film suggestion dialogue

a) Aims

Ss use the target language in a new, personalised exchange with real or imagined details, and prepare a poster for a class exhibition.

b) Content

Pairs role-play a new dialogue. Student A suggests a film (e.g. 'Shall we see a documentary this weekend?'). Student B either accepts, or declines with a reason and an alternative. The listener repairs one unclear detail (e.g. the time or the venue) and paraphrases it. Ss must use new real details, not the same dialogue. For homework, Ss design a poster for an age-appropriate film (title, genre, director, main cast, a non-spoiler summary, their opinion, a labelled showing time and venue) for the class exhibition.

c) Expected outcomes

A sample dialogue:
A: Shall we see a documentary about the ocean this Saturday?
B: I'd love to, but I have a piano lesson. How about Sunday afternoon?
A: Do you mean at 2 p.m.?
B: Yes, the show starts at 2 p.m. at Central Cinema.
A: So it starts at 2 p.m. at Central Cinema, right? That sounds good!

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the task and the criteria: appropriate function, relevant follow-up, turn-taking, and clear pronunciation. T explains the poster task for homework.

    Students

    Ss listen to the criteria and the poster requirements.

  2. Teacher

    Step 2: Task performance

    T gives 4 minutes for pairs to prepare and rehearse their dialogue, then asks 2–3 pairs to perform for the class.

    Students

    Pairs write a short dialogue with new real or imagined details and rehearse it.

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to perform and the class gives one positive comment on each performance.

    Students

    Pairs perform. Classmates comment: 'Your repair was clear. Good!'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective communication and reminds Ss to finish the poster at home for the next class exhibition.

    Students

    Ss note the homework task in their notebooks.

Worksheets

Worksheet No. 1

Part A. Read the dialogue and underline the accepting and declining expressions.
A: Shall we watch a comedy tonight?
B: That sounds good. What time does it start?
A: Shall we see a documentary instead?
B: I'd love to, but I have homework. How about tomorrow?

Part B. Match each communicative action to the correct expression.

  • ask for repetition
  • check understanding
  • invite a view
    Expressions: Do you mean this? / Could you say that again? / What do you think?

Part C. Exercises

  1. Choose a relevant response to 'Shall we watch a comedy tonight?': A. That sounds good. What time does it start? B. I am returning this lost umbrella. C. That is my examination number. D. The question has no meaning in English.
  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?
  3. Judge the statements: a) Respond to the actual question. b) Interrupt whenever you know one word. c) Ask for clarification if unsure. (Write T or F.)
  4. Match: ask for repetition – …; check understanding – …; invite a view – …

Homework

  • Design a poster for an age-appropriate film. Include the title, genre, director, main cast, a brief non-spoiler summary, your opinion, and a clearly labelled real or imagined showing time and venue.
  • Write a short dialogue (4–6 lines) in which you suggest a film to a friend. Your friend should either accept with interest or decline politely with a reason and an alternative. Include one repair question: 'Could you say that again?' or 'Do you mean…?'.
  • Review the vocabulary: comedy, documentary, frightening, moving, plot, review. Prepare to present your poster in the class exhibition next lesson.

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