Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 31/03/25 07:38
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Nguồn: Sách Student's book, workbook i-learn Smart World 7
Mô tả: School: ……………………………………….. Date: ……………………………… Class: ……………………………..................... Period: 81 UNIT 8: FESTIVALS AROUND THE WORLD Lesson 3.1 - Listening and Reading (page 66) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about unusual festivals in Vietnam. - practice listening and understanding a recording about a festival in Vietnam (for general and specific information). - read and understand a festival blog post (for gist and details). 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - respect cultures and tradition of many provinces around Vietnam. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Let’s Talk: What kinds of festivals are there in your country? What is your favorite kind of festival? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Listening: Listen to Carol talking about a festival in Vietnam. What's her job? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and answer the questions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read the festival blog post and answer this question. - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, read and write True or False. - Ss’ answers. - T’s feedback/Peers’ feedback. -Speaking: Would you like to try mud ball wrestling? Why (not)? - Ss’ answers / presentation. - T’s observation/ DCR and T’s feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by giving enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce the topic: Festivals in Vietnam. c) Expected outcomes: Ss have general ideas about the topic “Festivals in Vietnam”, which they are going to listen and read in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Let’s Talk! What kinds of festivals are there in your country? What is your favorite kind of festival? - Use the “Let’s talk!” part in the textbook– page 66 for warm-up activity. - Ask Ss to work in pairs to answer the questions: What kinds of festivals are there in your country? What is your favorite kind of festival? - Call Ss to share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: - Have Ss watch a video clip about Mud Ball Wrestling festival in Bac Giang Province. - Then, ask Ss some brainstorming questions: 1. Are there many people in the festival? 2. What do people do in this festival? 3. Where does this festival take place? 4. What do the men use in Mud Ball Wrestling festival? 5. Is this fun? - Call Ss to give answers. - Give feedback and lead to the new lesson: There are some unusual and interesting festivals in Vietnam. *Illustration: Link: https://www.youtube.com/watch?v=ZBE1rJqvV48 - Work in pairs to discuss. - Present. - Watch a video clip and answer the questions. - Listen. B. New lesson (35’)  Activity 1: Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to Carol talking about a festival in Vietnam. What's her job? - Listen and answer the questions. c) Expected outcomes: Students can practice listening and understanding general + specific information about a festival in Vietnam. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Carol talking about a festival in Vietnam. What's her job? - Have Ss read the question. - Play audio (CD2 - Track 11). - Have Ss listen and circle the correct answer. - Call Ss to give answer, explain. - Play the audio again and check the answer as a whole class using DCR. Task b. Listen and answer the questions. - Have Ss read through the content in Task b first, underline the key words for listening. - Play the audio again (CD2 – Track11). - Have Ss listen and answer the questions. - Have Ss check answers with their partners. - Call Ss to give answers, explain. - Check answers as a whole class using DCR. - Listen and guess the answer. - Read. - Listen and circle the correct answer. - Give answer, explain. Answer keys - Read, find and underline the key words. - Listen and answer the questions. - Exchange answers. - Give answers. Answer keys  Activity 3: Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read the festival blog post and answer this question. - Now, read and write True or False. - Would you like to try mud ball wrestling? Why (not)? c) Expected outcomes: Students can read a festival blog post for gist and detail, and they can give their opinion about this festival. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the festival blog post and answer this question. - Have Ss read the content in Task a. - Ask Ss to scan the paragraph to choose the correct answer. - Have Ss underline the supporting ideas. - Call a student to give answer. - Check answers as a whole class using DCR. Task b. Now, read and write True or False. - Have Ss read the content in Task b and underline the key words. - Have Ss read the blog post again and write True or False. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answers as a whole class using DCR. Task c. Speaking: In pairs: Would you like to try mud ball wrestling? Why (not)? - Have Ss discuss the questions in pairs. - Call some Ss to share their answers with the whole class. - Give feedback and evaluation. - Scan the blog post to choose the correct answer. - Underline the supporting ideas. - Give answer. Answer keys - Read and underline the key words. - Read the blog post again for details. - Exchange answers. - Give answers. Answer keys - Discuss in pairs. - Present. C. Consolidation and homework assignments (5’) *Consolidation: *Homework - Do the exercises in WB: Listening and Reading (page 48). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 52). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Find some more festivals in Vietnam. - Prepare: Unit 8 - Lesson 3 – Writing and Speaking (page 67 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date: ……………………………….. Class: ……………………………..................... Period: 82 UNIT 8: FESTIVALS AROUND THE WORLD Lesson 3.2 – Speaking and Writing (page 67) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know the format of a festival blog post. - talk about their favorite festival ( name, time, place, reasons to celebrate, activities in the festival, feelings about the festival). - write an blog post about a festival. 1.2. Competences - improve communication, collaboration, writing and critical thinking skills. 1.3. Attributes - respect cultures and tradition of many provinces around Vietnam. - be active to take part in social activities. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Speaking: You want to know which festival your friend likes. In pairs: Ask your partner about their favorite festival. Use these questions. - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Think about your favorite festival. Make notes in the table below. - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Writing: Read about writing festival blog posts. Then, read the blog post about the Khánh Hạ Festival again and circle the information about the festival's history. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reorder this festival blog post. Use the skill box to help you. - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, write a blog about your favorite festival. Use the Feedback form to help you. Write 60 to 80 words. - Ss’ answers. - T’s observation and feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce some basic information of the festival blog post / Introduce some festivals in Vietnam. c) Expected outcomes: Ss know about the topic that they are going to talk and write about in new the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Option 1: Matching - Have Ss do the matching activity in pairs (in 2 minutes). - Call Ss to give answers. - Give feedback and evaluation. - Lead to the new lesson: Writing festival blog post. *Illustration:  Option 2: Kim’s Game - Have Ss close books. - Show some pictures of some famous festivals in Vietnam. - Have Ss look at the pictures and try to remember the festival names as many as possible. - Hide the pictures one by one, have Ss tell the names of the festivals again. - Lead to the new lesson. *Illustration: - Work in pairs. - Read answers. - Listen Answer keys 1. d 2. c 3. a 4. e 5. b - Close books. - Look at the pictures and try to remember the festival names. - Listen. B. New lesson (35’)  Activity 1: Pre-Writing (Speaking) (8’) a) Objective: Ss prepare for what they are going to write about. b) Content: - Speaking: You want to know which festival your friend likes. In pairs: Ask your partner about their favorite festival. Use these questions. - Think about your favorite festival. Make notes in the table below. c) Expected outcomes: Ss have more ideas and language for their writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. You want to know which festival your friend likes. In pairs: Ask your partner about their favorite festival. Use these questions. - Divide the class into pairs. - Have students take turns to ask and answer about their favorite festival. - Go round and support Ss if necessary. - Have some students share their ideas with the class. - Give feedback and evaluation. Task b. Think about your favorite festival. Make notes in the table below. - Have students think about their favorite festival. Then, make notes in the table below. - Go round and give help if necessary. - Have Ss exchange their answers with another pair. - Work in pairs. - Present. - Fill in the table. - Exchange.  Activity 2: While - Writing (22’) a) Objective: Students can develop their writing skill. b) Content: - Read about writing festival blog posts. Then, read the blog post about the Khánh Hạ Festival again and circle the information about the festival's history. - Reorder this festival blog post. Use the skill box to help you. - Now, write a blog about your favorite festival. Use the Feedback form to help you. Write 60 to 80 words. c) Expected outcomes: Students can write a festival blog post, using right format, structures and rich words. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read about writing festival blog posts. Then, read the blog post about the Khánh Hạ Festival again and circle the information about the festival's history. -Briefly explain the Writing skill box using DCR and have some Ss read it aloud. - Have Ss read the blog post about the Khánh Hạ Festival again (page 66) and circle the information about the festival's history. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answers as a whole class using DCR. Task b. Reorder this festival blog post. Use the skill box to help you. - Have students read the sentences. - Have students reorder this festival blog post. - Remind Ss to use information in the skill box. - Have students check their answers with a partner. - Check answers as a whole class using DCR. *Let’s Write: Write a blog about your favorite festival. Use the Feedback form to help you. Write 60 to 80 words. - Draw Ss’ attention to the feedback form. - Have Ss use their notes in speaking part and the instruction in the Writing box to write a blog about their favorite festival. - Go round, observe and give help if necessary. - Have some Ss write their paragraph on the board. - Listen and read. -Work in pairs. - Exchange their answers with a partner. - Give answers. Answer keys - Read the sentences and reorder this festival blog post. - Exchange answers. - Read answers. Answer keys - Do the writing part. -Write.  Activity 3: Post - Writing (5’) a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings. c) Expected outcomes: Students know whether their writings follow the model and use the correct structures and language, whether their writings are interesting and understandable or not. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: + the format, the structures + the understandability + the coherence and cohesion + the punctuation and the spelling - Look, listen and correct mistakes. Suggested writing C. Consolidation and homework assignments (5’) * Consolidation: - Writing Skill: * Homework - Remember how to write a festival blog post. - Finish the writing part. - Do the exercises in WB: Writing part, page 49. - Complete grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 53). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 8 – Review, pages 104, 105. D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… c. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date: ……………………………….. Class: ……………………………..................... Period: 83 UNIT 8: FESTIVALS AROUND THE WORLD Lesson 4 – Review (pages 104, 105) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about festival and its activities (lantern, midnight, competition, exchange, sculpture, bonfire, tradition, wish, …) and talk about them. - review grammar: the Simple Future, different from, like. - talk about festivals, compare how different countries celebrate festivals. - pronoun some vowels correctly: /ɪ/, / aɪ /, / æ/, / eɪ/. - put stress on nouns (common nouns & proper nouns) and verbs with two and three syllables. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for any assessment. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listening: You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: . Read about the festival. Write one word for each blank. - Ss’ answers. - T’s feedback/Peers’ feedback. - Vocabulary: Match the words with the definitions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Grammar: Write sentences using the Future Simple - Write sentences with different from or like using the table. - Ss’ answers. - T’s feedback/Peers’ feedback. -Pronunciation: Circle the word that has the underlined part pronounced differently from the others. + Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Ss’ answers/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review: Festivals around the world. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Chatting - Ask Ss some questions about festival: 1. What is your favorite festival? 2. What do you know about it? 3. Can you tell some famous festivals around the world? 4. Which festival in the world would you like to take part in? Why? 5. What is the ideal duration for a festival? - Call Ss to give answers. - Give feedback. - Lead to the new lesson.  Option 2: Review: Festivals around the world - Have Ss work in groups to divide the given festivals into 3 groups: music festivals, religious festivals and food festivals. - Call Ss to give answers. - Give feedback, show correct answers. - Ask Ss whether they know any information of these festival. - Lead to the new lesson. *Illustration: - Listen and give answers. - Listen. - Work in groups. - Give answers. - Listen . Answer keys - Religious festivals: Christmas, Songkran Festival, Holi Festival - Music festivals: Glastonbury Festival, Rock in Rio Festival, Burning man Festival - Food festivals: Pizza Festival, Dumpling Festival, Bibimbap Festival B. New lesson (35’)  Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). - Have Ss read through the listening part. - Demonstrate the activity by using the example. - Play the audio (CD 2 – Track 42). Have Ss listen and choose the correct answer. - Have Ss check answers with pairs, then read answers. - Check answers as a whole class using DCR. - Read in silence. - Listen and read answers. Answer keys  Activity 2: Reading (7’) a) Objective: Students can improve their reading skill. b) Content: - Read about the festival. Write one word for each blank. c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Read about the festival. Write one word for each blank. - Demonstrate the activity on DCR by using the example. - Have Ss look and read, then write 1 word for each blank. - Call Ss to give answers, explain. - Give feedback and evaluation. - Observe and listen. - Work individually. - Give answers, explain. Answer keys  Activity 3: Vocabulary (7’) a) Objective: Ss can review vocabulary about festivals. b) Content: Match the words with the definitions. c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Match the words with the definitions. - Have Ss read the sentences. - Ask Ss to work in pairs match the words with the definitions. - Have Ss give answers, tell the meaning of the words /phrase again. - Check answers as a whole class using DCR. - Read the sentences. - Work in pairs to match. - Give answers. Answer keys  Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: Future Simple, different from and like. b) Content: - Write sentences using the Future Simple. - Write sentences with different from or like using the table. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Write sentences using the Future Simple. - Have Ss tell the form and usage of the simple future again. - Ask Ss to work individually to write sentences using the Future Simple. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, explain for their choice. - Check answers as a whole class using DCR. Task b. Write sentences with different from or like using the table. - Ask Ss to read the information in the table. - Have Ss write sentences with different from or like using the table. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers. - Check answers as a whole class using DCR. - Retell. - Work individually. - Work in pairs. - Give answers. Answer keys - Read. - Work individually. - Work in pairs. - Give answers. Answer keys  Activity 5: Pronunciation (4’) a) Objective: Ss can review the stress of nouns and adjectives with 2 and 3 syllables, /ɪ/, / aɪ /, / æ/, / eɪ/. b) Content: - Circle the word that has the underlined part pronounces differently from the others. - Circle the word that differs from the other three in the position of primary stress in each of the following questions. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Circle the word that has the underlined part pronounced differently from the others. - Have Ss distinguish 3 vowels: /ɪ/, / aɪ /, / æ/, / eɪ/ (review). - Ask Ss to work individually to circle the answer. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Remind Ss some basic rules of putting stress on nouns and verbs with 2 or 3 syllables. - Ask Ss to work individually. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. - Review. - Work individually. - Work in pairs. - Give answers. Answer keys - Listen. - Work individually. - Work in pairs. - Give answers. Answer keys C. Consolidation and homework assignments (5’) * Consolidation: * Grammar of Unit 8: The Simple Future, different from, like. * Vocabulary of Unit 8: words about festival and its activities (lantern, midnight, competition, exchange, sculpture, bonfire, tradition, wish, …). * Homework: - Review vocabulary, grammar of unit 8. - Do the exercises in WB: Review of Unit 8 (page 69). - Prepare: Unit 9 – New words and Reading (page 68 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… d. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date: ………………………………….. Class: ……………………………..................... Period: 84 UNIT 9: ENGLISH IN THE WORLD Lesson 1.1 – New words and Reading (page 68) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know some new words about tourism and cultures. (tour guide, stadium, flight, historic, jog, ferry). - talk about tourist attractions and cultures of English - speaking countries. - read an email about tourist attractions and culture of the USA to understand general and specific information. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - love studying English. - respect cultures of other countries in the world. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, pictures. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Match the words with the definitions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and repeat. - Ss’ answers/ presentation. - T’s observation / feedback. - Do you know any historic places? Tell your partner. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read Jane's email to her friend. Where is Jane? - Ss’ answers. - T’s feedback/Peers’ feedback. - Read and circle the correct answer. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: What do you know about the United States? Would you like to visit it? - Ss’ answers/ presentation. - T’s feedback/Peers’ feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce: English speaking countries. c) Expected outcomes: Ss have general ideas about the topic of the new lesson: English speaking countries. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Introduce English speaking countries. - Show flags of some English - speaking countries. - Have Ss observe the flags and guess the names of these countries. - Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson: English in the world. *Illustration:  Option 2: Top 10 tourist attractions in the USA - Have Ss watch a video clip about Top 10 tourist attractions in the USA. - Then, ask Ss some questions: 1 Can you list some tourist attractions from the clip? 2 Which tourist attraction in the USA impresses you much? Explain for your choice 3 What do you need to travel to the USA? - Call Ss to give answers. - Give feedback. - Introduce the new lesson: English in the world. *Illustration: Suggested link: https://www.youtube.com/watch?v=98H5AN_vfOY - Observe the flags and guess the names of these English - speaking countries. - Give answers. Answer keys From left to right, top to bottom: 1. India 2. Australia 3. Canada 4. Singapore 5. The USA 6. The UK - Watch the video clip, then give answers. - Listen. B. New lesson (35’)  Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some words about tourism. b) Content: - Vocabulary study: tour guide, stadium, flight, historic, jog, ferry. - Match the words with the definitions. Listen and repeat. - Speaking: Do you know any historic places? Tell your partner. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Match the words with the definitions. Listen and repeat.  Option 1 - Demonstrate the activity on DCR, using the example. - Have Ss match the words with the definitions. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class using DCR. - Play audio (CD2 – Track 12). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: - Demonstrate the activity, using the example. - Have Ss match the words with the definitions. - T uses pictures to illustrate the definitions. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class. - Play audio (CD2 – Track 12). Have Ss listen and repeat. - Correct Ss’ pronunciation. *Illustration: Task b. Do you know any historic places? Tell your partner. - Have pairs discuss and list some historic places. - Have Ss share their answers in front of the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. Answer keys - Look and listen. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. Answer keys - Work in pairs. - Present. Sample answers  Activity 2: While - Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read Jane's email to her friend. Where is Jane? - Read and circle the correct answer. c) Expected outcomes: Students can read an email and understand more about some tourist attractions in the USA. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read Jane's email to her friend. Where is Jane? - Ask Ss to scan the email, then choose the correct answer. - Remind Ss to underline or highlight the keywords or supporting ideas for their answers. - Have some Ss share their answers with the class (read), explain for their answers. - Give feedback. - Give feedback and correct Ss’ answers if necessary. Task b. Read and circle the correct answer. - Have Ss look at the content of task b. - Have Ss scan the text again and circle the correct answer. - Elicit answers from different pairs. - Give feedback and evaluation. - Work individually. - Read answers, explain. - Check answers. Answer keys - Read. - Work in pairs to circle the correct answer. - Read answers. Answer keys  Activity 3: Post - Reading (5’) a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill. b) Content: Speaking: What do you know about the United States? Would you like to visit it? c) Expected outcomes: Students can have a free talk about the USA. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: What do you know about the United States? Would you like to visit it? - Have Students work in pairs to answer the questions. - Go round and give help if necessary. - Call some Ss to share their ideas with the whole class. - Give feedback and evaluation. - Discuss in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: - Words about tourism and cultures: (tour guide, stadium, flight, historic, jog, ferry). * Homework: - Learn the new words by heart. - Practice talking about your favorite English - speaking country that you would like to visit. - Do the exercises in WB: New words + Reading (Page 50). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 54). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 9 - Lesson 1.2 – Grammar (page 69 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… e. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… TỔ DUYỆT