Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Nguồn: ENGLISH 7 - I LEARN SMART WORLD
Mô tả: Period:13 UNIT 2: HEALTH Lesson 2.1 – New words and Listening (Page 15) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - give advice and persuade someone to have a healthy lifestyle. - practice listening to a conversation between a student and his doctor (for general and specific details). - offer help politely and practice offering help. 1.2. Competences - improve communication, collaboration, and critical thinking skills. 1.3. Attributes - give advice and persuade someone to have a healthy lifestyle. - lead a healthy lifestyle for themselves. 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 - Activate some health problems that Ss may know. - Number the pictures. - Listen and repeat. - Discuss more health problems and advice and note them down. - Listen to Jacob visiting his doctor. Circle the reason for Jacob’s visit. - Listen and fill in the blanks. - Speak: What do you do when you’re sick? Why? - Ss’ answers. - Ss’ answers. - Ss’ performance. - Ss’ answers/ presentation. - Ss’ answers. - Ss’ answers. - Ss’ answers/ presentation. - T’s feedback. - T’s observation/ DCR. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation and feedback / DCR 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 words about health problems and advice. c) Expected outcomes: Ss get to know some new words they are going to study in the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Number the pictures. Listen and repeat. - Use the “New words” part a.– page 15 for the warm-up activity. - Show pictures and words (using DCR), have Ss look at the pictures and read phrases from 1-8, then number the pictures (in pairs). - Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson. - Play the audio (CD1 – Track 17), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: Health problems and advice - Give Ss some phrases about health problems and equivalent advice, but not in order. - Have Ss work in pairs to match health problems with suitable advice. - Call Ss to give answers. - Give feedback and evaluation. Lead to the new lesson - Work in pairs. - Give answers. - Listen. - Listen and repeat. Answer keys - Work in pairs. - Give answers. - Listen. Answer keys B. New lesson (35’)  Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words and phrase about health problems and how to give advice. b) Content: - Vocabulary study (feel weak, have a sore throat, get some rest, take vitamins, have a fever, take medicine, stay up late, keep warm). - Speaking: Discuss more health problems and advice and note them down (page 15). c) Expected outcomes: Ss know how to pronounce the new words / phrases correctly and use them when talking about health problems and giving advice. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Number the pictures. Listen and repeat.  Option 1 (If the teacher hasn’t used this part for the Warm-up activity.) - Demonstrate the activity, using the example (using DCR). - Have Ss number the pictures. - 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 (CD1 – Track 17). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: Filling in the blanks (If the teacher has used part a. for the Warm-up activity.) - Have Ss review the words they have known in the warm-up activity by filling in the blanks (T uses different pictures from those in the textbook). - Call Ss to give answers (read or write). - Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. Task b. In pairs: Discuss more health problems and advice and note them down. - Have Ss work in pairs to discuss more health problems and advice and note them down. - T can ask Ss to use the health problems and advice they have known in the Warm-up activity as a reference. - Have some pairs share their ideas with the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. Answer keys - Work in pairs. - Give answers. - Read. Answer keys 1. take medicine 2. keep warm 3. have a sore throat 4. stay up late 5. have a fever 6. get some rest - Work in pairs. - Present. Suggested ideas  Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill. b) Content: Listen to a conversation between Jacob and his doctor, circle the reason for Jacob’s visit and then listen again to fill in the blanks. c) Expected outcomes: Students can listen and understand general and specific information about a health problem and how to overcome it. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Jacob’s visiting the doctor. Circle the reason for Jacob’s visit. - Have Ss read the sentence, guess the answer (using DCR). - Play audio (CD1 - Track 18). - Have Ss listen and circle the correct answer. - Check answer as a whole class. Task b. Now, listen and fill in the blanks - Have Ss read the through the uncompleted sentences in task b, guess what types of words / parts of speech that will be possible for each blank (using DCR). - Play the audio again (CD1 - Track 18). - Have Ss listen and fill in the blanks. - Have Ss check answers with their partners. - Call Ss to give answers. - Give feedback and show correct answers. -Work individually. - Listen. - Circle the correct answers. Answer keys - Read and guess. - Do the task. - Check answers. Answer keys  Activity 3: Post - Listening (6’) a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: Speaking: What do you do when you are sick? c) Expected outcomes: Students can have a free-talk about how to overcome sickness. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Conversation skill - Have Ss look at the Conversation box and read (using DCR). - Play audio (CD 1 - Track 19), have Ss listen and repeat. - Ask Ss to find more ways to offer help. Task c. What do you do when you are sick? Why? - Have Ss work in pairs to discuss. - Observe and give help if necessary. - Call some pairs to share their ideas with the class. - Give feedback and evaluation. - For more practice, have Ss play a game with DHA. - Look and read. - Listen and repeat. - Give answers. - Work in pairs. - Present. C. Consolidation and homework assignments (4’) * Consolidation: - Words about health problems and giving advice: feel weak, have a sore throat, get some rest, take vitamins, have a fever, take medicine, stay up late, keep warm. - Language to offer help: What can I do for you? / How can I help? / May I help you? … * Homework - Learn the new words by heart. - Practice asking and answering about giving advice for a health problem. - Do the exercises in WB: New words + Listening (pages 10, 11). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 12). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2 – Grammar (page 16 – 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: ………………………………………………………………………………………… Period: 14 UNIT 2: HEALTH Lesson 2.2 - Grammar (Page 16) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - listen to 2 people asking and answering about a health problem and advice. - use “should” and “shouldn’t” to ask for and give advice. 1.2. Competences - improve speaking, listening and writing skills. - improve the use of English. 1.3. Attributes - know how to ask for advice and give advice. - lead a healthy life. 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 - Listen and repeat. - Study the grammar box. - Use the prompts to give advice for each problem. - Fill in the blanks using “should” or “shouldn’t”. - Ask for and give advice using the prompts (in pairs). - Ss’ performance. - Ss’ task. - Ss’ answers /performance. - Ss’ answers. - Ss’ answers/ presentation. - T’s feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - 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 vocabulary about health problems / Introduce “should”. c) Expected outcomes: Ss review words about health problems and Ss have general ideas about the grammar point they are going to study in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Health problems - Have Ss look at the pictures and give names of health problems. - Call Ss to give answers. - Check Ss’ answers, give feedback and lead to the new lesson. - Have Ss make sentences, using the vocabularies above.  Lead to the new lesson.  Option 2: Game: Letter Lingo - Have Ss close all books and notebooks. - Show some pictures, have Ss choose number at random and then give names of the pictures. - Have Ss use the red letter of their answers (the red letter is shown on the screen) to form a new word. - The first student to give the correct key word in the shortest time will be the winner. - Give praise or a small present to the winner. *Illustration: - Tell Ss about the grammar point they are going to study in the new lesson: “should” and “shouldn’t”. Lead to the new lesson. - Work in pairs. - Give answers. Answers keys 1. headache 2. stomachache 3. fever 4. sore eye 5. earache 6. cough - Read sentences. - Close books and notebooks. - Choose number and answer. Answers keys Keyword: SHOULD - Listen. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce “should” and “shouldn’t”. b) Content: - Listen and repeat. - Introduce “should” and “shouldn’t” (affirmative, negative and interrogative form). c) Expected outcomes: Ss know how to use “should” and “shouldn’t” to do some following exercises. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen and repeat - Have Ss look at the picture (using DCR). - Play audio (CD1 – Track 20) and have Ss listen and read the speech bubbles. - Play the audio again and have Ss listen and repeat. Grammar box  Option 1: - Have Ss look at the grammar explanation (using DCR). - Have Ss look at the box and read examples of different forms. - Explain more about the form and the usage of “should” and “shouldn’t”, have Ss pay attention to the negative and the question form. Form: (+) S + should + VB.I … (-)S + shouldn’t + VB.I … (?)Should + S+ VB.I … Usage: to ask for and to give advice. *Note: VB.I = verb in bare infinitive form - Have some Ss read aloud the sentences in the Grammar Box. - Ask Ss to give more examples using “should” and “shouldn’t”.  Option 2: - Have Ss close books. - Show sample sentences in the grammar box (using DCR). - Have Ss read the sentences aloud - Have Ss make comment on the way they use “should” and “shouldn’t” by asking Ss some questions: *Suggested questions: 1.What type of verb is used after “should” and “shouldn’t”? 2.In each sentence, what so they use “should” and “shouldn’t” for? 3. How do we answer question with “should”? - Call Ss to give answers, comment on Ss’ answers - Then have Ss open the books and read the grammar box - Have Ss give more examples of “should” and “shouldn’t”, encourage them to make sentences with their own ideas. - Give feedback and evaluation - Look. - Listen, then read. - Listen and repeat. - Look and read. - Look and read. - Listen and take notes. - Read. - Give examples. - Close all books. - Look and answer. . - Read. - Answer the questions. - Open the books and read the grammar box. - Give examples.  Activity 2: Practice (19’) a) Objective: Students can use “should” and “shouldn’t” to ask for and give advice. b) Content: - Use the prompts to give advice for each problem. - Fill in the blanks using “should” and “shouldn’t”. c) Expected outcomes: Students can apply “should” and “shouldn’t” to ask for and give advice in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Use the prompts to give advice for each problem. - Demonstrate the activity, using the example (using DCR). - Have Ss use the prompts to give advice for each problem (in individual). - Have Ss work in pairs to check each other’s work. - Have some Ss share their answers with the whole class. - Give feedback, correct Ss’ answers if necessary. Task c. Fill in the blanks using “should” and “shouldn’t” - Demonstrate the activity, using the example (using DCR). - Have Ss fill in the blanks using “should” and “shouldn’t”. - Have Ss check answers with their partners. - Call Ss to read answers. - Check Ss’ answers, give feedback. - Look and listen. - Work individually. - Work in pairs. - Write answers on the board. Answer keys - Look and listen. - Work individually. - Work in pairs. - Read answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Ask for and give your partner advice using the prompts. c) Expected outcomes: Ss produce the new language successfully, and they can apply “should” and “shouldn’t” in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. In pairs: Ask for and give your partner advice using the prompts. - Use DCR to show the task. - Divide class into pairs. - Have Ss ask for and give their partner advice using the prompts. - Encourage Ss to use more words about health problems and give advice with their own ideas. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. -Listen and take notes. - Have conversation in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) *Consolidation - “should” and “shouldn’t” Form: Form: (+) S + should + VB.I … (-)S + shouldn’t + VB.I … (?)Should + S+ VB.I … Usage: to ask for / give advice . * Homework: - Make 2 sentences, use “should” and “shouldn’t to ask for / give advice. - Do the exercises in WB: Grammar (page 11). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 13). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2 – Pronunciation and Speaking (page 17 – SB). 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: ………………………………………………………………………………………… Period: 14 UNIT 2: HEALTH Lesson 2.3 – Pronunciation and Speaking (Page 17) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - recognize and practice the sound changes in phrase “Do you…?”. - practice a conversation about health problem and then ask for / give advice. - ask about someone else’s health. - offer help politely. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes - know how to ask for advice and give advice. - lead a healthy life. - know how to take care of themselves. 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, handouts. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and notice the sound changes of the underlined words. - Listen and cross out the sentence doesn’t follow the note in Task a. - Read the sentences with the sound changes noted in Task a to a partner. - Practice the conversation between a doctor and a patient. Swap the roles and repeat. - Role-play: A doctor is giving advice to a sick patient, using questionnaire. - Swap the roles, answer the questions in the questionnaire and write down the advice. - Ss’ performance and answers. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ performance / Presentation. - Ss’ performance / Presentation. - T’s observation. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback. - 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: Introduce the phrase: “Do you…?” c) Expected outcomes: Ss have good preparation for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: - Play a video clip with a lot of questions beginning with “Do you…?” - Have watch, listen and pay attention to the way he sings: “Do you…?” - Call Ss to make comment on the way the singer sings: “Do you…?” - Give feedback and lead to the new lesson: sound change in the phrase: “Do you…?” *Link: https://www.youtube.com/watch?v=frN3nvhIHUk  Option 2: - Divide class into 4 groups. - Have Ss in each group write as many as possible questions beginning with “Do you…?. - Set a limit time (about 2-3 minutes). - Have 4 group representatives write answers on the board, or hang their extra-boards on the main board to check. - Check Ss’ answers, give feedback and evaluation. - Announce the winner. - Give a small present or extra marks to the winner. Introduce the new lesson: sound change in the phrase: “Do you…?” - Listen and watch, pay attention to the way the singer sings: “Do you…?”. - Give answers. - Listen. - Take part in the class activity in groups. - Listen. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce sound change in the phrase: “Do you…?” b) Content: - recognize the sound change in the phrase: “Do you…?” - listen and check, find mistakes. - practice. c) Expected outcomes: Ss distinguish sound change in the phrase: “Do you…?”and use it naturally in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Notice the sound changes of the underlined words. - Play the recording (CD1, track 21) using DCR. - Ask Ss to listen and notice how sound changes of the underlined words. - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. Task c + d. Listen and cross out the sentence that doesn’t follow the sound feature, then read the sentences with the sound changes of the phrase “Do you..?” to a partner. - Play the recording (CD 1 – Track 22) using DCR, have Ss listen and cross out the option that doesn’t follow the sound feature in “a”. - Call Ss to give answers. - Play the recording again and check answers as a whole class. - Then have Ss practice saying the examples with a partner, using the pronunciation feature. - Call some Ss to read the sentences in front of the class. - Ask Ss to make some more questions with the phrase “Do you..?” and practice reading them with the right sound feature of the lesson. - Listen. - Listen again and repeat. - Listen and cross out. - Give answers. Answer keys - Listen again and check. - Work in pairs. - Present. - Give answers.  Activity 2: While-speaking (21’) a) Objective: Students can ask for advice and give advice. b) Content: - Practice the conversation between a doctor and a patient. Swap the roles and repeat. - Role-play: A doctor is giving advice to a sick patient, using questionnaire. - Swap the roles, answer the questions in the questionnaire and write down the advice. c) Expected outcomes: Ss produce the new language successfully and have a good role play. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE Practice the conversation. Swap the roles and repeat. - Use DCR to show the task. - Demonstrate the activity by practicing the role-play with a student. - Have pairs practice the conversation. - Remind Ss the way to offer help politely at the beginning of the conversation and give + ask for advice with “should” and “shouldn’t”. - Have Ss swap roles and repeat, using the ideas on the right. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. SPEAKING: How Are You Feeling Today? Task a. Student B, go to page 118 - file 2. Student A, you’re a doctor giving advice to a sick patient. Ask your patient questions, complete the questionnaire, and give advice if you need to for each question. - Use DCR to show the task. - Demonstrate the activity by practicing role-play with a student. - Have Ss work in pairs. - Have student B go to page 118 - file 2. - Have students ask and answer to complete the questionnaire. - Have some students share the ideas with the class. - Observe, give help if necessary. Task b. Swap roles. Student A, now you’re the patient. Answer the doctor’s questions and write down their advice. - Have students swap roles and repeat. - Observe, give help if necessary. - T may call 1-2 pairs to present their role-play in front of the class. - Give feedback and evaluation. - Observe, listen. - Work in pairs to practice the conversation. - Swap roles and continue the task. - Present. - Observe and listen. - Work in pairs to ask and answer to complete the questionnaire. - Swap roles and repeat. - Present.  Activity 3: Production (6’) a) Objective: Help Ss remember questions about health beginning with “Do you…? b) Content: Retell some questions about health beginning with “Do you…?” that the doctor uses to ask his / her patient. c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Extra Task. Retell some questions about health beginning with “Do you…? that the doctor uses to ask his / her patient. - Have Ss close all books and notebooks. - Ask Ss to retell some questions about health beginning with “Do you…?” that the doctor uses to ask his / her patient. - Pay attention to the way to pronounce the sound change in the phrase “Do you…?”. - Give feedback and evaluation. - Close all books and notebooks. - Remember and retell. - Give answers. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: * Homework: - Make 2 questions with the phrase “Do you…?”and practice reading them. - Complete the questionnaire for those who haven’t finished it in class. - Prepare: Lesson 3 – Listening and Reading (page 18– SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 12 & 13). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn 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: ………………………………………………………………………………………… Tổ duyệt Nguyễn Thị Mai Lâm