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: Sách Student's book, workbook i-learn Smart World 7
Mô tả: School: …………………………………….. Date: …………………………….. Class: …………………………..................... Period: 67 UNIT 7: TRANSPORTATION Lesson 2.2 - Grammar (page 56) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - listen to and understand a short conversation between 2 people talking about speed of some means of transport. - use equal comparison correctly. 1.2. Competences - improve speaking, listening and writing skills. - improve the use of English. 1.3. Attributes - be careful and safe road users. - choose suitable means of transport for travelling. 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. - Ss’ performance. - T’s feedback. - Study the grammar box. - Ss’ task. - T’s observation. - Rewrite sentences using (not) as…as… - Ss’ answers. - T’s feedback/Peers’ feedback. - Write sentences using the information in the table. - Ss’ answers. - T’s feedback/Peers’ feedback. - Write: Make more sentences about transportation from the table. Use the prompts. - Ss’ performance/ 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 adjectives. c) Expected outcomes: Ss review old knowledge and have general ideas about the grammar points they are going to study in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Review adjectives - Have Ss close all books. - Have Ss use the words in the box to fill in the blanks. - Call Ss to give answers. - Check Ss’ answers, correct Ss’s answers if necessary. - Lead to the new lesson: adjectives used to compare things in equal comparison. *Illustration:  Option 2: Word Dictation - Prepare the mp3 files of some adjectives which are used in the lesson. - Play the sound, have Ss listen and write the words they can hear. - Call some Ss to write answers on the board. - Check Ss’ answers. - Give feedback and evaluation. - Lead to the new lesson. *Suggested adjectives: expensive, cheap, old, new, big, small, comfortable, convenient, fast, slow, … - Close books. - Work in pairs. - Give answers. - Listen. Answers keys 1. expensive 2. old 3. comfortable 4. big 5. cheap 6. fast - Listen and write the words they can hear. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce: Equal comparison. b) Content: - Listen and repeat. - Introduce the grammar point: Equal comparison. c) Expected outcomes: Ss know how to use equal comparison 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 76) 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 and read: Equal comparison - Have Ss look at the examples with different forms and read: - Briefly explain the grammar point. - Ask Ss to make sentences with equal comparison - Give feedback and evaluation.  Option 2: - Have Ss look at the picture and read the example. - Ask Ss to pay attention to the bold words. - Ask Ss extra questions: 1. Which runs faster: a bus or a train? 2. Which words are used to express comparison in the example? - Lead to the grammar box, have Ss read the grammar box and the examples. - Briefly explain the grammar point. - Ask Ss to make sentences with equal comparison, use their own ideas. - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Look and read. - Listen and take notes. - Make sentences, equal comparison. - Look, read. - Give answers. Expected answers 1. a train 2. “isn’t as fast as” - Listen and take notes. - Make sentences.  Activity 2: Practice (19’) a) Objective: Students can use equal comparison correctly. b) Content: - Rewrite sentences using (not) as…as… - Write sentences using the information in the table. c) Expected outcomes: Students can use equal comparison in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Rewrite sentences using (not) as…as… - Demonstrate the activity on DCR, using the example. - Have Ss rewrite sentences using (not) as…as… - 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. Write sentences using the information in the table. - Demonstrate the activity on DCR, using the example. - Have students write sentences using the information in the table. - Have Ss check answers with their partners. - Call Ss to read or write 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. - Give answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Writing: Make more sentences about transportation from the table. Use the prompts. c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have learnt in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. Make more sentences about transportation from the table. Use the prompts. - Divide class into pairs. - Have Ss make more sentences about transportation from the table. Use the prompts. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Work in pairs. - Have conversation in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) *Consolidation - Equal comparison . * Homework: - Make 3 sentences, use equal comparison. - Do the exercises in WB: Grammar and Writing (page 41). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 45). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 57 – 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: 68 UNIT 7: TRANSPORTATION Lesson 2.3 – Pronunciation and Speaking (page 57) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - distinguish and pronounce the cluster /st/ correctly. - talk about means of transport and compare them. - compare different ways to travel. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes - be careful and safe road users. - choose suitable means of transport for travelling. 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, pens, pencils, crayons. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the words and focus on the underlined letters. - Ss’ performance and answers. - T’s observation. - Listen to the /st/ sound. Find and note down three more words with the same sound. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the words in “c” with the sound noted in “a” to a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Practice the conversation. Swap roles and repeat. - Ss’ performance. - T’s feedback/Peers’ feedback. - Practice with your own ideas. - Ss’ performance / Presentation. - T’s feedback/Peers’ feedback. - You are deciding how to get to Richmond Park. In pairs: Student B, turn to page 121, File 8. Student A, ask your partner about the bus and answer their questions about the train. Then, compare the different ways to travel and decide how you will get to the park. - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Join another pair. Will they use the same type of transportation? Why (not)? - Ss’ performance / 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: Introduce the cluster /st/. c) Expected outcomes: Ss get to know what they are going to study in the new lesson and use them in other speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Introduce the cluster /st/ - Play a video clip to introduce the cluster /st/. - Have Ss watch the video clip and sing. - Lead to the new lesson: *Illustration: Link: https://www.youtube.com/watch?v=lJb-iI-Rc9s  Option 2: Brainstorming - Have Ss close all books. - Divide class into 4 groups. - Ask Ss to think of words in English containing the letters “st”. - Call Ss to write answers on the board. - The group with the most correct answers will be the winner. - Check Ss’ answers, give feedback, announce the winner. - Lead to the new lesson. - Watch and sing together. - Close books. - Work in groups to write words with letters “st” inside. Suggested answers Stay, step, first, last, steal, style, stole, stolen, stairs, station, fast, tourist, festival, stamp, stew, stone, stele, astounding, … B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (7’) a) Objective: Introduce the cluster /st/. b) Content: - recognize: cluster /st/. - listen to the /st/ sound. Find and note down three more words with the same sound. - practice. c) Expected outcomes: Ss distinguish and use the cluster /st/ correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen to the words and focus on the underlined letters. - Play the recording (CD1, track 77). - Ask Ss to listen and focus on the underlined letters. - Play the recording again, have Ss listen and repeat with a focus on the sound feature. Task c + d. Listen to the /st/ sound. Find and note down three more words with the same sound; then read them - Play the recording (CD 1 – Track 78), have Ss listen to the /st/ sound. Find and note down three more words with the same sound; then read them. - Remind Ss to remember words in the warm up activity. - Call Ss to give answers. - Play the recording again and check answers as a whole class using DCR. - Give feedback and evaluation. - Listen. - Listen again and repeat. - Listen and give answers. Suggested answers Stay, step, first, last, steal, style, stole, stolen, stairs, station, fast, tourist, festival, stamp, stew, stone, stele, astounding, …  Activity 2: While-speaking (23’) a) Objective: Students can talk about means of transport and compare them. b) Content: - Practice the conversation. Swap roles and repeat. - You are deciding how to get to Richmond Park. In pairs: Student B, turn to page 121, File 8. Student A, ask your partner about the bus and answer their questions about the train. Then, compare the different ways to travel and decide how you will get to the park. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE * Task a. Practice the conversation. Swap roles and repeat. - Demonstrate the activity by practicing the role-play with a student. - Divide the class into pairs. - Have pairs practice the conversation. - 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. * Task b. Practice with your own ideas. - Have students practice the conversation with their own ideas. Swap roles. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. SPEAKING: How Do We Get To The Park? Task a. You are deciding how to get to Richmond Park. In pairs: Student B, turn to page 121, File 8. Student A, ask your partner about the bus and answer their questions about the train. Then, compare the different ways to travel and decide how you will get to the park. - Demonstrate the activity by practicing the activity with a student. - Divide the class into pairs. - Have Student B turn to page 121, File 8. - Have students ask and answer to complete the table. - Have students compare the information and choose how they will get to the park. - Call some pairs to answers. - Observe, give help if necessary. - Observe, listen. - Work in pairs. - Swap the roles and repeat. - Present. - Work in pairs. - Present. - Observe and listen. - Work in pairs. - Do the task. - Give answers. Suggested conversation  Activity 3: Production (5’) a) Objective: Students can have a free talk about means of transport and choose a suitable one for their travelling. b) Content: Join another pair. Will they use the same type of transportation? Why (not)? c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES SPEAKING: How Do We Get To The Park? Task b. Join another pair. Will they use the same type of transportation? Why (not)? - Have students join another pair. - Have students check if they will use the same or different type of transportation and why. - Have some students share their decisions with the class. - Give feedback and evaluation. - Join another pair and continue acting out the situation. - Present. C. Consolidation and homework assignments (5’) * Consolidation: Some words with /st/ sound: stamp, stapler, star, starfish, statue, steak, steam, stem, stick, stingray, stone, stool, stop, stork, strawberry, and stump, … * Homework: - Practice: reading words with /st/ sound. - Prepare: Unit 7 - Lesson 3 –Listening and Reading (page 58 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 44 & 45). - 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: ………………………………………………………………………………………… c. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date: ……………………………… Class: ……………………………..................... Period: 69 UNIT 7: TRANSPORTATION Lesson 3.1 - Listening and Reading (page 58) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about transportation. - practice listening and understanding a recording about two types of transportation (for general and specific information). - read and understand an opinion paragraph about a mean of transportation (for gist and details). 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - be careful and safe road users. - choose suitable means of transport for travelling. 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: Look at the pictures. What are the two kinds of transportation? Which would you most like to try? Why? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Listening: Listen to Matt’s vlog about two types of transportation. Which is better for kids? - Ss’ answers - T’s feedback/Peers’ feedback. - Listen and tick (✓ ) the advantages for each kind of transportation. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Look at the opinion paragraph. Who wrote the paragraph? - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, read and write True or False. - Ss’ answers. - T’s feedback/Peers’ feedback. -Speaking: Would the Wowscoot be convenient for where you live? 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: Two kinds of transportation (monowheel and two wheels). c) Expected outcomes: Ss have general ideas about the topic “transportation”, 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! Look at the pictures. What are the two kinds of transportation? Which would you most like to try? Why? - Use the “Let’s talk!” part in the textbook– page 58 for warm-up activity. - Ask Ss to work in pairs to look at the pictures and answer the questions: What are the two kinds of transportation? Which would you most like to try? Why? - Call Ss to share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: - Show 2 pictures. - Have Ss look at the 2 pictures of 2 groups of vehicles. - Have Ss find the basic difference between 2 groups of vehicles. - Call Ss to give answers. - Give feedback and lead to the new lesson: There are 2 kinds of transportation mentioned in the new lesson today. *Illustration Picture 1: Picture 2: - Work in pairs to discuss. - Present. - Look at the pictures and find the basic difference between 2 groups of vehicles. - Give answers. - Listen and answer. Suggested answers - Picture 1: Vehicles with only 1 wheel - Picture 2: Vehicles with 2 wheels B. New lesson (35’)  Activity 1: Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to Matt’s vlog about two types of transportation. Which is better for kids? - Listen and tick (✓ ) the advantages for each kind of transportation. c) Expected outcomes: Students can practice listening and understanding general + specific information about transportation. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Matt’s vlog about two types of transportation. Which is better for kids? - Have Ss read the question. - Play audio (CD1 - Track 79). - 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 tick (✓ ) the advantages for each kind of transportation. - Have Ss read through the content in Task b first, underline the key words. - Play the audio again (CD1 - Track 79). - Have Ss listen and tick (✓ ) the advantages for each kind of transportation. - 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 tick (✓ ) the advantages for each kind of transportation. - Exchange answers. - Give answers. Answer keys  Activity 3: Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Look at the opinion paragraph. Who wrote the paragraph? - Now, read and write True or False. - Would the Wowscoot be convenient for where you live? Why (not)? c) Expected outcomes: Students can read an opinion paragraph for gist and detail, and they can give their opinion about a type of transport. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Look at the opinion paragraph. Who wrote the paragraph? - 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 article again and write True or False. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answer as a whole class using DCR. Task c. Speaking: In pairs: Would the Wowscoot be convenient for where you live? 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 article to choose the correct answer. - Underline the supporting ideas. - Give answer. Answer keys - Read and underline the key words. - Read the article 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 42). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 46). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 7 - Lesson 3 – Writing and Speaking (page 59 – 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: ………………………………………………………………………………………… TỔ DUYỆT