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: 70th UNIT 7: TRANSPORTATION Lesson 3.2 – Speaking and Writing (page 59) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - use some phrases to give opinion (In my opinion, ... / I think …). - discuss different kinds of transportation for kids. - write an opinion paragraph about why every kid in their town should have a type of transportation. 1.2. Competences - improve communication, collaboration, writing 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, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Speaking: Your town is going to buy one type of transportation for all the kids. In pairs: Look at the pictures. Discuss the different kinds of transportation and choose one for the kids in your town. - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Choose one of the products above or make up your own. Use your own ideas to fill in the table. - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Writing: Read about writing opinion paragraphs. Then, read Tony’s paragraph again and underline the reason he gives. - Ss’ answers. - T’s feedback/Peers’ feedback. - Write full sentences using the prompts. Then, number the sentences (1–4) to match them with the parts of an opinion paragraph. Use the skill box to help you. - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, write an opinion paragraph about why every kid in your town should have this type of transportation. 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 Mean of transport / Review the old lesson. 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: Drawing (for this Warm up activity, T can ask Ss to prepare at home before the lesson.) - Divide class into 4-5 groups. - Have each group draw a future mean of transport, using their imagination (Ss prepare at home). - Have Ss hang their picture on the board. - Give feedback and evaluation. - Have the whole class vote for the best picture. - Lead to the new lesson: Writing an opinion paragraph about a mean of transport.  Option 2: Multiple choice - Have Ss close books. - Give Ss some multiple-choice questions (basing on the opinion paragraph of Tony Thompson on page 58). - Have Ss work in pairs to give answers. - Check Ss’ answers, give feedback and evaluation. - Lead to the new lesson. *Multiple choice question: - Work in groups. - Vote. - Listen. - Close books. - Work in pairs. - Listen. Answer keys 1. A 2. C 3. B 4. A 5. A 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: Your town is going to buy one type of transportation for all the kids. In pairs: Look at the pictures. Discuss the different kinds of transportation and choose one for the kids in your town. - Choose one of the products above or make up your own. Use your own ideas to fill in the table. c) Expected outcomes: Ss have more ideas and language for their writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. In pairs: Your town is going to buy one type of transportation for all the kids. In pairs: Look at the pictures. Discuss the different kinds of transportation and choose one for the kids in your town. - Divide the class into pairs. - Have students look at the pictures and discuss the questions. - Go round and support Ss if necessary. - Have some students share their ideas with the class. - Give feedback and evaluation. Task b. Choose one of the products above or make up your own. Use your own ideas to fill in the table. - Have students choose one of the products above or make up their own. Use their own ideas to fill in the table. - Go round and give help if necessary. - Have Ss exchange their answers with another pair. - Work in pairs. - Present. - Discuss and fill in the table. - Exchange.  Activity 2: While - Writing (22’) a) Objective: Students can develop their writing skill. b) Content: - Read about writing opinion paragraphs. Then, read Tony’s paragraph again and underline the reason he gives. - Write full sentences using the prompts. Then, number the sentences (1–4) to match them with the parts of an opinion paragraph. Use the skill box to help you. - Now, write an opinion paragraph about why every kid in your town should have this type of transportation. Use the Feedback form to help you. Write 60 to 80 words. c) Expected outcomes: Students can write an opinion paragraph, using right format and rich vocabularies. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read about writing opinion paragraphs. Then, read Tony’s paragraph again and underline the reason he gives. -Briefly explain the Writing skill box and have some Ss read it aloud. - Have Ss read Tony’s paragraph again (page 58) and underline the reason he gives. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answer as a whole class using DCR. Task b. Write full sentences using the prompts. Then, number the sentences (1–4) to match them with the parts of an opinion paragraph. Use the skill box to help you. - Have students read the prompts. - Have students write full sentences using the prompts. Then, number the sentences (1–4) to match them with the parts of an opinion paragraph. - Remind Ss to use information in the skill box. - Have students check their answers with a partner. - Check answer as a whole class using DCR. *Let’s Write: Write an opinion paragraph about why every kid in your town should have this type of transportation. 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 an opinion paragraph about why every kid in your town should have this type of transportation. - 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 prompts and write full sentences. Then, number the sentences (1–4) to match them with the parts of an opinion paragraph. - 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 paragraph to give opinion. - Finish the writing part. - Do the exercises in WB: Writing part, page 43. - Complete grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 47). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 7 – Review, pages 102, 103. 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: 71 UNIT 7: TRANSPORTATION Lesson 4 – Review (pages 102, 103) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about personal belongings and means of transportation (customs, passport, suitcase, baggage claim, boarding pass, frequent, sunglasses, subway, …) and talk about them. - review grammar: possessive pronouns, order of adjectives, equal comparison. - review: describe and identify personal belongings, compare different types of transportation. - pronoun the ending sounds correctly: “s” endings. - put stress on nouns and adjectives 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 the second mid-term test. 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 a man talking about transportation in London. Listen and fill in the blanks. You will hear the information twice. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read the email about a trip to an amusement park. Write one word for each blank. - Ss’ answers. - T’s feedback/Peers’ feedback. - Vocabulary: Match the words with the descriptions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Grammar: Circle the correct words. - Write sentences using the prompts. - 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: Means of transport. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Find the differences - Have Ss look at 2 pictures and find the differences between them (in 2 minutes). - Call Ss to give answers. - Correct Ss’ pronunciation if necessary. - Lead to the new lesson. *Illustration: Picture 1: Picture 2  Option 2: Review: Means of Transport - Have Ss work in groups to list means of transport as many as possible. - Call Ss to give answers, then pronounce the words and give meaning. - Correct Ss’ pronunciation if necessary. - Lead to the new lesson. - Look at the pictures and find the differences. - Give answers. - Listen. Suggested answer - Work in groups, list means of transport. - Give answers, pronounce the words. - Listen. Some suggested answers B. New lesson (35’)  Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - You will hear a man talking about transportation in London. Listen and fill in the blanks. You will hear the information twice. 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 a man talking about transportation in London. Listen and fill in the blanks. You will hear the information twice. - Have Ss read through the listening part. - Demonstrate the activity on DCR by using the example. - Play the audio (CD 2 – Track 41). 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 the email about a trip to an amusement park. 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 the email about a trip to an amusement park. Write one word for each blank. - Demonstrate the activity on DCR by using the example. - Have Ss look and read, then choose the correct answer, underline the supporting ideas for their answers. - 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 personal belongings. b) Content: Match the words with the descriptions. 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 descriptions. - Have Ss read the sentences. - Ask Ss to work in pairs match the words with the descriptions. - 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: possessive pronouns, order of adjectives, equal comparison. b) Content: - Circle the correct words. - Write sentences using the prompts. 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. Circle the correct words. - Ask Ss to work individually to circle the correct words. - 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 using the prompts - Ask Ss to read the prompts. - Have Ss write sentences using the prompts. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers. - Check answers as a whole class using DCR. - Work individually. - Work in pairs. - Give answers. Answer keys - 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, last consonant of “s” endings. 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 ways to pronoun “s” endings (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 adjectives 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 7: Possessive pronouns, order of adjectives, equal comparison. * Vocabulary of Unit 7: Words about personal belongings and means of transportation (customs, passport, suitcase, baggage claim, boarding pass, frequent, sunglasses, subway, …). * Homework: - Review vocabulary, grammar of unit 7. - Do the exercises in WB: Review of Unit 7 (page 68). - Prepare: Unit 8 – New words and Reading (page 60 – 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: ………………………………………………………………………………………… School: ……………………………………….. Date: ………………………………….. Class: ……………………………..................... Period: 72 UNIT 8: FESTIVALS AROUND THE WORLD Lesson 1.1 – New words and Reading (page 60) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know some new words about festivals around the world. (bonfire, race, lantern, competition, sculpture, water fight, hot-air balloon). - talk about festivals around the world and their activities. - read an article about 2 festivals in Japan and Australia to understand general and specific information. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - be active to take part in outdoor activities. - 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 - Number the pictures. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and repeat. - Ss’ answers/ presentation. - T’s observation / feedback. - Say which of these you'd like to see or try. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the article and choose the best title. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read and answer the questions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Would you like to visit the Sapporo Snow Festival or the Melbourne Moomba Waterfest? Why? - 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 words about festivals. c) Expected outcomes: Ss have general ideas about the topic of the new lesson: Festivals around the world. 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 60 for the warm-up activity. - Show words and pictures using DCR, have Ss look and number the pictures (in pairs). - Call Ss to give answers. - Give feedback and show correct answers using DCR. - Lead to the new lesson. - Play the audio (CD2 – Track 01), have Ss listen and repeat - Correct Ss’ pronunciation if necessary.  Option 2: Sapporo Snow Festival, Japan - Have Ss watch a video clip about Sapporo Snow Festival, Japan. - Then, ask Ss some questions: 1 What can you see in the clip? 2 Are there many people in this festival? 3 What’s the weather like in Sapporo Snow Festival? - Call Ss to give answers. - Give feedback. - Introduce the new lesson: Festivals around the word. *Illustration: Suggested link: https://www.youtube.com/watch?v=D7a5mUGSnLU - Work in pairs to number the pictures. - Give answers. - Listen. - Listen and repeat. Answer keys - Watch a video clip about Sapporo Snow Festival, Japan. - Give answers. - Listen. Suggested answers 1. I can see the ice sculpture, much snow in the clip. 2. There are many people in this festival. 3. The weather is very cold with snow and ice. B. New lesson (35’)  Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some words about festivals around the world. b) Content: - Vocabulary study: bonfire, race, lantern, competition, sculpture, water fight, hot-air balloon, … - Number the pictures. Listen and repeat. - Speaking: Say which of these you'd like to see or try. 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. Number the pictures. Listen and repeat.  Option 1 (If the teacher hasn’t used this part for the Warm-up activity.) - Demonstrate the activity on DCR, using the example. - Have Ss look at the pictures and phrases, then 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 using DCR. - Play audio (CD2 – Track 01). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: (If the teacher has used part a. for the Warm-up activity.) - Have Ss review the words in they have known in the warmup activity by giving a matching exercise. (T uses different pictures from those in the text book.) - Have Ss do the matching in pairs and give the meaning of the words. - Call Ss to give answers (read or write). - Check answers as a whole class. - Call some Ss to read the words again. - Play audio (CD2 – Track 01). Have Ss listen and repeat. - Correct Ss’ pronunciation. *Illustration: Task b. Say which of these you'd like to see or try. - Have pairs discuss and say which of these they'd like to see or try. - Remind Ss to use the phrase: I’d like to … - 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 - Work in pairs. - Give answers. - Read. - Listen. Matching: Answer keys 1C 2B 3D 4A 5E - Work in pairs. - Present. Sample answers  Activity 2: While - Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read the article and choose the best title. - Read and answer the questions. c) Expected outcomes: Students can read an article and understand more about 2 famous festivals in the world. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the article and choose the best title. - Ask Ss to scan the article, then choose the best title. - 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 answer the questions. - Have Ss look at questions and underline the key words. - Have Ss work in pairs to answer the questions. Remind Ss to use short answers for each question. - Elicit answers from different pairs. - Give feedback and evaluation. - Work individually. - Read answers, explain. - Check answers. Answer keys - Read, underline the key words. - Work in pairs to answer the questions. - 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: Would you like to visit the Sapporo Snow Festival or the Melbourne Moomba Waterfest? Why? c) Expected outcomes: Students can talk about a festival they would like to visit. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: Would you like to visit the Sapporo Snow Festival or the Melbourne Moomba Waterfest? Why? - Have Ss 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 festivals around the world (bonfire, race, lantern, competition, sculpture, water fight, hot-air balloon, …). * Homework: - Learn the new words by heart. - Practice talking about your favorite festival. - Do the exercises in WB: New words + Reading (pages 44 - 45). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 48). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 8 - Lesson 1.2 – Grammar (page 61 – 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