Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 3/18/25 5:07 PM
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Nguồn: Sách Student's book, workbook i-learn Smart World 7
Mô tả: School: ……………………………………….. Date: ……………………………….. Class: ……………………………..................... Period: 73 UNIT 8: FESTIVALS AROUND THE WORLD Lesson 1.2 - Grammar (page 61) 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 of 2 people asking and answering about the time of a festival. - use Future Simple correctly. - talk about a festival. (time, activities, what to see, what to hear, …). 1.2. Competences - improve speaking, listening skills. - improve the use of English. 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, handouts. 2. Students’ aids: Student’s book, workbook, notebook, handouts. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and repeat. - Ss’ performance. - T’s feedback. - Study the grammar box. - Ss’ answers/ presentation. - T’s feedback. - Fill in the blanks with the Future Simple. - Ss’ answers. - T’s feedback/Peers’ feedback. - Circle the correct words. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Ask and answer about the next Up Helly Aa using the prompts below. - 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 words about festival / Introduce: The fire festival in Lerwick, Scotland: Up Helly Aa. c) Expected outcomes: Ss review old words which are very useful for them in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Jumbled words - Have Ss close books and notebooks. - Have Ss unscramble the letters to make words and phrases. - Call Ss to give answers. - Check Ss’ answers, give feedback. - Have Ss make sentences, using the words they have just made. - Lead to the new lesson. *Illustration:  Option 2: The fire festival in Lerwick, Scotland: Up Helly Aa - Have Ss close all books and notebooks. - Let Ss watch a video clip about the fire festival in Lerwick, Scotland: Up Helly Aa, which they are going to read in the new lesson. - Ask Ss: 1 What do you know about this festival? 2 What do you think about this festival? - Call Ss to give answers. - Give feedback. - Lead to the new lesson. *Illustration Suggetsed link: https://www.youtube.com/watch?v=3oXSdNZ0R1I - Close books and notebooks. - Work in pairs. - Give answers. - Make sentences. Answers keys 1. hot -air balloon 2. bonfire 3. sculpture 4. (eating) competition 5. lantern 6. race - Close books and notebooks. - Watch a video clip about the file festival in Lerwick, Scotland: Up Helly Aa. - Give answers. - Listen and write the new lesson. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce: Future Simple. b) Content: - Listen and repeat. - Introduce the grammar points. c) Expected outcomes: Ss know the new grammar points “Future Simple” and use them in some exercises that follow. 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 (CD2 – Track 02) 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: Future Simple. - Have Ss read the examples: - Explain more about “Future Simple” and its form, usage. - Ask Ss to make more sentences using “Future Simple”. - Give feedback and evaluation.  Option 2: - Have Ss look at the sentences in the speech bubbles in Task a and read them again. - Have Ss make comments on the words in bold (It’ll) - Ask Ss some questions: 1 What does “ ’ll” stand for? 2 When is the festival in the conversation? In the past, present or in the future? - Call Ss to give answers. - Give feedback. - Then, lead to the grammar box, briefly explain the way to use “Future Simple”. - Have Ss read the grammar box and examples. - Ask Ss to make more sentences using “Future Simple” . - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Read examples of different forms. - Listen and take notes. - Give more examples. - Look and read. - Comment. Expected answers 1. It stands for “will” (abbreviation of will) 2. In the future - Read. - Give more examples. - Listen.  Activity 2: Practice (19’) a) Objective: Students can use “Future Simple” to do the given exercises. b) Content: - Fill in the blanks with the Future Simple. - Circle the correct words. c) Expected outcomes: Students can get used to the usage of “Future Simple” and use them correctly. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Fill in the blanks with the Future Simple. - Demonstrate the activity on DCR, using the example. - Have Ss fill in the blanks with the Future Simple. - 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. Circle the correct words. - Demonstrate the activity using the example. - Have students circle the correct words. - Have pairs check each other's work. - Have some students share their answers with the class. - Look and listen. - Work individually. - Work in pairs. - Write answers. Answer keys - Look and listen. - Work individually. - Work in pairs. - Read answers, explain. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar points they study in the lesson. b) Content: Speaking: Ask and answer about the next Up Helly Aa using the prompts below. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point in the lesson in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. In pairs: Ask and answer about the next Up Helly Aa using the prompts below. - Divide class into pairs. - Have Ss take turns asking their partner about the luggage. Use the prompts. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Have conversation in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: The Future Simple * Homework: - Make 2 sentences using the Future Simple. - Do the exercises in WB: Lesson 1 – Grammar & Writing (page 45). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 49). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.3 – Pronunciation and Speaking (page 62 – 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:74 UNIT 8: FESTIVALS AROUND THE WORLD Lesson 1.3 – Pronunciation and Speaking (page 62) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - distinguish and put stress on the syllable before “consonant + -ian” in nationalities ending in “-ian”. - ask and answer about festivals (name, time, venue, activities, ticket prices). - plan a festival (name, location, date, activities and performers, ticket prices). 1.2. Competences - improve listening and speaking 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, handouts. 2. Students’ aids: Student’s book, workbook, notebook, paper, colored pencils (crayons), rubbers. 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 and cross out the word that doesn’t follow the note in “a”. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the words with the stress noted in “a” with a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Practice the conversation. Swap roles and repeat. - Ss’ performance. - T’s feedback/Peers’ feedback. - You're planning a new festival for your town. In pairs: Discuss and fill in the table with the details of your festival. - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Join two other pairs. Tell them about your festival and discuss to choose the best festival. - Ss’ performance / Answers. - 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: Vocabulary: Nationalities ending in “-ian” / Names of some festivals in the world. c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Cool pair matching: Nationalities ending in “-ian” - Have Ss close all books. - Have Ss take part in the game: Cool pair matching (Find 6 pairs: pictures and nationalities). - Have Ss read answers. - Check Ss’ answers, give feedback. - Lead to the new lesson: How to put stress on nationalities ending in “-ian”. *Illustration: Option 2: Names of some festivals in the world. - Divide class into 4-5 groups. - Have Ss in each group discuss and write names of some festivals in the word they know (in 2 minutes). - Have Ss write answers on the board. - Check Ss’ answers. - The group which has the most correct answers will be the winner. (T also checks spelling). - Announce the winner and give a small present. - Lead to the new lesson. . - Close all books. - Work in groups or pairs, then give answers. Answer keys - Form groups. - Work in groups to take part in the game. - Write answer on the board. - Listen. *Suggested festivals around the words - Diwali - Lunar New Year - Water Festival - Rock in Rio - Burning man - Cannes Film Festival - La Tomatina Festival - Gilroy Garlic Festival … B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce: stress on the syllable before “consonant + -ian” in nationalities ending in “-ian”. b) Content: - recognize: stress on the syllable before “consonant + -ian” in nationalities ending in “-ian”. - listen and check, cross out the word that doesn’t follow the note in “a”. - practice. c) Expected outcomes: Ss distinguish and put stress on the syllable before “consonant + -ian” in nationalities ending in “-ian” 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 (CD2, track 03) using DCR. - Ask Ss to listen and focus on the underlined letters. - Play the recording again, have Ss listen and repeat with a focus on the stress feature. Task c + d. Listen and cross out the word that doesn’t follow the note in “a”. - Play the recording (CD 2 – Track 04), have Ss listen and cross out the option that doesn’t follow the note in “a”. - 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. Answer keys  Activity 2: While-speaking (22’) a) Objective: Students can talk about festivals. b) Content: - Practice the conversation. Swap roles and repeat. - You're planning a new festival for your town. In pairs: Discuss and fill in the table with the details of your festival. - Join two other pairs. Tell them about your festival and discuss to choose the best festival. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE * 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. - Observe, give help if necessary. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. SPEAKING: The Best Festival Task a. You're planning a new festival for your town. In pairs: Discuss and fill in the table with the details of your festival. - Demonstrate the activity by practicing the role-play with a student. - Divide the class into pairs. - Have students discuss and fill in the table with the details of their festivals. - Observe, give help if necessary. - Have Ss share their answers in front of the class. Task b. Join two other pairs. Tell them about your festival and discuss to choose the best festival. - Have students join two other pairs. - Have pairs take turns talking about their festivals. - Have students discuss to choose the best festival. - Have some groups share their ideas with the class. - Observe, listen. - Work in pairs. - Present. - Observe and listen. - Work in pairs. - Discuss and fill in the table with the details of their festivals. - Present. Examples - Work in pairs. - Choose the best festival. - Present.  Activity 3: Production (5’) a) Objective: Students relax after the lesson. b) Content: Logo design. c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing and develop their drawing skill. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Extra activity: Draw logo - Have Ss work in groups, choose a festival among those they have just discussed and design a logo for this festival. - Have Ss hang their logo on the board. - Check Ss’ drawings and give feedback. - Have class vote for the best logo. - Announce the winner. - Choose a festival and design a logo. - Show products. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: How to put stress on nationalities ending in “-ian”? * Homework: - Practice: stress on the nationalities ending in “-ian”. - Find more nationalities ending in “-ian”. - Prepare: Unit 8 - Lesson 2.1 – New words and Listening (page 63 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 48 & 49). - 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:76 REVIEW FOR THE SECOND MID – TERM EXAM I. PRONUNCIATION A. Choose the word whose underlined part is pronounced differently. 1. A. lunch B. hurt C. junk D. much 2. A. give B. get C. ginger D. good B. Choose the word that has a different stressed syllable from the rest. 3. A. advice B. tired C. toothache D. fever 4. A. vitamin B. medicine C. favorite D. overweight II. VOCABULARY AND GRAMMAR Choose the best option (A, B, C or D) to complete each of the following questions. 5. You should __________ regular exercise, go swimming and lead an active life. A. take B. have C. do D. play 6. Fruit and vegetables are good for you because they provide __________ vitamins. A. lots of B. much C. few D. a little 7. I can’t eat __________ dairy foods like cheese and butter because they make me sick. A. much B. a few C. some D. any 8. My grandma has __________ good books about food and cooking. A. any B. some C. a little D. much 9. Jackson always __________ scrolling through Facebook and Instagram. That’s why he feels tired in the morning. A. stays up late B. gets some sleep C. takes vitamins D. takes medicine 10. You should __________ during winters, or you may catch a cold. A. have a cough B. do exercises C. see a doctor D. keep warm 11. Student A: “I have a really bad ______. It hurts so much that I can’t eat.” Student B: “Why don’t you see your dentist?” A. fever B. sore throat C. toothache D. headache 12. Student A: “Why are you drinking warm water?” Student B: I have a __________ and it feels better when my neck’s warm.” A. sore throat B. headache C. earache D. sick 13. My dad hurt his __________ when he was moving the sofa yesterday. It hurt so much that he couldn’t stand up. A. head B. back C. stomach D. ear 14. Student A: “I’m not feeling well. I think I have a fever.” Student B: “_________” A. You shouldn’t eat junk food. B. You shouldn’t take vitamins. C. You should go home and get some rest. D. You should get enough sleep every day. 15. What does the sign mean? A. You can’t eat or drink in the cafeteria on Mondays. B. The cafeteria opens every day except Monday. C. The cafeteria opens every Monday. D. The cafeteria opens next Monday. 16. Read the prescription and choose the correct statement. A. You should take the medicine after eating, twice a day. B. You should drink two tablets after every meal. C. You shouldn’t take tablets after you finish your meal. D. You should take one tablet per day after you eat. III. WORD FORMATION Write the correct form of the words in brackets. 17. It’s very __________ to eat fried food every day. You can become overweight. (HEALTH) 18. If you want to be strong, you should have __________ meals with good ingredients. (HEALTH) 19. Last night, Andy ate too much and had a terrible ___________. (STOMACH) 20. You should eat __________ every day and you shouldn’t skip breakfast. (PROPER) 21. Mike couldn’t sleep last night. Today he was really tired, so he fell __________ in math class. (SLEEP) 22. Louisa never does any exercise. She’s __________and feels tired all the time. (FIT) IV. LISTENING A. You will listen to an interview with James Olive. For questions 23-27, fill in the blanks with NO MORE THAN TWO WORDS. According to James Olive: - Many school cafeterias sell fast food like pizza, (23) _________ and soda. These foods contain lots of (24) _________ and salt, so students will get (25) _________ and have difficulty listening in class. - Cafeterias should sell “brain food” like fruits and (26) _________. These foods help students (27) _________ and feel healthier. B. You will hear Tom talking to his friend about his visit to the doctor. For questions from 28 to 32, listen and decide whether the statements are True (T) or False (F). 28. Tom had a headache yesterday morning. 29. The doctor advised Tom to stay in bed. 30. The doctor asked Tom to take some medicine. 31. The doctor told Tom not to stay up late every night. 32. Tom is going to play tennis tonight. V. READING A. Read the following passage and complete the poster with suitable information. For each blank from 33 to 37, write NO MORE THAN THREE WORDS AND/ OR A NUMBER. HOW TO BECOME HEALTHIER Firstly, you should eat balanced meals. You should eat lots of fruit and vegetables because they are full of important vitamins. You shouldn’t eat too much fatty food. Things like chips and burgers have a lot of fat. Also, be careful with sugar. If you eat a lot of sweet food, the sugar gives you energy for a short time, but afterwards you will feel more tired. Secondly, exercise should be part of your daily routine. Don’t hurt yourself, start with gentle exercise. Exercise for at least 15 minutes every day. Or you can try a team sport or join a gym. Exercise can also be cycling instead of taking the bus, or using the stairs instead of the lift. Moreover, staying healthy requires enough sleep. It’s sometimes OK to go to bed late; but if you stay up late too often, it will be bad for your health. Try to sleep eight hours every night. Lastly, every year, you should go to the doctor for regular check-ups. When you get fit and healthy, you will feel great. B. Read the online post and choose the word/ phrase (A, B, C or D) that best suits each blank. WHAT SHOULD I DO? My name is Libby and I’m 12 years old. I never manage to go to bed early during the week. I know I (38) __________ use my phone or tablet late at night, but I always do. I find it (39) __________ to fall asleep, but I don’t know why. I often miss breakfast, so I’m hungry by the morning break. In my school, you don’t need to go far for unhealthy food. There is a vending machine with (40) __________ sugary snacks and fizzy drinks like Coke or soda. My mum says I should eat some fruit or yogurt for a snack, but I keep forgetting to bring it to school with me. I also feel (41) __________ and have no energy during the day, which is really annoying. I really need to get fit and healthy for the school bicycle race. What do you think I should do to prepare for the race? Please give me (42) __________ advice on how to become a better me. 38. A. should B. shouldn’t C. don’t D. must 39. A. difficult B. easy C. harder D. healthy 40. A. much B. a little C. few D. lots of 41. A. healthy B. strong C. weak D. a fever 42. A. an B. some C. many D. a few VI. WRITING A. Rewrite the following sentences without changing their meaning. Use the given word(s) if any. 43. My little brother doesn’t eat many vegetables. → My little brother eats only . 44. There is no milk in the refrigerator. → We don’t have . 45. The bottle is nearly empty of water. → There is not . 46. It’s important for you to do exercise if you want to get fit. → You should . 47. It’s not a good idea to sell drinks that contain lots of sugar in school cafeterias. → School cafeterias . B. Use the given words or phrases to make complete sentences. 48. Eating / lot/ candies / cookies/ is not good/ you/. → 49. How/ slices / pizza/ you/ want/? → 50. Soda/ not/ give/ you/ energy/ and/ be/ bad/ teeth. → Soda …. B. Use the given words or phrases to make complete sentences. 48. Eating / lot/ candies / cookies/ is not good/ you/. →Eating a lot of cadies is not good for you. 49. How/ slices / pizza/ you/ want/? → How many slices of pizza do you want?. 50. Soda/ not/ give/ you/ energy/ and/ be/ bad/ teeth. → Soda …. *** THE END*** TỔ DUYỆT