Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 12/8/22 8:00 AM
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Nguồn: ENGLISH 7 - I LEARN SMART WORLD
Mô tả: Preparation:………………. Period: 43 UNIT 5: FOOD and DRINKS Lesson 2.1 - Vocabulary and Reading (Page 39) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know some words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti). - talk about containers and quantities of food and drinks in their kitchen. - read a paragraph about Pete and his mom mentioning different containers and quantities of food and drinks to understand general and specific information. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - help family with the cooking. - eat healthily. 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 - Fill in the blanks. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and repeat. - Ss’ answers/ presentation. - T’s observation / feedback. - Say which of these you have in your kitchen. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the paragraph about Pete. What did his mom want him to do? - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the paragraph and complete the table. - Ss’ answers. - T’s feedback/Peers’ feedback. - What different containers do they mention in the reading? What other ones do you know? - Ss’ 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: Introduce some words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti). c) Expected outcomes: Ss have general ideas about the topic of the new lesson: containers and quantities of food and drinks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: - Use the “New words” part a.– page 39 for the warm-up activity. - Show pictures and words using DCR, have Ss fill in the blanks (in pairs). - Call Ss to give answers. - Give feedback and show correct answers using DCR. - Lead to the new lesson. - Play the audio (CD1 – Track 53), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: Containers - Show pictures, have Ss do the matching activity in pairs. - Call Ss to give answers. - Give feedback. - Introduce the new lesson: containers and quantities of food and drinks. *Illustration: - Work in pairs to fill in the blanks. - Give answers. - Listen. Answer keys - Work in pairs. - Give answers. Suggested answers 1D 2A 3F 4C 5E 6B B. New lesson (35’)  Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some words about containers and quantities of food and drinks. b) Content: - Vocabulary study: Fill in the blanks: Words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti). - Listen and repeat. - Speaking: Say which of these you have in your kitchen. 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. Fill in the blanks. 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 fill in the blanks. - 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 (CD1 – Track 53). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: Brainstorming (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 thinking of other food and drinks that can go with words of containers and quantities. - 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. *Illustration: Task b. Say which of these you have in your kitchen. - Have students say which foods they have in their kitchen. - 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 groups. - Give answers. - Read. Expected answers - A bag of: chocolate, candies, sugar, … - A bunch of: banana, grapes, flowers, … - A box of: chocolate, candies, pens, … - A bottle of: cooking oil, water, soda, … - A carton of: milk, yoghurt, juice, … - A can of: fish, soda, candies, … - Work in pairs. - Present. Sample answers  Activity 2: While - Reading (17’) a) Objective: Students can develop their reading skill. b) Content: - Read the paragraph about Pete. What did his mom want him to do? - Read the paragraph and complete the table. c) Expected outcomes: Students can read a paragraph and understand more about containers and quantities of food and drinks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the paragraph about Pete. What did his mom want him to do? - Have Ss read 3 options and guess the answer. - Ask Ss to scan the paragraph, then choose the best answer. - Remind Ss to underline or highlight the keywords or supporting ideas for their answers. - Have some Ss share their answers with the class (read), explain for their answers. - Give feedback. - Give feedback and correct Ss’ answers if necessary. Task b. Now, read the paragraph and complete the table. - Have Ss look at the paragraph and the table. - Have Ss work in pairs to compete the table. - Elicit answers from different pairs. - Give feedback and evaluation. -Work individually. - Read answers, explain. - Check answers. Answer keys - Work in pairs to compete the table - Write answers. - Read answers. Answer keys  Activity 3: Post - Reading (6’) a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill. b) Content: Speaking: What different containers do they mention in the reading? What other ones do you know? c) Expected outcomes: Students can talk about other containers and quantities of food and drinks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: What different containers do they mention in the reading? What other ones do you know? - Have Students work in pairs to answer the questions. - Go round and give help if necessary. - Call some Ss to share their ideas with the whole class. - Give feedback and evaluation. - Discuss in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: - Words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti). * Homework: - Learn the new words by heart. - Practice talking about containers and quantities of food and drinks. - Do the exercises in WB: New words + Reading (Pages 28, 29). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 30). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 5 - Lesson 2.2 – Grammar (page 40 – 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: ………………………………………………………………………………………… Preparation:………………. Period: 44 UNIT 5: FOOD and DRINKS Lesson 2.2 - Grammar (Page 40) 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 in a supermarket. - use indefinite and definite articles correctly. 1.2. Competences - improve speaking, listening and writing skills. - improve the use of English. 1.3. Attributes - help family with the cooking and shopping. - choose healthy food for meals. 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. - Unscramble the sentences. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the paragraph and fill in the blanks with the correct articles. - Ss’ answers. - T’s feedback/Peers’ feedback. - What did your mom buy from the supermarket last week? In pairs: Choose three things and tell your partner where she put them. - 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 countable and uncountable nouns / Review articles: a / an / the. c) Expected outcomes: Ss review old knowledge and 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: Countable and uncountable nouns. - Show a picture of an opened fridge. - Have Ss look at the food and drinks inside the fridge and divide them into 2 groups: countable and uncountable nouns. - Call Ss to give answers. - Check Ss’ answers, correct Ss’s answers if necessary. - Lead to the new lesson. *Illustration:  Option 2: Review articles: a / an / the - Give Ss some sentences with no articles inside. - Have Ss work in pairs to put articles “a, an or the” in suitable positions in these sentences. - Call Ss to give answers. - Check Ss’ answers, give feedback and evaluation. - Lead to the new lesson: Indefinite and definite articles. *Suggested sentences: 1. My mom uses apple to make apple pies. 2. Please put this box of chocolate on table. 3. I have bag of candies and bottle of cola. 4 There is carton of milk in fridge. - Work in groups. - Give answers. - Listen. Answers keys - Countable nouns: watermelon, bananas, oranges, apples, eggs - Uncountable nouns: oil, water, juice, beef, pork, beer, milk - Do the task. - Give answers. Answer keys 1. My mom uses an apple to make apple pies. 2. Please put this box of chocolate on the table. 3. I have a bag of candies and a bottle of cola. 4 There is a carton of milk in the fridge. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce Indefinite and definite articles. b) Content: - Listen and repeat. - Introduce the grammar point: Indefinite and definite articles. c) Expected outcomes: Ss know how to use Indefinite and definite articles 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 54) and have Ss listen and read the speech bubbles. - Play the audio again and have Ss listen and repeat. Grammar box - Have Ss look at the grammar explanation and read: Indefinite and definite articles. - Have Ss look and read the sentences in the box. - Briefly explain the grammar point using DCR. - Ask Ss to make sentences with Indefinite and definite articles. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Look and read. - Listen and take notes. - Make sentences, using Indefinite and definite articles.  Activity 2: Practice (19’) a) Objective: Students can use Indefinite and definite articles correctly. b) Content: - Unscramble the sentences. - Read the paragraph and fill in the blanks with the correct articles. c) Expected outcomes: Students can use Past Simple with regular verbs in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Unscramble the sentences. - Demonstrate the activity on DCR, using the example. - Have Ss unscramble the sentences. - 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. Read the paragraph and fill in the blanks with the correct articles. - Demonstrate the activity on DCR, using the example. - Have students read the paragraph and fill in the blanks. - 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. - Read or write answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: What did your mom buy from the supermarket last week? In pairs: Choose three things and tell your partner where she put them. 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. What did your mom buy from the supermarket last week? In pairs: Choose three things and tell your partner where she put them. - Divide class into pairs. - Have Ss ask and answer. - Then, have Ss choose three things and tell their partners where the mother puts them. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Work in pairs. - Have conversation in pairs. - Present. - Listen. Suggested conversation C. Consolidation and homework assignments (5’) *Consolidation - Indefinite and definite articles . * Homework: - Make 2 sentences using Indefinite and definite articles. - Do the exercises in WB: Grammar (page 29). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 31). - 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 41 – 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: ………………………………………………………………………………………… Preparation:………………. Period: 45 UNIT 5: FOOD and DRINKS Lesson 2.3 – Pronunciation and Speaking (Page 41) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - distinguish and use sound changes of “a bunch of”, “ a bag of” correctly. - talk about grocery arrangement in the kitchen. - talk about food, drinks and their positions in the kitchen. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes - help family with the cooking. - choose healthy food for meals. - keep kitchen and home orderly and tidy. 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 sound changes and focus on the underlined words. - Ss’ performance and answers. - T’s observation. - Listen and cross out the sentence that doesn’t follow the note in “a”. - Ss’ answers. - T’s feedback/Peers’ feedback. - Practice saying the sentence with the sound changes noted in “a” with a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Take turns saying where to put the groceries. - Ss’ performance. - T’s feedback/Peers’ feedback. - Draw both kitchen diagrams in your notebook. Choose 7 items from the list and draw them in your kitchen. In pairs: Student A, ask Student B what food they have and where it is, then draw it on your partner's kitchen. Swap roles and repeat. Did you draw your partner’s kitchen correctly? - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Join another pair and look at their kitchens. Did you put any of the same ingredients in the same places? - 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: a bunch of, a bag of / Review vocabularies about food and drinks. 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: a bunch of / a bag of - Give some pictures of food and drinks, have Ss work in pairs to decide which can go with “a bunch of” and which can go with “ a bag of”. - Call Ss to read answers or write answers on the board. - Give feedback. - Lead to the new lesson: The sound changes in a bunch of and a bag of.  Option 2: Review vocabularies about food and drinks - Have Ss close all books. - Show a picture of food and drinks, have Ss give names. - Call Ss to write answers. - Give feedback. - Lead to the new lesson. - Work in pairs, then give answers. Answer keys - Work in pairs and write. Answer keys Name of food and drinks: milk, banana, rice, spaghetti, candies, eggs, butter, chocolate, beans - Listen. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (10’) a) Objective: Introduce sound changes of “a bunch of”, “ a bag of”. b) Content: - recognize sound changes of “a bunch of”, “ a bag of”. - listen and check, find the sentence that doesn’t follow the note in “a”. - practice. c) Expected outcomes: Ss distinguish and use sound changes of “a bunch of”, “ a bag of” correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen to the sound changes and focus on the underlined words. - Play the recording (CD1, track 55). - Ask Ss to listen and focus on the 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 note in “a” . - Play the recording (CD 1 – Track 56), have Ss listen and cross out the option that is 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 (20’) a) Objective: Students can talk about grocery arrangement in the kitchen. b) Content: - Take turns saying where to put the groceries. - Draw both kitchen diagrams in your notebook. Choose 7 items from the list and draw them in your kitchen. In pairs: Student A, ask Student B what food they have and where it is, then draw it on your partner's kitchen. Swap roles and repeat. Did you draw your partner’s kitchen correctly? c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE * Take turns saying where to put the groceries. - Demonstrate the activity using the example. - Divide the class into pairs. - Have pairs take turns saying where to put the shopping. - Observe, give help if necessary. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation SPEAKING: What Do You Have In Your Kitchen? Task a. Draw both kitchen diagrams in your notebook. Choose 7 items from the list and draw them in your kitchen. In pairs: Student A, ask Student B what food they have and where it is, then draw it on your partner's kitchen. Swap roles and repeat. Did you draw your partner’s kitchen correctly? - Demonstrate the activity by practicing the example with a student. - Divide the class into pairs. - Have pairs draw the kitchens into their notebooks. - Have pairs draw the food items on their own kitchen. - Have students do the activity. - Observe, give help if necessary. - Observe, listen. - Work in pairs. - Present. - Observe and listen. - Work in pairs. - Do the task. - Swap roles and repeat.  Activity 3: Production (5’) a) Objective: Students check their work. b) Content: Join another pair and look at their kitchens. Did you put any of the same ingredients in the same places? 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: What Do You Have In Your Kitchen? Task b. Join another pair and look at their kitchens. Did you put any of the same ingredients in the same places? - Have pairs join another pair and compare their kitchens. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Join another pair and compare their drawings. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: Sound changes of “a bunch of”, “ a bag of” * Homework: - Practice: sound changes of “a bunch of”, “ a bag of”. - Complete the kitchen drawing for those who haven’t finished it in class. - Prepare: Unit 5 - Lesson 3 – Reading and Listening (page 42 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 30 & 31). - 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