Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Nguồn: ENGLISH 7 - I LEARN SMART WORLD
Mô tả: Date of preparation: ................. Period 61st UNIT 6: EDUCATION Review (pages 100, 101) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about feelings and school tasks (disappointed, excited, delighted, annoyed, surprised, test, presentation, book report, project, homework, fail, pass, …) and talk about them. - review grammar: “however” and “although” to show contrast, “because” to show causes /reasons, and intensifiers “so”, “really”. - review: talk about school life. - pronoun the ending sounds correctly: “ed” 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 any 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 five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B or C). - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read the article about Anna's school year. Choose the correct answer (A, B, or C). - Ss’ answers. - T’s feedback/Peers’ feedback. - Vocabulary: Circle the correct words. - Ss’ answers. - T’s feedback/Peers’ feedback. - Grammar: Underline the mistakes and write the correct answers on the lines. - 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 vocabulary about school subjects / names of some countries Vietnamese students often apply for higher education. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Review: School subjects - Have Ss look at the pictures and give names of school subjects. - Call Ss to give answers, then pronounce the words and give meaning. - Correct Ss’ pronunciation if necessary. - Lead to the new lesson. *Illustration:  Option 2: Review: Ideal countries for studying abroad. - Have Ss look at the flags and give names of some countries that Vietnamese students often choose for their studying. - Call Ss to give answers, then pronounce the words and give meaning. - Correct Ss’ pronunciation if necessary. - Lead to the new lesson. *Illustration: - Look at the pictures and give names of school subjects. - Give answers, pronounce the words. - Listen. Answer keys 1. Biology 2. Geography 3. History 4. Math 5. Physical Education 6. Music - Look at the pictures and give names of the countries. - Give answers, pronounce the words. - Listen Answer keys 1. The USA 2. Spain 3. Australia 4. Germany 5. France 6. The UK B. New lesson (35’)  Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B or C). 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 five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B or C). - Have Ss read through the listening part. - Demonstrate the activity by using the example. - Play the audio (CD 2 – Track 40). 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 article about Anna's school year. Choose the correct answer (A, B, or C). 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 article about Anna's school year. Choose the correct answer (A, B, or C). - 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 feelings and school tasks. b) Content: Circle the correct words. 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 Circle the correct words. - Have Ss read the sentences. - Ask Ss to work in pairs to circle the correct words. - 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: “however” and “although” to show contrast, “because” to show causes /reasons, and intensifiers “so”, “really”. b) Content: - Underline the mistakes and write the correct answers on the lines. 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 Underline the mistakes and write the correct answers on the lines. - Ask Ss to work individually to underline the mistakes and write the correct answers on the lines. - 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. - 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 “ed” 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 “ed” 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 6: “however” and “although” to show contrast, “because” to show causes /reasons, and intensifiers “so”, “really”. * Vocabulary of Unit 6: Words about feelings and school tasks (disappointed, excited, delighted, annoyed, surprised, test, presentation, book report, project, homework, fail, pass, …). * Homework: - Review vocabulary, grammar of unit 6. - Do the exercises in WB: Review of Unit 6 (page 67). - Prepare: Unit 7 – New words and Listening (page 52 – SB). D. Reflection a. What I liked most about this lesson today: …………………………………………………………………………………What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: ……………………………………………………………………………………… Period: 62nd UNIT 7: TRANSPORTATION Lesson 1.1 – New words and Listening (page 52) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know more words relating to personal belongings and places in the airport (luggage, boarding pass, backpack, suitcase, passport, customs, baggage claim). - describe and identify personal belongings. - listen to and understand a conversation of two people in an airport (for general and specific details). - know how to ask for confirmation. 1.2. Competences - improve communication, collaboration, and critical thinking skills. 1.3. Attributes - take care of personal belongings. - carefully prepare for any trip. 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 - Number the pictures. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and repeat. - Ss’ presentation. - T’s feedback/Peers’ feedback. - Discuss adjectives you could use for these items: suitcase, backpack, and luggage. - Ss’ presentation / answers. - T’s feedback/Peers’ feedback. - Listen to Jenny and Fred at the airport. What are they doing? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and fill in the blanks. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: What type of luggage do you like to travel with? Why? - Ss’ answers/ presentation. - 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 words about personal belongings. c) Expected outcomes: Ss get to know some new words they are going to study in the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Number the pictures. Listen and repeat. - Use the “New words” part a– page 52 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 (CD1 – Track 69), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: - Divide class into 4-5 groups. - Have Ss work in groups to list things people often need when they travel abroad (in about 1-2 minutes). - Have a representative in each group write answers on the board. - Check Ss’s answers and give feedback. - The group with the most correct answers will be the winner. - Lead to the new lesson. - Work in pairs to number the pictures. - Give answers. - Listen. - Listen and repeat. Answer keys - Take part in the class’s activity. - Write answers. - Listen. Suggested answers: passport, luggage, boarding pass, headphone, earphone, backpack, phone and device chargers, daily medication, clothes, water,… B. New lesson (35’)  Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words about personal belongings. b) Content: - Vocabulary study (luggage, boarding pass, backpack, suitcase, passport, customs, baggage claim). - Speaking: Discuss adjectives you could use for these items: suitcase, backpack, and luggage. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when they do some listening tasks. 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 number the pictures. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers. - Check answers as a whole class using DCR. - Play audio (CD1 – Track 69). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: (If the teacher has used part a for the warm-up activity.)Matching - Have Ss match the words they have known in Task a (from Warm up activity) by matching words with their definitions. - Have Ss give answers and tell the meaning of words / phrases again. - Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. *Illustration: Task b. In pairs: Discuss adjectives you could use for these items: suitcase, backpack, and luggage. - Have Ss work in pairs to discuss adjectives they could use for these items: suitcase, backpack, and luggage. - Go round and give help if necessary. - Have some pairs demonstrate the activity 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, meaning. - Read. Answer keys 1 g 2 d 3 f 4 a 5 b 6 e 7 c - Work in pairs to discuss. - Present. Sample answers  Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to Jenny and Fred at the airport. What are they doing? - Listen and fill in the blanks. c) Expected outcomes: Ss can listen to and understand a conversation of two people in an airport (for general and specific details). d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Jenny and Fred at the airport. What are they doing? - Have Ss read the question, guess the answer. - Play audio (CD1 - Track 70). - Have Ss listen and circle the correct answer. - Check answers as a whole class using DCR. Task b. Now, listen and fill in the blanks - Have Ss read the through the content of Task b, underline the key words. - Play the audio again (CD1 - Track 70). - Have Ss listen and fill in the blanks. - Have Ss check answers with their partners. - Call Ss to give answers. - Give feedback and show correct answers using DCR. -Work individually. - Listen. - Circle the correct answers. Answer keys - Read, underline the key words. - Do the task. - Exchange answers. Answer keys  Activity 3: Post - Listening (6’) a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: Speaking: What type of luggage do you like to travel with? Why? c) Expected outcomes: Students can talk about their personal belongings for travelling. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Conversation skill - Have Ss look at the Conversation skill box and read (using DCR). - Play audio (CD 1 - Track 71), have Ss listen and repeat. - Ask Ss to find more ways to ask for confirmation. Task c. In pairs: What type of luggage do you like to travel with? Why? - Have Ss work in pairs to discuss. - Observe and give help if necessary. - Call some pairs to share their ideas with the class - Give feedback and evaluation. - Look and read. - Listen and repeat. - Give answers. - Work in pairs. - Present. C. Consolidation and homework assignments (5’) * Consolidation: - Words relating to personal belongings and places in the airport. (luggage, boarding pass, backpack, suitcase, passport, customs, baggage claim…). - Language for asking for confirmation: Did you say …? / Was that …? * Homework - Learn the new words by heart. - Practice talking about things you need when traveling abroad. - Do the exercises in WB: New words and Listening (page 38). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 42). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.2 – Grammar (page 53 – SB). D. Reflection a. What I liked most about this lesson today: …………………………………………………………………………………What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………… Period 63rd UNIT 7: TRANSPORTATION Lesson 1.2 - Grammar (page 53) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - listen to 2 people asking and answering about personal belongings. - use order of adjectives and possessive pronouns correctly. - describe their own personal belongings and others’. 1.2. Competences - improve speaking, listening skills. - improve the use of English. 1.3. Attributes - take care of personal belongings. - carefully prepare for any trip. 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 correct order of adjectives. - Ss’ answers. - T’s feedback/Peers’ feedback. - Fill in the blanks with the correct possessive pronouns to complete the conversation. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Ask your partner about the luggage. Use the prompts. - 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 personal belongings / Review adjectives to describe things. 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: - Have Ss close books and notebooks. - Have Ss look at the pictures and give names of personal belongings. - 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.  Option 2: Adjectives to describe things - Have Ss close all books and notebooks. - T uses pictures or cards. - Have Ss look at the pictures (or take cards) and divide them into 3 categories: size, color, age. - Call Ss to give answers. - Check Ss’ answers, give feedback. - Lead to the new lesson. *Illustration - Close books and notebooks. - Work in pairs. - Give answers. - Make sentences. Answers keys 1. suitcase 2. backpack 3. boarding pass 4. passport 5. baggage claim 6. luggage - Close books and notebooks. - Work in groups. - Give answers. - Listen and write the new lesson. Answers keys B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce: “order of adjectives” and “possessive pronouns”. b) Content: - Listen and repeat. - Introduce the grammar points. c) Expected outcomes: Ss know the new grammar points “order of adjectives” and “possessive pronouns” 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 (CD1 – Track 72) 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: Order of adjectives. - Have Ss look at the grammar explanation and read: Possessive Pronouns. - Have Ss read the examples: - Explain more about “order of adjectives” and “possessive pronouns”. - Ask Ss to make more sentences using “order of adjectives” and “possessive pronouns”. - 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 (mine / dark blue). - Ask Ss some questions: 1 What do you think “mine” means? 2 What does it replace? 3 Why do they write “dark blue”, not “blue dark”? - Call Ss to give answers and give feedback. - Then, lead to the grammar box, briefly explain the way to use “order of adjectives” and “possessive pronouns”. - Have Ss read the grammar box and examples. - Ask Ss to make more sentences using “order of adjectives” and “possessive pronouns”. - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Read examples of different forms. - Listen. - Give more examples. - Look and read. - Comment. Expected answers 1. It means: “của tôi” (something that belongs to me). 2. It replaces “my suitcase”. 3. Ss’ answers. - Read. - Give more examples. - Listen.  Activity 2: Practice (19’) a) Objective: Students can use “order of adjectives” and “possessive pronouns” to do the given exercises. b) Content: - Fill in the blanks with the correct order of adjectives. - Fill in the blanks with the correct possessive pronouns to complete the conversation. c) Expected outcomes: Students can get used to the usage of “order of adjectives” and “possessive pronouns” and use them correctly. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Fill in the blanks with the correct order of adjectives. - Demonstrate the activity on DCR, using the example. - Have Ss fill in the blanks with the correct order of adjectives. - Have Ss work in pairs to check each other’s work. - Have some Ss share their answers with the whole class. - Give feedback, correct Ss’ answers if necessary. Task c. Fill in the blanks with the correct possessive pronouns to complete the conversation. - Demonstrate the activity on DCR using the example. - Have students fill in the blanks with the correct possessive pronouns to complete the conversation. - 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 your partner about the luggage. Use the prompts. 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 your partner about the luggage. Use the prompts. - 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. Suggested answers C. Consolidation and homework assignments (5’) * Consolidation: * Homework: - Make 2 sentences, use “order of adjectives” and “possessive pronouns”. - Do the exercises in WB: Grammar and Writing (page 39). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 43). - 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 54 – SB). D. Reflection a. What I liked most about this lesson today: …………………………………………………………………………………What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………… Tổ duyệt Nguyễn Thị Mai Lâm