Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 11:36 14/01/2025
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Nguồn: Sách Student's book, workbook i-learn Smart World 7
Mô tả: Date of preparing:……………. Period: 52 ORAL TEST 1.Tell about your favourite food. 2.Tell about your experience for community services. 3.Tell about your favourite movie. 4.Give the advices for good health. 5.Tell about your favourite sport. School: ………………………………… Date:……………………………….. Class: ……………………………............ Period: 53 UNIT 5: FOOD and DRINKS Lesson 4 – Review (Pages 94, 95) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, etc.) and talk about them. - review grammar: Indefinite and definite articles; much and many; countable and uncountable nouns. - review how to make shopping list. - pronoun some sounds correctly: “s” endings, /ei/ and /æ/. - put stress on nouns 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 first semester 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 Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation twice. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read the text. Choose the best word (A, B, or C) for each space. - Ss’ answers. - T’s feedback/Peers’ feedback. - Vocabulary: Match the words with the descriptions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Grammar: Fill in the blanks with a, an, the, much, or many. - 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. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Leave Me Out! - Give some words about food and container with incorrect spelling. - Have Ss look at each incorrect word and leave out 1 letter to make the word correct. - Call Ss to give answers, then pronounce the words and give meaning. - Correct Ss’ pronunciation if necessary. - Lead to the new lesson. *Illustration: 1. bunnch 2. tablespoony 3. brutter 4. cartion 5. fryidge 6. spagheetti  Option 2: Touch and Guess - T can divide class into 2 groups to play this game or let the whole class take part the game. - Prepare some real objects / food such as a banana, a carton of milk, a bar of chocolate, some candies, a tablespoon, a teaspoon, a tomato, an egg, a lemon, … - Put these things in a bag or a box in order that Ss can’t see them. - Have some Ss volunteer to touch the things in the box / bag, then explain the objects in English. - Have the whole class guess and give name of the things in the box / bag. - Score marks or give present to each Ss who has the right answer. - Lead to the new lesson. *Illustration: Possible things in the box / bag - Do the task. - Give answers. - Listen. Answer keys 1. bunch 2. tablespoon 3. rutter 4. carton 5. fridge 6. spaghetti - Take part in the games. - Listen. B. New lesson (35’)  Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - You will hear Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation 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 Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation twice. - Have Ss read through the listening part. - Demonstrate the activity on DCR by using the example. - Play the audio (CD 2 – Track 38). - Have Ss check answers with pairs and then give answers. - Check answers as a whole class using DCR. - Read in silence. - Listen and then give answers. Answer keys  Activity 2: Reading (7’) a) Objective: Students can improve their reading skill. b) Content: - Read the text. Choose the best word (A, B, or C) for each space. 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 text. Choose the best word (A, B, or C) for each space. - 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 community services. 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 phrases and words. - Ask Ss to work in pairs to 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 phrases and words. - Work in pairs to match. - Give answers. Answer keys  Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: How much / How many / indefinite and definite articles. b) Content: - Fill in the blanks with a, an, the, much, or many. 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. Fill in the blanks with a, an, the, much, or many. - Ask Ss to work individually to fill in the blanks with a, an, the, much, or many. - 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 word stress and vowels, 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 the sound: /“s” endings, /ei/ and /æ/. - 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 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. - Listen. - 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 5: Indefinite and definite articles; much and many; countable and uncountable nouns. * Vocabulary of Unit 5: Words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, …). * Homework: - Review vocabulary, grammar of unit 5. - Do the exercises in WB: Review of Unit 5 (page 66). - Do exercises in Tiếng Anh 7 i-Learn Smart World Notebook: Review Units 1-5 (pages 34 & 35). - Do the Semester 1 Test in Tiếng Anh 7 i-Learn Smart World Notebook (pages 68 & 69). - Have good preparation for the first semester test. - Prepare: Unit 6 – New words and Listening (page 44 – 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: 54 UNIT 6: EDUCATION Lesson 1.1 – Vocabulary and Listening (page 44) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know more words relating to school tasks and school activities (essay, project, homework, book report, test, presentation). - talk about things they have to do at school. - listen to and understand a conversation of two students trying to make plans (for general and specific details). - know how to decline an invitation. 1.2. Competences - improve communication, collaboration, and critical thinking skills. 1.3. Attributes - love school and schooling. - have a balance between studying and relaxing. 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 - Match the words with the descriptions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and repeat. - Ss’ presentation. - T’s feedback/Peers’ feedback. - Say which things you have to do at school. - Ss’ presentation. - T’s feedback/Peers’ feedback. - Listen to two students trying to make plans. Who is busier? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and fill in the blanks. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Does your life sound more like Alan's or Lucy's? 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 school tasks / Introduce the new topic: Education. 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: Match the words with the descriptions. Listen and repeat. - Use the “New words” part a – page 44 for the warm-up activity. - Show words and definitions using DCR, have Ss look and match the words with the descriptions (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 58), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: Letter Lingo. - Show 9 pictures. - Have Ss give name of each picture (randomly) and use the red and underlined letter of each answer to form a new English word. - The first S to give the right key word will be the winner. - Lead to the new lesson. *Illustration: - Work in pairs to match the words with the descriptions. - Give answers. - Listen. - Listen and repeat. Answer keys - Take part in the class’s activity. - Give answers. - Listen. Answer key Key word: Education B. New lesson (35’)  Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words about school tasks. b) Content: - Vocabulary study (essay, project, homework, book report, test, presentation). - Speaking: Say which things you have to do at school. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when talking about school tasks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Match the words with the descriptions. 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 match the words with the descriptions. - 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 58). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: (If the teacher has used part a. for the Warm-up activity.) - Give some pictures, have Ss look and give names of the pictures, using new words in Task a. (T uses different pictures from those in Task a.) - 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. Task b. In pairs: Say which things you have to do at school. - Have Ss work in pairs to say which things they have to do at school. - 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 test 2 essay 3 homework 4 presentation 5 book report 6 project - Work in pairs. - Present. Sample answers  Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to two students trying to make plans. Who is busier? - Listen and fill in the blanks. c) Expected outcomes: Students can listen and understand general and specific information about trying to make plans. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to two students trying to make plans. Who is busier? - Have Ss read the question, guess the answer. - Play audio (CD1 - Track 59). - Have Ss listen and circle the correct answer. - Check answer 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 59). - 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: Does your life sound more like Alan's or Lucy's? Why? c) Expected outcomes: Students can express their own ideas about school life and activities after school. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Conversation skill - Have Ss look at the Conversation skill box and read. - Play audio (CD 1 - Track 60) using DCR, have Ss listen and repeat. - Ask Ss to find more ways to decline an invitation. Task c. In pairs: Does your life sound more like Alan's or Lucy's? 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 school tasks and school activities. (essay, project, homework, book report, test, presentation). - Language to ask for declining an invitation: Thanks, but I’m sorry I can’t / Thanks a lot, but I’m sorry, I have to … * Homework - Learn the new words by heart. - Practice talking about things you have to do at school. - Do the exercises in WB: New words and Listening (pages 32, 33). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 36). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.2 – Grammar (page 45 – 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: ……………………………………………………………………………………………. TO DUYET