Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 07:57 24/01/2025
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Nguồn: Sách Student's book, workbook i-learn Smart World 7
Mô tả: School: …………………………………….. Date: …………………………….. Class: …………………………..................... Period: 58 UNIT 6: EDUCATION Lesson 2.2 - Grammar (Page 48) 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 about feeling. - use subordinating conjunction “because” and intensifiers “so”, “really” correctly. 1.2. Competences - improve speaking, listening and writing skills. - improve the use of English. 1.3. Attributes - overcome studying pressure and negative feelings. - 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, 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. - Write sentences using the pictures and the prompts. - Ss’ answers. - T’s feedback/Peers’ feedback. - Talk about how you feel at school and why. Use the adjectives in the box. - 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 words about feelings / Introduce: because. 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: Introduce “because” - Have Ss do the matching exercise: Match the consequences with the causes. - Call Ss to give answers. - Check Ss’ answers, correct Ss’s answers if necessary - Have Ss think of a word / phrase to connect clause of consequences with clause of causes. - Lead to the new lesson: We use subordinating conjunction “because” to join consequences and causes clauses. *Illustration:  Option 2: Review vocabularies about feelings - Give some adjectives about feelings Ss have learnt in the previous lesson, have some volunteers express that feeling by using body language in front of the class. - Have the whole class guess the adjectives. - Call Ss to give answers. - Give feedback and evaluation. - Lead to the new lesson. *Suggested adjectives: annoyed, delighted, surprised, pleased, upset, disappointed - Work in groups. - Give answers. - Listen. Answers keys 1e 2a 3d 4c 5b - Do the task. - Give answers. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce “because”, “so” and “really”. b) Content: - Listen and repeat. - Introduce the grammar point: “because”, “so” and “really”. c) Expected outcomes: Ss know how to use “because”, “so” and “really” 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 65) 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: Because - Have Ss look the grammar explanation and read: Intensifiers - Briefly explain the grammar point. - Ask Ss to make sentences with “because”, “so” and “really”. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Look and read. - Listen and take notes. - Make sentences, using “because”, “so” and “really”.  Activity 2: Practice (19’) a) Objective: Students can use “because”, “so” and “really” correctly. b) Content: - Unscramble the sentences. - Write sentences using the pictures and the prompts. c) Expected outcomes: Students can use “because”, “so” and “really” 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. Write sentences using the pictures and the prompts - Demonstrate the activity on DCR, using the example. - Have students write sentences using the pictures and the prompts. - 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: Talk about how you feel at school and why. Use the adjectives in the box. 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. Talk about how you feel at school and why. Use the adjectives in the box. - Divide class into pairs. - Have Ss ask and answer, explain. - 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 idea C. Consolidation and homework assignments (5’) *Consolidation - Because - Intensifiers . * Homework: - Make 3 sentences, use “because”, “so” and “really”. - Do the exercises in WB: Grammar (page 35). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 39). - 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 49 – 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: 59th UNIT 6: EDUCATION Lesson 2.3 – Pronunciation and Speaking (page 49) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - distinguish and put stress on intensifiers for emphasis correctly. - talk about feelings. - act out the situations for partners to guess how they feel and give reason. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes - overcome studying pressure and negative feelings. - 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, handouts. 2. Students’ aids: Student’s book, workbook, notebook, pens, pencils, crayons. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the sentences and focus on the underlined word. - 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. - Read the sentences with the sentence stress noted in “a” to a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Practice the conversation. Swap roles and repeat. - Ss’ performance. - T’s feedback/Peers’ feedback. - Practice with your own ideas. - Ss’ performance. - T’s feedback/Peers’ feedback. - You're at school and want to know why your friend feels good or bad. In pairs: Take turns acting out the situations in the pictures while your partner guesses how you feel and why - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Join another pair and a play again using your own ideas. - 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: Intensifiers / Review words about feelings in studying. 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: Error recognition - Give some sentences, have Ss read the sentences and circle a word / phrase in each sentence that needs correcting. - Have Ss try to make the sentences right. - Call Ss to read answers or write answers on the board. - Give feedback. - Lead to the new lesson:  Option 2: Review words about feelings in studying. - Have Ss close all books. - Show 6 pictures, have Ss look at the pictures and use an adjective to describe the feeling of the person in each picture. - Call Ss to give answers. - Give feedback. - Lead to the new lesson. - Work in pairs, then give answers. Answer keys 1A: so happy 2A: is really 3C: She really wants to buy that dictionary. 4B: because - Close books. - Observe and give answers. Answer keys 1 upset 2 surprised 3 annoyed 4 pleased 5 disappointed 6 delighted The answers may vary. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce stress on intensifiers for emphasis. b) Content: - recognize: stress on intensifiers for emphasis. - listen and check, cross out the sentence that doesn’t follow the note in “a”. - practice. c) Expected outcomes: Ss distinguish and put stress on intensifiers for emphasis correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen to the sentence and focus on the underlined words. - Play the recording (CD1, track 66). - Ask Ss to listen and focus on the stress of the underlined words. - Play the recording again, have Ss listen and repeat with a focus on the stress feature. Task c + d. Listen and cross out the sentence that doesn’t follow the note in “a”. - Play the recording (CD 1 – Track 67), 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 feeling and express their feelings in studying. b) Content: - Practice the conversation. Swap roles and repeat. - You're at school and want to know why your friend feels good or bad. In pairs: Take turns acting out the situations in the pictures while your partner guesses how you feel and why. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE * Task a. 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. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. * Task b. Practice with your own ideas. - Have students practice the conversation with their own ideas. Swap roles. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. SPEAKING: What’s Up? Task a. You're at school and want to know why your friend feels good or bad. In pairs: Take turns acting out the situations in the pictures while your partner guesses how you feel and why. - Demonstrate the activity by practicing the activity with a student. - Divide the class into pairs. - Have Ss take turns choosing one of the pictures and acting out the situation. - Have the other student try to guess how they feel and why. - Observe, give help if necessary. - Observe, listen. - Work in pairs. - Swap the roles and repeat. - Present. - Work in pairs. - Present. - Observe and listen. - Work in pairs. - Do the task. - Guess.  Activity 3: Production (5’) a) Objective: Students can have a free talk about their feelings in studying. b) Content: Join another pair and play again using your own ideas. 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’s Up? Task b. Join another pair and play again using your own ideas. - Have pairs join another pair and continue to act out. - Have some pairs act out the situation in front of the class. - Give feedback and evaluation. - Join another pair and continue acting out the situation. - Present. C. Consolidation and homework assignments (5’) * Consolidation: Stress on intensifiers for emphasis. * Homework: - Practice: putting tress on intensifiers for emphasis. - Review words about feelings. - Prepare: Unit 6 - Lesson 3 –Listening and Reading (page 50 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 38 & 39). - 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: 60 UNIT 6: EDUCATION Lesson 3.1 - Listening and Reading (page 50) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about studying abroad. - practice listening and understanding a recording about studying abroad (for general and specific information). - read and understand an article about experiences during the time studying abroad (for gist and details). 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - overcome studying pressure and negative feelings. - be independent and know how to take care of themselves when studying away from home. 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 - Let’s Talk: Do you know the building in the picture? What do you think is good or bad about studying abroad? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Listening: Listen to a teacher giving a presentation about studying abroad. What grade do you think her class is? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and answer the questions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read the article. Did Anna have more good or bad experiences during her time in Spain? - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, read and write True or False. - Ss’ answers. - T’s feedback/Peers’ feedback. -Speaking: Would you like to study abroad? What problems do you think you would have? - Ss’ answers / presentation. - T’s observation/ DCR and T’s 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 giving enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce the topic: Studying abroad (its advantages and drawbacks, countries to apply for). c) Expected outcomes: Ss have general ideas about the topic “studying abroad”, which they are going to listen and read in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Let’s Talk! Do you know the building in the picture? What do you think is good or bad about studying abroad? - Use the “Let’s talk!” part in the textbook– page 50 for warm-up activity. - Ask Ss to work in pairs to answer the question: Do you know the building in the picture? What do you think is good or bad about studying abroad? - Call Ss to share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: - Divide class into 4 groups. - Have Ss work in groups to list top 5 countries Vietnamese students often choose to study abroad (in order). - Call Ss to give answers. - Compare Ss’ answers, then ask Ss some more questions: 1. Do you want to study abroad in the future? 2. Which country would you like to study in? 3. Which subject / major do you want to study for higher education? 4. What do you need to prepare for studying abroad? - Give feedback and lead to the new lesson. - Work in pairs to discuss. - Present. - Work in groups, list top 5 countries Vietnamese students often choose to study abroad. - Give answers. - Listen and answer. Suggested answers - Top 5 countries Vietnamese students often choose to study abroad: Australia, the USA, Canada, England, South Korea (Source: https://cuocsong.giaoducthoidai.vn/top-10-quoc-gia-duoc-du-hoc-sinh-viet-nam-lua-chon-nhieu-nhat-n566.html) - Top 5 ideal countries for Vietnamese students to study abroad: Finland, Australia, The USA, England, Canada. ( Source: https://toplist.vn/top-list/quoc-gia-ly-tuong-cho-du-hoc-sinh-viet-nam-9170.htm) B. New lesson (35’)  Activity 1: Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to a teacher giving a presentation about studying abroad. What grade do you think her class is? - Listen and answer the questions. c) Expected outcomes: Students can practice listening and understanding general + specific information about studying abroad. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to a teacher giving a presentation about studying abroad. What grade do you think her class is? - Have Ss read the question. - Play audio (CD1 - Track 68). - Have Ss listen and circle the correct answer. - Call Ss to give answer, explain. - Play the audio again and check the answer as a whole class using DCR. Task b. Listen and answer the questions. - Have Ss read through the questions in Task b first, underline the key words. - Play the audio again (CD1 - Track 68). - Have Ss listen and answer the questions. - Remind Ss to give short answers (main ideas to answer the questions, it’s not necessary to write in full sentences). - Have Ss check answers with their partners. - Call Ss to give answers, explain. - Check the answer as a whole class using DCR. - Listen and take notes. - Read. - Listen and circle the correct answer. - Give answer, explain. Answer keys - Read, find and underline the key words. - Listen and answer the questions. - Exchange answers. - Give answers. Answer keys  Activity 3: Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read the article. Did Anna have more good or bad experiences during her time in Spain? - Now, read and write True or False. - Would you like to study abroad? What problems do you think you would have? c) Expected outcomes: Students can read an article about studying abroad for gist and detail, and they can talk about problems they may encounter when studying abroad. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the article. Did Anna have more good or bad experiences during her time in Spain? - Have Ss read the question in Task a. - Ask Ss to scan the article to choose the correct answer. - Have Ss underline the supporting ideas. - Call a student to give answer. - Check answer as a whole class using DCR. Task b. Now, read and write True or False. - Have Ss read the content in Task b and underline the key words. - Have Ss read the article again and write True or False. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answer as a whole class using DCR. Task c. Speaking: In pairs: Would you like to study abroad? What problems do you think you would have? - Have Ss discuss the questions in pairs. - Call some Ss to share their answers with the whole class. - Give feedback and evaluation. - Scan the article to choose the correct answer. - Underline the supporting ideas. - Give answer. Answer keys - Read and underline the key words. - Read the article again for details. - Exchange answers. - Give answers. Answer keys - Discuss in pairs. - Present. C. Consolidation and homework assignments (5’) *Consolidation: - Possible problems when studying abroad: 1. Language barriers 2. Currency differences 3. Day-to-day finances 4. Culture differences (cultural shock) 5. Homesickness 5. Solitude 6. … 7. … *Homework - Do the exercises in WB: Listening and Reading (page 36). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 40). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 3 – Writing and Speaking (page 51 – 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