Giáo án Tiếng Anh 7 - Week 20 - Năm học 2023-2024

Date of planning: 16/01/2024 Date of teaching: / / 2024 Week : 20 UNIT 7: TRAFFIC Period: 51 Lesson 4: Communication I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - learn how to ask and answer about means of transport and some strange traffic rules. - practise using some grammar points and vocabulary related to the topic. 2. Core competence - Asking and answering about means of transport. - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be benevolent and responsible - Establish good habits in obeying traffic rules II. MATERIALS - Grade 7 textbook, Unit 7, Communication - Computer connected to the internet - TV/ Pictures/ Projector - sachmem.vn III. PROCEDURES: (STAGES) Activity 1: Warm-up (5’) * Aim: To introduce the lesson. * Content: Game: BRAINSTORMING * Products: Students play a game by writing the names of means of transport * Organization of implementation: Teacher’s and Ss’activities Content * Warm up Team work * Game: BRAINSTORMING * Teacher divides class into 2 teams and asks them to think of “MEANS OF TRANSPORTS” (even the strangest ones). ** Ss have 1 min to think of the words related to the topic or they can discuss with their partners. *** Each member from each team turn by turn run to * Suggested answers: the board and write one word. Motorbike, bicycle, train, bus, plane, **** Teacher corrects their answers. helicopter, -The team which has more correct words will be the winner + Lead in To lead in the lesson about communication. Activity 2: Presentation (10’) * EVERYDAY ENGLISH Asking and answering about means of transport * Aim: To let students know the structure to ask and answer about means of transport. * Content: Listen and read the conversation, paying attention to the highlighted parts * Products: Ss understand and know to how to ask and answer about means of transport * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1: Listen and read the conversation, * Teacher plays the record for SS to listen and read paying attention to the highlighted parts. the conversation about means of transport. ** Ss listen and practice saying with their partners. *** Teacher calls some pairs to read aloud. **** Teacher corrects pronunciation if needed. * Teacher asks Ss to pay attention to the highlighted parts and asks them some questions to elicit the new structure: ➢ Structure: - Which tense do we use to ask and answer? * to ask: - Which question word do we use? How do/does + S + go to ? - .. * to answer: ** Ss answer teacher’s questions to find out new - S + go/goes by structure to ask and answer about means of transport - S + V to travel to places *** Some students give the new structure to the teacher. **** Teacher corrects and writes on the board: * Practice (5’) Task 2 * Aims: To help students practise on how to ask and answer about means of transport * Content: Ask and answer about the means of transport your family members use every day. * Products: Role play and practice in front of the class fluently. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: Task 2: Work in pairs. Take turns to ask and * Teacher has SS look at the situation in Ex 2 to answer about the means of transport your make similar dialogue: family members use every day. ** Ss work in pairs to make similar dialogue. * Suggested answers: *** Teacher calls some pairs to present it in front A: How does your father go to work? of the class. B: He usually drives his car but sometimes he **** Teacher gives feedback and some goes by bus. How about your father? comments. A: He walks because we live near his office. Activity 3: (10’) * STRANGE TRAFFIC RULES * Aims: To provide Ss with some countries where the traffic rule is to keep to the left. * Content: Tick the names of the countries where the traffic rule is to keep to the left side of the road. * Products: Ss give their answers correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3 Task 3: Which countries below keep to the * Explain to Ss that in many countries in the left? Tick the correct answers. world, the traffic rule is to keep to the left side of the road instead of to the right. 1. The United Kingdom **Ss work in groups and give the names of the ✓ countries where the traffic rule is to keep to the 2. The United States of America left side of the road. *** Ask Ss to give their answers and correct 3. Australia ✓ them. **** Teacher gives feedback and may give some 4. Thailand ✓ more countries (Japan, Singapore, India, New Zealand, Malaysia, Indonesia, Bangladesh ...). 5. China Task 4 * Aims: -To give Ss some listening practice; -To provide Ss with some understanding of the traffic rule of keeping to the left. * Content: listen again and complete the sentence with no more than THREE words. * Products: Students complete the sentences exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4: Listen and check your answers in 3. * Play the recording again. Then listen again and complete the sentence ** Let Ss complete the sentence by themselves, with no more than THREE words. then share their answers with a partner. *Key: ***T goes round the class to give support if One explanation is that some countries use the necessary. same system as the UK. ****Correct Ss' answers as a class. Audio script - Track 51: The right side is the wrong side! Do you know that there are many countries in the world where the traffic rule is to keep to the left? Some of these are the United Kingdom, Australia, Thailand, and so on. There are different explanations for this. One explanation is that some countries use the same system as the UK. Activity 4: Production (5’) * Aims: -To provide Ss with some strange driving rules in the world; -To give Ss some practice in talking about traffic rules. * Content: Read, discuss which one do is the strangest rule? * Products: Each group shares their answers with the class. * Organization of implementation: Teacher’s and Ss’activities Content Task Task 5: Read, discuss which one do is the * Teacher has students work in groups to discuss strangest rule? which one they find strangest. ** Ss work in groups. Which one do you think is the strangest? *** 2-3 groups share their ides **** Teacher encourages students to add more if they know. Activity 5: Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what they - how to ask and answer about means of have learnt in the lesson. transport - recall some strange rules. * Homework (2’) * Aim: To revise what they have learnt and prepare for the next lesson Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. * Products: Students’ textbook and workbook. * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Do EX in the workbook. new lesson. - Prepare lesson 5 ( skills 1) *- Evaluation: . Date of planning: 17/01 / 2024 Date of teaching: / / 2024 Week :20 UNIT 7: TRAFFIC Period: 52 Lesson 5: Skills1 I. OBJECTIVES By the end of this lesson, students will be able to gain: 1. Knowledge + Reading: - read for specific information about some rules about road safety + Speaking: - talk about how to avoid traffic accidents. 2. Core competence - know how to avoid traffic accidents - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities Be benevolent and responsible Establish good habits in obeying traffic rules II. MATERIALS - Grade 7 textbook, Unit 7, Skills 1 - Computer connected to the internet - TV/ Pictures, cards - sachmem.vn III. PROCEDURES: (STAGES) Activity 1: Warm-up (5’) * Aim: To create a friendly and active atmosphere in the class before the lesson. To lead in the topic of the reading text. * Content: Game: Hangman * Products: SS guess the word exactly. * Organization of implementation: Teacher’s and Ss’activities Content * Game * Game: Hangman * Teacher divides class into 2 teams and asks Which word has 9 letters in it related the topic “ON them to think of the word which has 9 letters in it THE ROAD”? related the topic “ON THE ROAD”. ** Ss have 1 min to think of the words related to the topic or they can discuss with their partners. *** Each member from each team turn by turn guesses the letter in the secret word. **** Teacher corrects their answers. -The team which can find or guess the secret first D A N G E R O U S will be the winner. + Lead in: - Teacher leads students into the lesson by telling what they are going to learn: “We are going to read a passage about some rules about road safety Activity 2: Pre-teach vocabulary (7’) * Aim: - To prepare students with vocabulary related to the lesson; To lead in the reading skills. * Content: Some vocabularies related the lesson. * Products: Read and understand the meaning of the words. * Organization of implementation: Teacher’s and Ss’activities Content Pre teach vocabulary * VOCABULARY: * Teacher use different techniques to teach - pedestrian (n) /pəˈdestrēən/: người đi bộ vocab (pictures, situation, realia) - passenger (n) /ˈpasinjər/: hanh khách ** Repeat in chorus and individually - (to) obey / ōˈbā/: tuân thủ *** Copy all the words - seatbelt (n) / ˈsēt ˌbelt/: dây an toàn **** T checks vocab by technique - zebra crossing /ˈziːbrə ˈkrɒsɪŋ/ (n.phr): vạch kẻ đường - cyclist /ˈsaɪklɪst/ (n): người đi xe đạp * Checking vocab: Activity 3: Pre- reading (5’) Task 1 * Aims: To activate Ss' knowledge of the topic of the reading text (obeying traffic rules). * Content: Look at the picture and answer the question. * Products: Ss answer the question correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1: Look at the picture. Can you see * Tell Ss to look at the picture carefully. anything that is dangerous? ** Have them work in pairs to discuss the * Answer key: question: Why is it dangerous? - The situation is very unsafe/dangerous. *** Encourage them to give their ideas (as many - It’s dangerous to ride a bike so close to a car ideas as possible). It is not important whether - these students do not walk across the street at the they give the right answers or not; it is important zebra crossing that they speak in English. - Teacher calls some Ss to check what they have discussed. **** Teacher corrects and gives feedback. * While reading (10’) Task 2 * Aims: To help Ss develop their reading skill for main ideas and specific information (scanning) and help them focus on the road safety rules * Content: Read the text and choose the correct answer. * Products: Students say the correct answer. * Organization of implementation: Teacher’s and Ss’activities Content Task 2 Task 2: Read the following text and choose the correct answer. * This text is about ______. * Teacher has Ss read the first sentence of the A. rules for pedestrians text in detail to do the exercise and asks them B. traffic lights how to do this kind of exercise. C. traffic rules ** Ss do the task independently * Keys: C ( This text is about traffic rules) *** Teacher tells Ss to compare their answers in pairs before calling some of them to check. **** Teacher confirms the correct answer and explains if needed. Task 3 * Aims: To help Ss develop their reading skill for specific information (scanning). * Content: Read the text again and answer the questions. * Products: Some pairs ask and answer in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3 Task 3: Read the text again and answer the * Ask Ss to do the task individually. Tell them to questions: read the passage two or three times, then read * Answer key: each question, 1. They shoud cross the street at the zebra crossing. ** Ask Ss to work with a partner to discuss the 2. We should always use the cycle lane. answers. 3. We should give a signal before we turn while *** Call on some pairs of Ss to ask and answer. riding a bike -Explain the new words and clarify anything 4. We must wait for buses to fully stop when you get difficult. T may ask questions to see if they on or off a bus. understand the passage fully. 5. We mustn’t stick any body parts out of the **** Check the answers as a class. window when you are in a moving vehicle. Activity 4: Post - Reading & Pre-Speaking (5’) * Aims: To give Ss practice in asking and answering about obeying traffic rules. * Content: Ask and answer the question: “When you are a road user, what should you NOT do?” * Products: Some students present their answers to the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4: Work in groups. Ask and answer * Teacher asks Ss to work in groups and tells the following question: them to focus on the rules for road users in the “When you are a road user, what should you NOT text to talk about which one they have to obey do?” every day. - I shouldn’t cross the road on a red light. ** Ss work in groups. Teacher goes around and - I shouldn’t cycle in the pavement or footpath. listens and gives help if needed. - I shouldn’t ride my bike fast. *** Teacher calls on some Ss to share their - I shouldn’t carry a passenger in front of me. answers with the class. **** Teacher listens and gives comment * While -Speaking (5’) * Aim: -To help Ss practise speaking about different situations that occur on the road. -To provide Ss an opportunity to practise giving advices on dangerous situations on the road. * Content: Discuss who is using the road safely, and who is acting dangerously. * Products: Students gives their opinion correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Read the following sentences * Teacher has Ss work in groups and asks them about these people. Then work in groups. Discuss to take turns to discuss the situations. who is being safe, and who isn’t ** Ss work in groups to do the task. Teacher *Keys: goes around, listens and gives help if needed. 1.safely *** Teacher calls on some groups to share their 2.dangerously (because he may have an accident answers with the class. because when it rains hard, the road is very slippery, **** Teacher comments easy to cause an accident if he drives fast) 3.safely 4.dangerously (it is difficult for him to see the road properly and to ride) 5.dangerously (she may have an accident because she loses concentration when cycling) Activity 5: Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Students say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - Some vocabularies related the lesson have learnt in the lesson. - When you are a road user, what should and shouldn't you do? *Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to revise old lesson and - Do exercise in workbook. to do exercise in workbook. - Prepare for the next lesson: Skills 2. *- Evaluation: .. Date of planning: 18/01/ 2024 Date of teaching: / / 2024 Week :20 UNIT 7: TRAFFIC Period: 53 Lesson 6: Skills 2 I. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge + Listening use the lexical items related to the topic Traffic listen for main ideas and specific information about traffic problems in Mumbai. + Writing: write about traffic problems in your area. 2. Core competence - Write a paragraph about the traffic problems in your town / city. - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities Be benevolent and responsible Establish good habits in obeying traffic rules II. MATERIALS - Grade 7 textbook, Unit 7, Skills 2 - Computer connected to the internet - Pictures - sachmem.vn III. PROCEDURES: (STAGES) Activity 1: Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the lesson. * Content: Game: Brainstorming * Products: Some students give their answers correctly. * Organization of implementation: Teacher’s and Ss’activities Content Warm up Game: BRAIN STORMING: * Teacher writes on the board the word “Traffic problems” and asks Ss some questions: + What does this word mean? Traffic + What do we have to suffer from these problems problems? + Can you name some traffic problems? * Keys: ** Ss think of these questions and discuss with - Drink alcohol their partners if needed. - Not obeying traffic laws *** Teacher calls some students to give their - traffic jam answers. - too many vehicles **** Teacher listens and give comments. - drive line up when riding on the road - driving too fast, overtaking carelessly + Lead in: Teacher introduces students the - Cross the red light: content of the lesson: “In the lesson today, we - many narrow roads are going to listen to a person talking about traffic problems in his city - Mumbai.” Activity 2: LISTENING Pre-Listening (2’) * Aim: To activate Ss' knowledge of the topic of the listening text (traffic problems). * Content: Look at the picture and answer the questions. * Products: Some students give the correct answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1: What can you see in this picture? * Teacher asks Ss to work in pairs to the What is special about it? problems they can find in the picture. I can see a lot of vehicles on the ** Ss work with their partner to do the task. road. *** Teacher calls on some Ss to answer. I can see a serious traffic jam. **** Teacher gives comments and leads Ss to I can see that some drivers don't obey traffic laws/rules. task I can see that it's very dangerous. * While -listening (10’) Task 2 * Aims: To help Ss practise listening for the main idea / general information. * Content: Listen to the recording and choose the correct answer A, B, or C. * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 2 Task 2: Task 2: Listen to the recording and * Teacher asks Ss to read and underline the choose the correct answer A, B, or C key words. ** Ss work independently to guess then listen to the recording once to check their guess. *** Teacher calls on some students to give * Keys: C. the traffic problems in Mumbai the answers the have listened. Task 3 * Aims: To help Ss practise listening for specific information (to find and write down some words while listening to the recording). * Content: Listen again and write ONE word or number in each gap. * Products: Students write the correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3 Task 3: Listen again and write ONE word or * Tell Ss that they are going to listen to a number in each gap passage about traffic problems in Mumbai, 1. Traffic _______ happen nearly every day in India. Mumbai. ** Have Ss read through the sentences first. 2. One reason for the traffic _______ is the Ask them to guess the word / number to fill increase of the population. in each gap and write down their guesses. 3. Mumbai has nearly _______ million people. ***Play the recording once or twice. Ask Ss 4. The _______ in Mumbai are narrow. to listen carefully and write down the correct 5. Many road users do not _______ the traffic answers. rules. **** Play the recording once more for Ss to Keys: check their answers. l. jams 2. problem/jams 3. 20/twenty 4. roads 5. obey * Post- listening (5’) * Aims: To help Ss use what they have listened to life context. * Content: Compare traffic problems in Mumbai to the traffic problems in Hanoi. * Products: some Ss share their answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Discuss * Discuss: Compare traffic problems in Mumbai * Teacher tells Ss to work in groups to to the traffic problems in Hanoi. discuss and compare traffic problems in E.g. The traffic jams in Hanoi is as serious and Mumbai to the traffic problems in Hanoi. frequent as they are in Mumbai. Write down onto the notebooks in full sentences ** Ss work in groups. Teacher moves around and offers help if needed. *** Teacher invites some Ss to share their answers. **** Teacher corrects if needed. Activity 3: WRITING Pre-Writing (5’) * Aims: To help Ss identify the traffic problems in their town / city to prepare for the writing task in 5. * Content: Tick the traffic problems in big cities in Viet Nam. * Products: Ss give out more problems that they see in their city. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4: Tick the traffic problems in big cities in * Teacher writes on the board “Your city’s Viet Nam Traffic Problems” and asks Ss to tick the traffic problems in big cities in Viet Nam and *Suggested answers: asks them to give out more problems that Too many vehicles they see in their city. Narrow roads ** Ss think of it and can discuss with their People’s awareness partners. *** Teacher calls on some Ss to raise their ideas. **** Teacher listens and confirms. While-Writing (5’) * Aim: To help Ss practise writing a passage about 70 words about the traffic problems in their town / city. * Content: Write a paragraph about 70 words about the traffic problems in their town / city. * Products: Students’perfect writing on the posters. * Organization of implementation Teacher’s and Ss’activities Content Task 5 Task 5: Write a paragraph of about 70 words *Tell Ss to read the sentences they have about the traffic problems in your town/city. written in 4. ** Have them study the outline. *** Ss practise writing a paragraph. Tell them to use proper connectors {first / firstly, second / secondly, etc.), and pay attention to grammar, use of words, spelling and I live in Quang Ngai city. It is a small and busy city. punctuation. There are lots of vehicles on the road all day. There **** T may collect some Ss' writings and are lots of cars, buses, taxis and trucks on high ways. mark them, then comment to the class. Most people travel by motorbike. Every family has a + If there is not enough time for Ss to do motorbike. The traffic jam is often at about 7 a.m and their task in class, have them do it as 5 p.m because it’s the time when people go to work or school and come back home. There are sometimes homework. accidents on the road. Therefore, to reduce these problems, we need to obey traffic rules to reduce accidents as much as possible. Activity 4: Post-Writing (3’) * Aim: To peer check, cross check and final check students’ writing. * Content: Cross check students’ writing * Products: Students check the others’ writing carefully. * Organization of implementation: Teacher’s and Ss’ activities Content *** Teacher asks students to exchange their + Exchange their textbooks to check their friends’ textbooks to check their friends’ writing. writing. ****Teacher then gives feedback as a class discussion. Activity 5: Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Say aloud what they have just learnt in front of the class. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Listen information about traffic problems in they have learnt in the lesson. Mumbai - Write a paragraph about 70 words about the traffic problems in their town / city * Homework (2) * Aim: To revise the knowledge that students have gained in this lesson. - To allow students finalize their versions after being checked by friends and teacher. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to write down the - Rewrite the paragraph in the notebooks. paragraph in their books. - Prepare Looking back and project. - Teacher asks students to prepare the new lesson. * Evaluation: TỔ CHUYÊN MÔN DUYỆT