Giáo án Tiếng Anh 7 - Week 32 - Năm học 2023-2024

Date of planning : 18/04/ 2024 Date of teaching : /04 / 204 Week: 32 UNIT 12: ENGLISH - SPEAKING COUNTRIES Period: 85 Lesson 1: Getting started I. OBJECTIVES: By the end of this lesson, Ss will be able to gain: 1. Knowledge - an overview about the topic “English-speaking countries” - lexical items related to people and places in English-speaking countries 2. Core competence - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities -The love of country; The awareness about importance of speaking English; Be ready to talk about English speaking countries. - Develop self-study skills. II. MATERIALS - Grade 7 textbook, Unit 12, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) * Aim: To introduce the topic of the unit. * Content: Game: Flags matching * Products: Groups match correctly. * Organization of implementation: Teacher’s and Ss’activities Content Warm up * Warm up : Flags matching * Teacher divides the class into 2 big groups and asks them to match the flag illustrations with names of the countries. ** Students work in groups to discuss and do the matching. *** Teacher allows students to share their answers before discussing as a class and encourages them to pronounce the names of the countries correctly. **** Teacher asks students to explain their choice, checks the answers as a class, gives feedback then introduces the similarity of these countries → “English-speaking countries”. Activity 2: Presentation (5’) * Pre teach vocabulary * Aim: - To provide students with vocabulary. - To help students well-prepared for the listening and reading tasks. * Content:Learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content Pre teach vocabulary * Vocabulary * Teacher asks students to read the words and - island (n) hòn đảo phrase in the box and work on their meanings. - sunset (n) hoàng hôn These words have appeared somewhere in the - landscape (n) phong cảnh previous units (except the word Australians). - penguin (n) chim cánh cụt ** Students fill in the blanks with the most suitable words/phrases. * Checking vocab: *** Teacher allows students to share answers before discussing as a class. **** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed. * Pre- reading Task 1 * Aims: To practice the targeted language and the background knowledge of the topic. * Contents: - Answer some questions related the conversation. -Listen and read the dialouge * Products: Students give the correct answers Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content * Set the sence * Set the sence - Teacher asks student to open the textbook and - Who are they in the picture? draws students’ attention to the title of the - What activities are they talking about? conversation and the picture in the textbook and → surfing, penguin watching - In what English-speaking country can they do asks them questions about it: these activities? ** Students raise hands to answer the questions. → Australia *** Students discuss and give comments to their friends’ answers. **** Teacher confirms the correct answers: They are Phong and Mark. They are talking about Phong’s holiday in Australia. They mention Phong’s use of English in real life, his travels, and Australia’s people and landscapes. Task 1. Listen and read Task 1. * Role play. * Teacher plays the recording, asks students to underline the words that are related to the topic of the unit while they are listening and reading. ** Teacher can play the recording more than once. *** Students listen and read. ****Teacher invites some pairs of students to read the dialogue aloud. Activity 3: Practice: (20’) Task 2+ 3+ 4 * Aims: - To help students get the main idea of the conversation. - To draw students’ attention to the key information of the text and see how much they can remember about the text. - To introduce some key words related to the topic. * Content: - Answer the Q: What are Phong and Mark talking about? (p. 125). - Read again and tick the information you can find in the conversation. (p. 125) - Complete the sentences with the words and phrases from the box. (p. 125) * Products: Students give the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 2 Task 2: What are Phong and Mark talking about? (p. 125). * Teacher asks to answer the question without reading the conversation again. * Answer key: A ** Students choose the most suitable option A B or C. *** Teacher allows students to share their answers before discussing as a class and encourages them to pronounce the words / phrases correctly. **** Teacher asks students to explain their choice and checks the answers as a class and gives feedback. Task 3 Task 3: Read again and tick the information * Teacher asks students to work individually to you can find in the conversation. (p. 125) complete tick the information they can find in the conversation. ** Students work individually to read the * Answer key: sentences and do the task without referring to the text. 1. In Australia, Phong used English in real life. *** Teacher allows students to share answers 4. Australia is beautiful. before discussing as a class. 5. Australians love outdoor activities. **** Teacher calls on some students to give the answers and asks them where they find the information. Task 4: Task 4: Complete the sentences with the * Teacher asks students to read the words and words and phrases from the box. (p. 125) phrase in the box and work on their meanings. These words have appeared somewhere in the *Answer key: previous units (except the word Australians). 1. landscape ** Students fill in the blanks with the most 2. penguin watching suitable words/phrases. 3. island *** Teacher allows students to share answers 4. sunset before discussing as a class. 5. Australians **** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed. Activity 4: Production:(5’) * Aims: To introduce the names of five English-speaking countries and their capital cities through a game. - To create a fun atmosphere in the class. * Content: Matching game: What’s its capital city? * Products: The first group find all the correct answers is winner. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: Matching game: Task 5: Matching game: What’s its capital city? (p. 125) * Teacher writes the countries and the capital * Answer key: cities on the board (like in the book). 1. Washington D.C. ** Students discuss in their groups and do the 2. Ottawa task. 3. London *** Teacher can go around to help weaker 4. Canberra students. 5. Wellington **** Teacher stops the game when time is up. The first group find all the correct answers is winner. Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: SS talk about 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 new words have learnt in the lesson. - Read and understand content of the - Ss work indepently conversation * Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Read the dialogue again. - Prepare lesson 2 ( A closer look 1). *- Evaluation: Date of planning : 19/4/ 2024 Date of teaching : /4 / 2024 Week: 32 UNIT 12: ENGLISH-SPEAKING COUNTRIES Period : 86 Lesson 2: A closer look 1 I. OBJECTIVES: By the end of this lesson, students will be able to gain: 1. Knowledge: - Vocabulary: Use words related to people and places in the English-speaking countries. - Pronunciation: ask questions with the correct rising and falling intonation. 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop self-study skills - Raise students’ awareness of the need to keep their neighbourhood green. II. MATERIALS 1. Textbooks, Unit 12, A closer look 1 2. Equipment: computer accessed to the Internet, projector, loudspeaker 3. Slides III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic. To lead in the lesson about vocabulary and pronunciation. * Content: Game: Matching * Products: Students match the names of daily activity with suitable pictures. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher divides the class into groups of four Game: Homework checking: and asks them to share their homework. ** Students work in groups to: How many English-speaking countries can you - discuss and share names of English-speaking find? countries. - list all the names of English-speaking countries in a piece of paper. *** Teacher asks the groups to swap their pieces of paper and do cross checking. The group with the most correct names of English-speaking countries will be the winner. **** Teacher confirms the answers and give compliments to the winner. Activity 2: Presentation (7’) (Vocab- pre-teach) * Aim: To introduce the new words. * Content: Teach some new words, some action verbs go with nouns. * Product: Ss learn how to use them. * Organization of implementation: Teacher’s and Ss’activities Content Vocabulary pre-teach: * Vocabulary - native (adj) thuộc về bản địa * Teacher introduces the vocabulary. - amazing (adj) tuyệt vời ** Teacher introduces the vocabulary by: - unique (adj) độc đáo, duy nhất providing the pictures - local (adj) thuộc về địa phương providing the definition of the words. *** Teacher asks students to repeat. - ancient (adj) cổ kính *** Teacher rubs out and checks * Checking vocab: Activity 3: Practice (25’) Task 1+ 2+3 * Aims: To introduce some key words (nouns) related to people and places through pictures. To introduce some key words (adjectives) to describe people and places in context. To introduce some more nouns and phrases through explanations. To help students recognise and practise the rising and falling intonation with questions. To provide students with more practice in the intonations of questions. * Contents: Write the words or phrases under the correct pictures. Use the words in the box to complete the sentences. Discuss and write the word or phrase in the box next to its explanation. * Products: Ss say the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1: Write the words or phrases under the * Teacher has students read aloud the words in correct pictures. (p. 126) the box and and asks them to match the words with the pictures illustrating them within 3 - 4 * Answer key: minutes. ** Students read the words and phrases in the 1. kangaroo box and match them with the pictures. 2. island country *** Teacher asks them to share their answers 3. tattoo in pairs before checking the answers as a class. 4. Scottish kilt **** Teacher invites students to take turns to 5. castle read out their answers and corrects their 6. coastline pronunciation if needed. Task 2: Use the words in the box to complete Task 2 the sentences. (p. 126) * Teacher asks to read the words in the box * Answer key: first, explains their meanings if needed then 1. amazing allows students 5 minutes to do the task. 2. ancient ** Students do the task individually. 3. unique *** Teacher allows students to swap their 4. local textbooks to peer check first. 5. native **** Teacher confirms the answers and gives feedback, if necessary. Ask Ss to read the words in the box first. Task 3: Work in pairs. Discuss and write the Explain their meanings if needed. word or phrase in the box next to its Task 3 explanation. (p. 126) * Teacher asks students to work in pairs to * Answer key: read the words and phrase first and see if they 1. tower know any of them. 2. symbol ** Students have 4 - 5 minutes to discuss and 3. capital complete the task. 4. boat ride *** Teacher asks students to work in pairs to swap their answers and peer check. **** Teacher checks their answers as a class. Activity 4: II. Pronunciation * Rising and falling intonation for questions * Aims: To help students recognise and practise the rising and falling intonation with questions To provide students with more practice in the intonations of questions. * Contents: - Listen and repeat, paying attention to the intonation of the following questions. - Circle the correct intonation. Then listen and repeat * Products: Ss practise the rising and falling intonation with questions. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4: Listen and repeat, paying attention to * Teacher writes two short questions on the the intonation of the following questions. board: a yes / no question and a wh-question. Have some Ss say aloud the questions first, ➢ Can you speak English? then ask other students to pay attention to the ➢ What is the capital of Scotland? intonation at the end of the questions. * Audio script ** Students look at the questions with the rising and falling already marked, listen and repeat as a class, a group, and finally as individuals. *** Teacher plays the recording for Ss to listen once, then listen and repeat as a class, a group, and finally as individuals. Teacher can play the recording as many times as necessary. **** Teacher elicits the pattern from students: Task 5: Circle the correct intonation. Then use rising intonation for yes / no questions and listen and repeat. (p. 126) falling intonation for wh-questions. * Audio script Task 5 * Teacher has students circle the correct intonation individually, based on what they have learnt in Task 4. ** Teacher plays the recording for students to listen and repeat each question and check their answers. *** Teacher corrects them if needed and calls on some students to read the questions aloud. **** Teacher plays the recording again and ask students to repeat each question after the recording. Teacher confirms the answers. Activity 5: Production (5’) Task 5: * Aims: To test students' quick reaction to the targeted intonation. * Content: Game: Up or Down? * Products: Some students read out the statements in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher explains the rules: Game: Up or Down? Teacher divides the class into 2 teams. Students will listen to questions which are made up from the words in the lesson. Students will have to stand up if it is a yes / no question and sit down if it is a wh-question. The team will receive minus points equivalent to the number of students who pose incorrect actions (stand up or sit down). The team with less minus points will be the winner. ** Students play the game. *** Teacher helps students in the game. **** Teacher gives feedback. * Consolidation(3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Say aloud what they remember from the lesson. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what they - Vocabulary related to people and places have learnt in the lesson - practise the rising and falling intonation with questions. * Homework (2’) * Aim: To revise what they have learnt and prepare for the next 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 - T reminds Ss to do homework and prepare - Learn by heart all the new words. the new lesson. - Prepare lesson 3 ( A closer look 2). *- Evaluation: Date of planning : 19/04/ 2024 Date of teaching: / / 2024 Week: 32 UNIT 12: ENGLISH - SPEAKING COUNTRIES Period: 87 Lesson 3: A closer look 2 I. OBJECTIVES: By the end of this lesson, students will be able to gain: 1. Knowledge: - Understand the use of use articles - Practice using articles correctly 2. Core competence: - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop self-study skills - Raise students’ awareness of the need to learn languages II. MATERIALS - Grade 12 textbook, Unit 3, A closer look 2 - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn III. PROCEDURES: (STAGES) Activity 1: Warm-up (5’) * Aim: - To activate students’ prior knowledge related to the targeted grammar: the past simple. * Content: Picture describing * Products: Ss describe the pictures fluently. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game: * Teacher asks students to describe the picture. Picture describing ** Students look at the picture and describe it. *** Teacher and students discuss some sentences used to describe the picture: **** Teacher corrects students answers if needed and confirms the use of articles “a/an” or “the” ➢ I see a clock. The clock is The Big Ben Clock Tower. ➢ I see two buses. The buses are double- decker ones. Activity 2: Presentation (7’) Grammar : * Articles: a/an/the (review) * Aim: To teach students the use of articles “a/an” or “the” * Content: Articles “a/an” or “the” * Product: Ss learn how to use them. * Organization of implementation: Teacher’s and Ss’activities Content Grammar : * Articles: a/an/the (review) * Grammar : * Articles: a/an/the (review) * Teacher lets students watch the following video and asks them to summarise the use of articles “a/an” or “the”: drTyYqbz6Xk ** Teacher then asks students to study the grammar box and give some more examples. *** Teacher and students discuss the examples. **** Teacher confirms the answers and gives feedback. Activity 3: Practice (20’) * Aims: To help students revise the uses of articles they have learnt in Grade 6. To help students practise the uses of the as presented in the Remember! box. To teach students the use of articles with nationalities. To give students further practice in articles. * Contents: - Complete the sentences with “a / an” or “the” * Product: Students give their answers exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1: Complete the sentences with “a / an” or “the” (p. 127) * Teacher has students work individually. ** Students work individually to complete * Answer key: sentences with the articles. 1. the *** Teacher lets students work in pairs and 2. an exchange the answers before checking with the 3. a whole class (explain each sentence if 4. a necessary). 5. the **** Teacher confirms the answers and gives feedback. Task 2: Put in "the" where necessary. (p. 127) Task 2 * Teacher has students work individually. * Answer key: ** Students work individually to complete the sentences. 1. The – x *** Teacher lets students work in pairs and 2. x – the exchange the answers before checking with the 3. the – the whole class (explain each sentence if 4. the necessary). 5. the – the **** Teacher confirms the answers and gives Task 3: Put in “a / an” or “the”. (p. 127) feedback. * Answer key: 1. a Task 3 2. an 3. an * Teacher allows students some time to read the 4. the table first, then do the exercise. 5. a ** Students work in pairs to complete the task. Task 4: Complete the sentences with “a / an”, *** Teacher then has students compare their or “the” (p. 128) sentences. Teacher can go around to help * Answer key: students. 1. an **** Teacher confirms the answers and gives 2. The feedback. (Note: The English, the Japanese, the 3. the French, but Australians, Canadians, Russians.) 4. the Task 4 5. an 6. the * Teacher has students do this exercise individually. ** Students complete the exercise individually. *** Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary). **** Teacher confirms the answers and gives feedback. Activity 4: Production ( 5’) * Aims: To provide students with more advanced practice in articles. * Content: Game - Faster detective. * Products: Students say the correct sentences aloud. * Organization of implementation: Teacher’s and Ss’ activities Content Task 5 Task 5: Game – Faster detective. * Teacher introduces the rules of the game: * Answer key: The class will be divided into 2 teams. 1. “What do you call a person from England?” Each team will have to detect errors in some – “The Englishman.” sentences (if any) then make correction as fast → Correct as possible. Edinburgh is a capital city of Scotland. → the The team with more correct answers will be the 3. Queenstown is a amazingly beautiful town. winner. → an ** Students play the games. 4. Are ancient castles an attraction of Scotland? *** Teacher lets the 2 teams discuss and give 5. Where can you see a red telephone box? comments to their answers. **** Teacher confirms the corrects answers and gives compliments to the winner. Activity 5: Consolidation (3’): * Aim: To consolidate what students have learnt in the lesson. * Content: Summarise the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content Teacher asks students to talk about what they - Teacher asks students to summarise what they have learnt in the lesson. have learnt in the lesson. - Teacher has them say out loud the articles. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new 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 - T reminds Ss to do homework and prepare the - Do exercises in the workbook. new lesson. - Prepare lesson 4 ( communication) *- Evaluation: . TỔ CHUYÊN MÔN DUYỆT