Giáo án Tiếng Anh 7 - Week 33 - Năm học 2023-2024

Date of planning : 27/04/ 2024 Date of teaching : 05/05/2024 Week : 33 Period : 88 UNIT 12: ENGLISH - SPEAKING COUNTRIES Lesson 4 : Communication I. OBJECTIVES: By the end of this lesson, Ss will be able to: - express amazement - know interesting facts about English-speaking countries 1. Knowledge: a. Vocabulary: vocabulary on the topic “English-speaking countries”. b. Grammar: structures to express amazement. 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 1. Textbooks, Unit 12 – Lesson 4: Communication 2. Equipment: computer accessed to the Internet, projector, loudspeaker 3. sachmem.vn III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) * Aim: To introduce the topic of the lesson. * Content: Guessing the remaining of the picture * Product: Having a chance to speak English and focus on the topic of the lesson. * Implementation: Teacher’s instructions * Organization of implementation: Teacher’s and Ss’activities Content Warm – up : Guessing the remaining of the picture Guessing the remaining of the picture * Teacher asks students to guess the remaining of the picture: ** Students answer the questions. *** Teacher and students discuss the answers. **** Teacher confirms the answers, reveals the remaining of the picture and provide more information on the Scottish kilts. ➢ Who are wearing these skirts? ➢ Do you know the name of this kind of skirt? Activity 2: Presentation ( 5’) * EVERYDAY ENGLISH Express amazement. Task 1: * Aim: To introduce two ways to express amazement. * Content: Express amazement. * Product: Ss learn how to use them. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Giving compliments * Teacher plays the recording for students to listen and read the conversations and asks Task 1: Listen and read the conversations, paying students to pay attention to the highlighted attention to the highlighted parts. * 2 ways to parts. express amazement: ** Students pay attention to the highlighted parts. ➢ Wow ... I didn’t know that! *** Teacher elicits the expressions of ➢ Amazing! amazement. **** Teacher confirms the answers and gives feedback. Activity 3: Practice (20’) * Aims: To introduce to students two ways to express amazement and to provide them some practice. To help students learn some facts about English-speaking countries through a quiz. To provide students with more facts about English-speaking countries and encourage interaction through responding. * Contents: - Make similar dialogues with the following situations, using expressions of amazement - Discuss and write the name of the country next to the fact. (p. 129) - Read some facts about English-speaking countries and tick the column true for you. * Products: Some pairs practice in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2 Task 2: Work in pairs. Make similar dialogues with the following situations, using expressions of * Teacher has students work in pairs to make amazement. similar dialogues. ** Students work in pairs to make similar ➢ New Zealand has the cleanest and safest air dialogues, using the contexts given: on the planet. *** Teacher asks some pairs to practice the ➢ There are no snakes in New Zealand. dialogue so that the whole class can give ➢ More than half of all the lakes in the world comments. are in Canada. **** Teacher gives feedback as a class. Interesting facts about English-speaking Interesting facts about English-speaking countries countries Task 3: Work in groups. Discuss and write the Task 3 name of the country next to the fact. * Teacher has students work in groups to * Answer key: read the facts, discuss, and do the matching. ** Students work in groups to complete the 1. Australia task. 2. The USA *** Teacher has the groups cross check and 3. Canada discuss. 4. The UK **** Teacher gives feedback and correction 5. New Zealand (if needed) Task 4: Work in pairs. Read some facts about English-speaking countries and tick the column true for you. Then role play by one person saying Task 4 one statement aloud and the other responding to * Teacher asks students to read the it. instructions, then the example to know what they have to do. Example: ** Students work in pairs read the facts and tick the column true for them, then take turns A: New York is the biggest city but not the capital of the USA. with one saying a fact aloud and the other responding with his / her answer. B: I know this. A: The state of Alaska in the USA has over 2,600 *** Teacher calls on 2 - 3 pairs to role-play islands. in front of the class. B: This is new to me. **** Teacher corrects any grammar or pronunciation mistakes if necessary. Activity 4: Production Task 5 * Aim: To encourage students to share what they know about English-speaking countries with the class. * Content: Some interesting facts you know about English-speaking countries. * Product: Students share the facts with the class. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher asks students work in groups and Task 5: Work in groups. Share with your group allows them time to think about a fact they some interesting facts you know about English- know and how to say it. speaking countries. The group takes notes and ** Students share the facts in the group. The presents its findings to the class. group leader takes notes of the facts. Some * Answers: Ss may repeat facts which have previously A: There are more sheep than people in New appeared in the unit. This is also a revision Zealand, around 6 sheep per person. activity. B: I know this. *** Teacher calls on group representatives to A: Canada has the longest coastline in the world share the facts with the class. B: This is new to me. **** Teacher gives feedback on their reports. Activity 5: Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarise the content of the lesson. * Products: Ss say aloud what they have learnt . * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what - Some ways to express amazement they have learnt in the lesson. - know interesting facts about English-speaking countries. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Revise 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 - Do exercises in workbook. the new lesson. - Prepare for the next lesson: Unit 12 Skills 1. *- Evaluation: Date of planning :28/04/2024 Date of teaching : 05/05/2024 UNIT 12: ENGLISH - SPEAKING COUNTRIES Period : 89 Lesson 5 : Skills 1 I. OBJECTIVES: By the end of this unit, students will be able to gain the following things: 1. Knowledge: - Develop reading skill for specific information about New Zealand - Develop speaking skill: talk about Scotland a. Vocabulary: vocabulary on the topic “English-speaking countries”. b. Grammar: 2. Competence: - Students will be able to know more words and phrases about English speaking countries. - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. 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, Skills 1 - 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 and vocabulary related to the topic and introduce the topic of reading. * Content: Game: Guessing: What country is it? * Products: Ss give the corrects answers. * Organization of implementation: Teacher’s and Ss’activities Content * Game: Guessing: What country is it? * Game: Guessing: What country is it? * Teacher asks students to watch a video about Students watch the video and raise hands to the introduction of a country and ask them to answer the question. guess the name of the country. New Zeland ** Students watch the video and raise hands to answer the question. *** Teacher and students discuss the answers. **** Teacher confirms the answers and gives feedback. Activity 2: READING ( 15’) * Pre – teach vocab * Aim: To let students find out the meanings of these lexical items themselves based on provided context. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher introduces the vocabulary. * Vocabulary 1. shining (adj) ** Teacher asks students to get the meaning 2. historic (adj) in context and try to make up sentences with 3. rich (adj) of the following words: *** Teacher and students discuss the answers. **** Teacher confirms student’s answers and checks their pronunciation and gives feedback. * Pre- reading (5’) * Aims: To introduce the topic of reading, to lead in the content of reading * Content: chatting ( some questions) * Products: Ss anwer the questions correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1: Work in pairs. Discuss and choose the * Teacher students to work in pairs to discuss correct answer A, B, or C. (p. 130). and answer the questions. ** Students work in pairs to complete the * Answer key: task. 1. A *** Students discuss the answers. 2. B **** Teacher asks some pairs to share their answers. (Don’t confirm the answers. Leave them till the end of the reading.) * While – reading Task 2+3 * Aims: - To help students develop their reading skill of guessing the meaning of a word by using its context. - To help students develop their reading skill for specific information (scanning). * Contents: - Read the passage and match the words in bold from the passage (1-4) with their meanings (a-d). - Read the passage again and choose the correct answer A, B, or C * Products: Ss say the correct answers aloud ( write the correct answers on the board) * Organization of implementation: Teacher’s and Ss’activities Content Task 2 Task 2: Read the passage and match the words in bold from the passage (1-4) with their meanings * Teacher asks students to work individually (a-d). (p. 130) to read the passage and find the highlighted * Answer key: words. 1. c ** Students read the text in detail, paying 2. d attention to the words in bold. 3. a *** Teacher asks students to read the 4. b sentences where the words appear, and before and after it. **** Teacher calls some students hare their answers then check the answers as a class. Task 3 Task 3: Read the passage again and choose the correct answer A, B, or C. (p. 130) * Teacher asks some students to do the task * Answer key: individually: read each question, locate where 1. C it appears in the text, read that part carefully 2. B and circle the correct answer. 3. B ** Students work individually to complete the 4. A task. 5. C *** Teacher allows students to share their answers before discussing as a class and encourages them to give evidence. **** Teacher calls a student to write his/her answer on the board, then check the answers as a class. Activity 3: SPEAKING ( 15’) * Pre-Speaking * Aims: To give students an opportunity to express their own feelings about what they personally like about New Zealand. * Content: Note two things you like about New Zealand. * Products: Ss say two things they like most about New Zealand. * Organization of implementation : Teacher’s and Ss’activities Content Task 4 Task 4: Work in pairs. Note two things you like * Teacher allows students to work about New Zealand. Share them with your individually first, referring (if necessary) to partner. (p. 130) the text and list the two things they like most about New Zealand. * Suggestion for the opening: ** Students work in pairs to to share their There are two things I like about New Zealand. They ideas with their partners, using use the are ... suggested opening provided. *** Students should give some reasons for their choice. **** Teacher listens and passes positive comments. * While -speaking * Aims: To provide an opportunity for students to practise introducing a country * Content: Prepare a short introduction of Scotland and present it to the class. (p. 130) * Products: Some groups share their discussion in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Work in groups. Prepare a short * Teacher asks students to read the facts introduction of Scotland and present it to the class. about Scotland first. Teacher explains that the (p. 130) introduction consists of four parts (as shown in the box). ** Students work in groups, refer to the reading to see how the ideas are used to discuss, then form complete sentences from the information given. *** Teacher goes around to help students. **** Teacher calls on some groups to share their answers with the class. Activity 4: Post- Reading and speaking (5’) * Aims: - To help students improve next time. - To help some students enhance presentation skill * Content: Give comments for their friends and vote for the most interesting and informative presentation * Products: Ss give comments clearly and exactly. * Organization of implementation: Teacher’s and Ss’activities Content PRODUCTION PRODUCTION * Teacher allows students to give comments * Students’ comments through group presentations for their friends and vote for the most interesting and informative presentation. ** Students give comments for their friends and vote for the most interesting and informative presentation. *** Teacher and students discuss the presentations. **** Teacher gives feed-back and comments. Activity 5: Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarize what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in font of the class. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what - 2 skills they have learnt in the lesson. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation: - Teacher reminds students to do hw and - Do Ex in WB prepare the new lesson. - Prepare: Skills 2 *- Evaluation: . Date of planning : 28/04/2024 Date of teaching : /05/2024 Week : 33 UNIT 12: ENGLISH - SPEAKING COUNTRIES Period : 90 Lesson 6 : Skills 2 I. OBJECTIVES: By the end of this lesson, Ss will be able to: 1. Knowledge: - listen for specific information about a tour of a city; - write a diary entry about a tour of a city. 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 1. Textbooks, Unit 12 – Lesson 6: Skills 2 2. Equipment: computer accessed to the Internet, projector, loudspeaker 3. sachmem.vn III. PROCEDURES : (STAGES) Activity 1:Warm-up (5’) * Aim: To activate students’ knowledge of different types of robots. To help students have the ideas of what the conversation is about. * Content: Write all abilities that the robots can have. * Products: Students' answers on the posters. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: Guessing game *Warm-up: -Guessing game: What city is it? * Teacher divides the class into 2 teams. Each team will guess the the name of the city based on pictures given gradually by the teacher. ** Students play the guessing game. *** The team with correct answer will be the winner. **** Teacher introduces the topic of the listening task: A tour around London. Activity 2: LISTENING (15’) * Pre- listening * Aim: To prepare students for the listening by introducing two key phrases visually. * Content: Match the phrases to the pictures * Products: Students say the answers correctly. * Organization of implementation Teacher’s and Ss’activities Content Task 1 Task 1: Work in groups. Match the phrases * Teacher asks students work in groups to read to the pictures (p. 131) the phrases and match them to the pictures. * Answer key: ** Students discuss with partners. 1. Changing of the Guard *** Teacher elicits as many learnt 2. Buckingham Palace vocabularies as possible and asks one or two students to re-describe the pictures to the class. **** Teacher gives feedback and introduces the topic of the listening task: A tour around London. * While -listening * Aims: -To help students develop their skill of listening for specific information, in this case: times. - To help students further develop their listening skill for specific information. * Contents: - Listen and fill in the times about the schedule for a day trip in London - Listen again and complete each sentence with ONE word. * Products: Ss give the answers exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 2 Task 2: A tour guide is talking about the * Teacher helps students revise the use of time schedule for a day trip in London. Listen and in the listening and note taking skills by saying fill in the times. 3 - 4 different times for students to write down. * Answer key: ** Teacher has students read the questions 1. 11:30 a.m. quickly. This helps students get some ideas of 2. 1:00 p.m. what they are going to listen to as well as 3. 3:15 p.m. determine the information they need for 4. 5:00 p.m. answering the questions. *** Teacher has students exchange answers in pairs, invites some pairs to read their answers and confirm the correct ones **** Teacher confirms the answers and gives Task 3: Listen again and complete each feedback. sentence with ONE word. (p. 131) Task 3 . * Teacher has students read the questions and * Answer key: determine what information they need for 1. Queen answering the questions, reminds them that the 2. garden questions ask for one-word answers. 3. Clock ** Teacher plays the recording again twice for 4. photos students to listen and complete the sentences. 5. attractions *** Teacher has students exchange answers in Welcome to our one-day tour of London. At 9:30 pairs, invites some pairs to say their answers a.m., we'll go to Buckingham Palace. The Queen and confirm the correct ones. and her family live there. You can see the Queen's **** Teacher plays the recording again if beautiful garden, and her collection of artworks. Remember to watch the Changing of the Guard at needed, stopping at each place where the 11:30 a.m. We will then visit Big Ben. It is the Clock answers appear Tower on the River Thames. It is one of the most famous symbols of the United Kingdom. Lunch is at 1:00 p.m. You can then go around and take photos. We will return for a boat ride at 3:15 p.m. on the River Thames. You will see historic attractions along the river. We will return to our hotel at 5:00 p.m. Activity 3: WRITING (15’) * Pre- writing * Aims: To help students prepare ideas for their writing. * Content: Fill in the table with information about the London tour * Products: Ss complete the table and then stick it on the board . * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4: Work in pairs. Fill in the table with * Teacher asks students to work in pairs, lets information about the London tour. (p. 131) them read the table and decide what information they need to complete the table. * Suggested answers: ** Students do the task within 4-5 minutes. *** Teacher invites some pairs to share their answers with the class **** Teacher gives feedback and provides suggested answers. * While-Writing * Aims: To teach students how to write a diary entry about a tour they have taken. * Content: Write a paragraph of 50-60 words about the robot you would like to have. * Products: Students’ answers on the posters. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Imagine that you took the tour of London. Write a diary entry of about 70 * Teacher explains to students what a diary words about your tour, based on the table in entry is: It is a description of what you do 4 or use your imagination. during a tour and how you feel about it. ** Students refer to the table in 4 for information. They can write about everything or just choose the activities they like most. *** Teacher allows students to peer check first. * Suggested answers: The tour of London began at 9:30 a.m. First, we **** Teacher goes around to help (if went to Buckingham Palace. We visited the necessary). Queen’s Garden and saw her collection of artworks. At 11:30 a.m. we watched the Changing of the Guard. We then went to Big Ben. We took a lot of photos there. At 3:15 p.m., we took a boat ride on the River Thames. We saw many historic attractions along the river. I enjoyed the tour very much. Activity 4: Post-Writing (3’) * Aim: To cross check and final check students’ writing. * Content:. Share your writing with the class * Products: Students’s perfect writing * Organization of implementation: Teacher’s and Ss’activities Content * Teacher asks students to work in groups of → Giving peer-reflection & evaluation four and swap the entries to their group members. ** Students can give comment to others’ work. *** Students then give comments to each other. **** Teacher then gives feedback as a class discussion. Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: talk about what they have learnt in the lesson. * Products: Students present the content of the lesson. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what they - listen for specific information about a tour of have learnt in the lesson. a city; - write a diary entry about a tour of a city. * Homework (2’) * Aim: To revise the knowledge and rewrite their writing in the notebooks. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbooks and workbooks * Organization of implementation - Teacher asks students to write down the Rewrite your writing. paragraph in their notebooks. Do the exercises in workbook. - Teacher asks students to prepare the new Prepare LOOKING BACK AND lesson. PROJECT.. * Evaluation: . TỔ CHUYÊN MÔN DUYỆT