Giáo án Tiếng Anh 7 - Week 34 - Năm học 2023-2024

Planning date: 2/5/2024 WEEK 34 Teaching date: ../5/ 2024 PERIOD 91 UNIT 12: ENGLISH-SPEAKING COUNTRIES LESSON 7: LOOKING BACK & PROJECT I. OBJECTIVES: By the end of this unit, students will be able to gain the following things: 1. Knowledge: - Review the vocabulary and grammar of Unit 12 - Apply what they have learnt (vocabulary and grammar) into practice through a project a. Vocabulary: vocabulary on the topic “English-speaking countries”. b. Grammar: 2. Competence: a) General competencies: - 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 b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 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. TEACHING AIDS Teacher: Grade 7 text book, laptop, TV, pictures and realia, Computer connected to the Internet, Sach mem.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE: In each activity, each step will be represented as following: * Task delivering ** Task performance *** Report and discussion **** Judgement Activity 1. WARM UP (5’-IW, GW) * Aim: - To revise the vocabulary related to the topic and lead in the next part of the lesson. * Content: Video watching: * Product: Having a chance to speak English and focus on the topic of the lesson. * Implementation: Teacher’s instructions Teacher’s & Student’s activities Content Video watching: Video watching: How many English-speaking countries are How many English-speaking countries there? What are they? are there? What are they? * Teacher lets students watch a video and ask them the questions: Video link: How many English-speaking english.com/go/intl/vi/video/6-english- ⮚ countries are there in the video? speaking-countries/60729 What are they? ⮚ ** Students watch the video, note down the names and the number of English-speaking Answer key: countries. 1. There are 6 English-speaking countries in *** Teacher and students discuss the the video. answers. 2. They are: **** Teacher confirms the answers as a class. The Philippines ⮚ Australia ⮚ Republic of Ireland ⮚ Canada ⮚ The USA ⮚ The UK Activity 2. KNOWLEDGE FORMATION (10'- PW, IW) * Aim: To help students revise the vocabulary (nouns showing things and places) they have learnt in the unit. * Content: * Product: Ss learn how to use them. * Implementation: Teacher’s instructions Teacher’s & Student’s activities Content VOCABULARY VOCABULARY Task 1: Look at the pictures and write the Task 1: Look at the pictures and write the correct words or phrases to complete the correct words or phrases to complete the sentences. (p. 132) sentences. (p. 132) * Teacher asks students to work in pairs, has students read the sentences and see if they Answer key: can find the equivalent words illustrated by 1. island the pictures. 2. castle ** Students do the task in pairs. 3. boat ride *** Students exchange their answers with 4. tattoos their partners. 5. coastline **** Teacher gives feedback as a class discussion. Activity 3. PRACTICE (15’-IW, PW, GW) * Aim: To help students revise more key vocabulary they have learnt in the unit. To help students revise the use of articles. To help students recognise mistakes in the use of the articles and correct them. * Product: Students’ answers. * Implementation: Teacher’s Student’s activities Content VOCABULARY VOCABULARY Task 2: Choose the best answer A, B, or C Task 2: Choose the best answer A, B, or C to complete each sentence. (p. 132) to complete each sentence. (p. 132) * Teacher asks students to to complete the task individually. Answer key: ** Students do the task individually complete 1. A the sentences. 2. B *** Students exchange their textbooks with 3. B their partners. 4. C **** Teacher gives feedback as a class 5. A discussion. GRAMMAR GRAMMAR Task 3: Complete the sentences with "a / Task 3: Complete the sentences with "a / an" or "the". (p. 132) an" or "the". (p. 132) Answer key: * Teacher encourages students to complete 1. the – the the task individually. 2. A – a ** Students complete the passage with "a / 3. the – the an" or "the". 4. a – the *** Students exchange their textbooks with 5. An – an their partners. **** Teacher gives feedback as a class discussion. Task 4: Underline and correct the article Task 4: Underline and correct the article mistakes in the sentences below. (p. 132) mistakes in the sentences below. (p. 132) * Teacher asks students to do this exercise in pairs. Answer key: ** Students read each sentence carefully and 1. Ottawa is a capital of Canada. → the discuss to find out which article is incorrect, 2. He’s the Englishman. He lives in Oxford. then correct it. → an *** Teacher then asks them to check their 3. When people travel, they use an map to answers with a partner before discussing the find their ways round. → a answers as a class. 4. Can you see a Big Ben from where you **** Teacher confirms the answers and are standing? → the explains if necessary. 5. Canadians love ice hockey, the winter sport. → a Activity 4. APPLICATION (12’-IW, PW, GW) * Aim: To guide students how to find information for a poster introducing a place in an English- speaking country. * Content: * Product: Students’ answer. * Implementation: Teacher’s instructions Posters exhibition: Posters exhibition: * Teacher has students work in groups and gives instructions to students as follow: - Discuss and choose a place in an English-speaking country. - Find information about it, including: its name ✔ its location ✔ its attractions ✔ ** Students do the project in groups. *** Students vote for the best poster. **** Teacher gives feedback. 4: Conlidation-(2’) Teacher asks students to summarise what they have learnt in the lesson. - Teacher has them say out loud the articles. 5. Homework: (1”0 - To prepare for the next lesson. * EXPERIENCE: ............................................................................................................................................................ ............................................................................................................................................................ ........................................................................................................................................................... Planning date:2/5/2024 Teaching date:....../ 5/2024 PERIOD 92 REVIEW 4 LANGUAGE + SKILLS I. OBJECTIVES: By the end of this review, Ss will have revised the language they have learnt and the skills they have practised in Units 10 -12. 1. Knowledge: - To revise the language and skills they have learnt in Unit 10-11-12; + Vocabulary: Ss revise the words related to types of energy sources; the future means of transport; and words related to the people and places in English-speaking countries. + Grammar: Revise the present continuous; how to ask for explanations; the future simple to talk about future activities and make predictions; how to use possessive pronouns correctly; Revise how to use articles correctly; how to express amazement. + Pronunciation: Pronounce three-syllable words with correct stress; say sentences with correct stress, ask questions with the correct rising and falling intonation. 2. Competence: a) General competencies: - Develop communication skills and cultural awareness’ Be collaborative and supportive in pair work and teamwork; Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Ability of using the present continuous, the future simple. - Raise students’ awareness of the need to save energy at home. 3. Qualities: - Raise students’ awareness of the need to save energy at home; Have the good attitude to working in groups, individual work, pair work; cooperative learning. Develop self-study skills. II. TEACHING AIDS Teacher: Grade 7 text book, laptop, TV, pictures and realia, Computer connected to the Internet. Sach mem.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE: In each activity, each step will be represented as following: * Task delivering ** Task performance *** Report and discussion **** Judgement Activity 1. WARM UP (5’-IW, GW) * Aim: Introduction - By the end of this review, students will have revised the language they have learnt and the skills they have practiced in Units 10 – 12. - Ss revise what they have learnt so far in terms of language and skills. - Summarize their answers in notes and write them in a top corner of the board. Briefly revise some important / difficult ones before starting the review. * Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new lesson. * Product: Having a chance to speak English; Revision. * Implementation: Teacher’s instructions ... Teacher’s & Student’s activities Content + Greeting Mind map + Revision on the old lessons * Teacher divides class into 3 big groups to draw a mindmap related to the knowledge they have learnt in Unit 7, 8, 9. ** Ss do the task in group. *** Teacher calls on some students to present their answer based on the mindmap. **** Other Ss comment and teacher con-firms. Activity 2. KNOWLEDGE FORMATION (5'- PW, IW) A. LANGUAGE: * Pronunciation * Aim: To help Ss review the pronunciation of the sounds learnt in Units 10 - 12. * Content: Mark (') the stressed syllables in the underlined words. Then listen, check, and repeat. * Product: Answer keys * Implementation: Teacher’s instructions .. Teacher’s & Student’s activities Content * Teacher reminds Ss how to stress on two – and VOCABULARY three – syllable words. Then, ask Ss to read the Task 1: Mark (') the stressed syllables in underlined words in the sentences and mark the the underlined words. Then listen, check, stress syllables. and repeat. (Ex 1, p. 134) ** Ss do the task individually. Answer keys: *** Teacher calls on some Ss to give their 1. 'Driverless trains will be 'popular. answers, then plays the recording for Ss to listen 2. Niagara Falls is Canada’s most famous and check their answers. ‘natural at’traction. **** Teacher confirms and plays the recording 3. We can save 'energy by re'cycling. again for Ss to listen and repeat in chorus and 4. All plants and ‘animals need ‘energy then individually. 5. He’s reading Guidance for Visitors to Scotland. Activity 3. PRACTICE (10’-IW, PW, GW) Vocabulary & Grammar * Aim: - To help Ss recognize the words through their definitions Units 10 - 11 - 12. - To help Ss revise some key adjectives from Units 10 - 12 and use them in context. - To help students review the use of the articles a/an and the. - To help Ss revise the use of the present continuous and the future simple * Content: - Write the words in the box next to their definitions. - Complete the sentences with the words below. - Use the correct tense and form of each verb in brackets to complete the sentence. * Product: Answer key * Implementation: * Teacher has Ss do the task independently to do Task 2: Write the words in the box next to matching. their definitions. (Ex. 2, p. 134) ** Ss do the task individually, teacher reminds them highlight the key words to help them with the matching. *** Teacher calls on some Ss to check. **** Teacher confirms the correct answers. Answer keys: 1. sunlight 2. bamboo-copter 3. tour 4. coal 5. attraction 3. Complete the sentences with the words and Task 3: Complete the sentences with the phrases below. words below. (Ex. 3, p. 134) * Teacher asks Ss to read the adjectives in the box to do the exercise. ** Ss works independently to do the task. *** Teacher calls on some Ss to check. **** Teacher confirms the correct answers. Answer keys: 1. public 2. natural 3. national 4. renewable 5. native 6. electrical * Teacher asks Ss to read the sentences first and GRAMMAR: underline the signals to help them decide if the Task 4: Use the correct tense and form of verbs are used in the present continuous or each verb in brackets to complete the future simple. sentence. (Ex. 4, p. 134) ** Ss do the task individually. Answer keys: *** Teacher calls on some Ss to check. 1. is doing **** Teacher confirms. 2. will visit 3. is building 4. will use 5. will have Activity 4. APPLICATION (10’-IW, PW, GW) Grammar * Aim: - To help Ss identify the wrong use of the articles and correct them. * Content: Find and cross (––) ONE incorrect article in each sentence and write the correct one. * Product: Answer key * Implementation: Teacher’s & Student’s activities Content * Teacher asks Ss to read the sentences first and Task 5: Find and cross (––) ONE incorrect underline all the articles in each sentence, then article in each sentence and write the look at each article and the word it goes with correct one. (Ex. 5, p. 134) and decide if it is used correctly. ** Ss do the task individually. Answer key: *** Teacher calls on some Ss to check. **** Teacher confirms. Teacher’s & Student’s activities Content * Teacher asks Ss to look at the pictures first, READING then quickly read the passage and find word/ Task 1: Read the passage. Find a word and phrase for each one. a phrase from the passage and write them ** Ss do the task individually. under their correct pictures. (Ex. 1a, p. *** Some Ss answer. 135) **** Teacher confirms. Answer key: 1. float plane * Teacher gives Ss some time to read all the 2. dogsled passage carefully, then asks them to do Ex 1b. ** Ss do the task independently. Task 2: Choose the correct answer A, B, or *** Ss give answers and explain their ideas. C to complete each sentence. (Ex. 1b, p. **** Teacher confirms. 135) Answer key: 1. C 2. A 3. B 4. A Activity 3. PRACTICE (10’-IW, PW, GW) * Aim: - To help Ss revise and talk about energy-saving activities. - To help Ss practise listening for specific information. * Content: - Read the list of activities and discuss which ones are energy-saving and which ones are not. Explain your answer. - Listen and complete each sentence with ONE word. * Product: - Suggested answers & answer key * Implementation: Teacher’s instructions ... * Teacher asks Ss to work in groups of 4 to SPEAKING discuss the list of activities and gives the reasons Task 3: Read the list of activities and for each. discuss which ones are energy-saving and ** Ss do the task in group. which ones are not. Explain your answer. *** Some groups report their answers, other (Ex. 2, p. 135) listen, and comment. Suggested answers: **** Teacher confirms and correct their Energy-saving: 1, 3, 4, 5 grammar, pronunciation and spelling. Not energy-saving: 2 and 6 The focus is on how a student explains his / her answer. * Teacher asks Ss to read all the questions first, LISTENING then try to guess the needed information to fill in Task 4: Listen and complete each sentence the blanks. After that, teacher plays the with ONE word. (Ex. 3, p. 135) recording twice for Ss to listen Answer key: ** Ss do the task independently. 1. flying *** Some Ss give their answers. 2. parents **** Teacher plays the recording again and 3. lanes confirms the correct answers. 4. traffic Audio script- Track 89 5. land Next month, we will hold a meeting to introduce our new product, the flying bike. Most of our customers will be school children and their parents. Here are some of the questions they may ask you. 1. There are special lanes for bicycles on land, how about in the air? If you don’t have lanes for them, the bicycles will crash into each other. Activity 4. APPLICATION (5’-IW, PW, GW) * Aim: - To help Ss practise writing a paragraph describing a future means of transport. * Content: - Choose one of the future means of transport below. Write a paragraph of about 70 words about it. * Product: Suggested answers. * Implementation: Teacher’s & Student’s activities Content * Teacher asks Ss to look at the picture and WRITING choose what means of transport for their Task 5: Choose one of the future means of writing. Then, teacher has Ss read the transport below. Write a paragraph of suggested information they can include in their about 70 words about it. (Ex. 4, p. 135) description. ** Ss do the task individually in 6-8 minutes. *** Some Ss read their writing. **** Teacher checks grammar, vocabulary, spelling if needed. Suggested answer: The bamboo-copter will be a popular means of transport in the future. It’s not very fast, so it’s safe to ride. It’s cheap, and it doesn’t use much energy. Most people can afford it. It’s also convenient because you can go anywhere: in a busy city, to the sea, or to the mountains. The copter is small and can carry only one person, so it doesn’t take up much space. I love it. 4. Consolidation:(2’) - Ask Ss what they have learnt so far. Have them recall the important grammar points, Vocabulary; Pronunciation 5.Homework(1’)- Read again the conversation - Do more exercises in workbook. - Prepare for the next lesson. * EXPERIENCE: ............................................................................................................................................................ ............................................................................................................................................................ ........................................................................................................................................................... Planning date:2/5/2024 WEEK 34 Teaching date:...../ 5/2024 REVISION I. OBJECTIVES: By the end of this review, Ss will have revised the language they have learnt and the skills they have practised in Units 10 - 12. 1. Knowledge: - To revise the skills they have learnt in Unit 10 – 12. - Practise reading for general and specific information about a place in an English-speaking country (Alaska). - Practise talking about energy-saving activities. - Practise listening for specific information about a mean of transport (the flying bike) - Practise writing about the future means of transport. + Vocabulary: Ss revise the words related to types of energy sources; the future means of transport; and words related to the people and places in English-speaking countries. + Grammar: Revise the present continuous; how to ask for explanations; the future simple to talk about future activities and make predictions; how to use possessive pronouns correctly; Revise how to use articles correctly; how to express amazement. + Pronunciation: Pronounce three-syllable words with correct stress; say sentences with correct stress, ask questions with the correct rising and falling intonation. 2. Competence: a) General competencies: Develop communication skills and cultural awareness; Be collaborative and supportive in pair work and teamwork; Actively join in class activities b) Specific competencies: a) General competencies: - Develop communication skills and cultural awareness’ Be collaborative and supportive in pair work and teamwork; Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Ability of using the present continuous, the future simple. - Raise students’ awareness of the need to save energy at home. 3. Qualities: - Raise students’ awareness of the need to save energy at home; Have the good attitude to working in groups, individual work, pair work; cooperative learning. Develop self-study skills. II. PREPARATIONS Teacher: Grade 7 text book, laptop, TV, pictures and realia, Computer connected to the Internet. Sach mem.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE: 1. Organisation (1’): Good morning. 2. Warm up: (0’) 3. The new lesson (40’): T’s activities T SS’activities I.Supply the correct form of the verbs in the 12’ brackets: 1. They usually (paint) ------------------ their house blue. 2. My father (buy) -------------------- a new -Do as request car two months ago. 3. Nam (help) -------------------- his father -work individually repair the radio at this time. 4. I (be) busy last night, so I - copy down (miss) -------------------- good film on TV. 5. He (teach) -------------- math at this school in 1986. 6. Mr. Robinson (watch) ------------------ television every night. 7. Mrs. Mai usually(make) -------------------- - all her clothes. At the moment she (make) ----------------- a dress for her -Do as request daughter. 8. We (have) ------------------- an English test -work individually tomorrow. 9. We (visit) --------------- Muong Thanh copy down Valley last year. 10. They (not have) ---------------- classes tomorrow. 11. They (go) ---------------- to Ha Long for their last summer vacation. 12. She (learn) ------------------ to play piano when she was six years old. 13. When ----------------- Thomas Edison -Do as request (die) ------------------ ? _ in 1931. 14. Be careful! The car (come) ----------------- -work individually --- . 15. What is Lan going to do next copy down summer?_She (go) ------------------------ to Nha Trang with her parents. Ex 2: Complete these sentences with : can, must , should, ought: 8’ 1. You ------------ wash your hands before meals. 2. Nam is very good at Math. He -------------- do all math problems. 3. It’s too late. I -------------- go now. 4. She gets bad marks at chemistry. She --------- ---to study harder. 5.The traffic lights are red. You ---------------- stop. 6. ----------------- I go to the movie now, Mom? -Do as request 7. Children ---------------- drink lots of milk. -work individually 8. He -------------------- to drive more carefully. copy down Ex 3 :Choose and circle the best answer. 13’ 1. Many (cultural/ romance/ disappointed/ annoyed) and artistic activities are held as the part of the flower festival in Da Lat. 2. Wind, hydro and solar are (modern/ renewable/ non-renewable/ new) energy sources. 3. Nick washes his hand a lot, (so/ and/ but/ although) he doesn’t have flu. 4. At a seasonal festival, people race down the hill to (break/ catch/ buy/ eat) cheese. 5. (When/ How/ Why/ Where) were you born? – In March 6. We will cut down on the use of natural gas because it is (plenty/ limited / available / -Do as request abundant ) & harmful to the environment. 7. Some new energy-saving bulbs (will put -work individually /will be putting/will be put /will being put) in the dining-room. copy down 8. Which of the following is NOT non- renewable source of energy ? A. oil B. wind C. natural gas D. coal 9. The end of the film was so _____________ that many people cried. A. boring B. shocking C. exciting D. Moving 10. A ___________ is a film that tries to make -Do as request audiences laugh. A. sci-fi B. documentary C. -work individually comedy D. horror 11. I found the book so ____________ that I copy down couldn’t take my eyes off the screen. A. gripping B. shocking C. tiring D. boring 12. We found the plot of the film__________. A. bored B. boring C. interested D. acting 4. Consolidation (2’) - Ss tell what they have learnt. 5. Homework (2’) - Revise the vocabulary and grammar again. Experience: ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ TỔ CHUYÊN MÔN DUYỆT