GIÁO ÁN (KẾ HOẠCH DẠY HỌC) MÔN TIẾNG ANH LỚP 7 SÁCH I-LEARN SMART WORLD (KÌ 1) ILSW (473 TRANG) by Dạy Kèm Quy Nhơn Official

GIÁO ÁN (KẾ HOẠCH DẠY HỌC) MÔN TIẾNG ANH

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GIÁO ÁN (KẾ HOẠCH DẠY HỌC) MÔN TIẾNG ANH LỚP 7 SÁCH I-LEARN SMART WORLD (KÌ 1) ILSW (473 TRANG) WORD VERSION | 2023 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự do – Hạnh phúc

FI CI A

Sở GD&ĐT __________ TRƯỜNG THCS __________ TỔ: TIẾNG ANH

KẾ HOẠCH DẠY HỌC MÔN TIẾNG ANH LỚP 7 Sách Tiếng Anh 7 i-Learn Smart World

Thời lượng: 35 tuần x 3 tiết/tuần = 105 tiết/năm học Học kì I: 18 tuần x 3 tiết/tuần = 54 tiết

Học kì II: 17 tuần x 3 tiết/tuần = 51 tiết

ƠN

1. Số bài kiểm tra/ 1 học kì theo Thông tư 22/2021/TT-BGDĐT đối với môn Tiếng Anh lớp 7 như sau:

Số cột (bài) KTĐK giữa kỳ (Hệ số 2)/ 1 HK

Miệng/ Viết 15 phút/ Khác 04

Viết 01

QU Y

Số cột (bài) KTTX (Hệ số 1)/1 HK

Bài KTĐK cuối kỳ (Hệ số 3) / 1 HK Viết 01

Kế hoạch tổng thể

DẠ

Unit 1: Free time Unit 2: Health Unit 3: Music and Arts Unit 4: Community services Unit 5: Food and Drinks Ôn tập + Kiểm tra giữa kì và cuối học kì I + Sửa bài + Dự trữ + Định hướng đầu năm 18 tuần x 3 tiết/ tuần Unit 6: Education Unit 7: Transportation Unit 8: Festival around the world

KÈ

Tiếng Anh 7 i-Learn Smart World

Học kì

Số tiết 9 9 9 9 9 9 54 9 9 9

9 9 6 51

FI CI A

Unit 9: English in the world Unit 10: Energy resources Ôn tập + Kiểm tra giữa kì và cuối học kì II + Sửa bài 17 tuần x 3 tiết/ tuần

Tổng cộng: 105 tiết

ƠN

* Ghi chú: Tùy theo tình hình thực tế tại mỗi địa phương, kế hoạch kiểm tra giữa kì có thể được chủ động điều chỉnh sớm hoặc trễ hơn so với bản Kế hoạch dạy học này

Bài học

STT

Unit 1, Lesson 1.1 – Vocab & Reading, trang 4

Unit 1, Lesson 1.2 – Grammar, trang 5

KÈ

Oritentation

QU Y

Số tiết

2. Kế hoạch dạy học thực hiện A. Học kì 1: 18 tuần

DẠ

Unit 1, Lesson 1.3 – Pronuciation & Speaking, trang 6

Yêu cầu cần đạt Ss will be able… • To obtain the brief introduction of the course • To learn how to make use of iLearn Smart World resources • To learn and use vocab. for hobbies • To practice reading for gist and detail • To review and practice and use Present Simple for habits correctly • To practice the pronunciation of /eɪ/ sound • To talk about hobbies

Unit 1, Lesson 2.2 - Grammar, trang 8

Unit 1, Lesson 2.3 – Pronunciation & Speaking, trang 9

Unit 1, Lesson 3.1 – Listening & Reading, trang 10

Unit 1, Lesson 3.2 – Writing, trang 11

QU Y

• To practice and use Present Continuous for future plans and Preposition of Place

Unit 1, Lesson 2.1 – Vocab & Listening, trang 7

• To practice the intonation for yes/no questions • To make future plans

ƠN

FI CI A

• To learn and use vocab. for places in town • To practice listening for specific information listening to recognize correct or incorrect information • To practice functional English how to start a friendly conversation

• To practice listening for specific information, reading for gist and for detail • To talk about extreme sports • To write an invitation email • To review the target language learnt in the unit • To practice test taking skills

KÈ

10. Review Unit 1, trang 84 & 85

11. Unit 2, Lesson 1.1 – Vocab & Reading, trang 12

12. Unit 2, Lesson 1.2 – Grammar, trang 13

DẠ

• To learn vocab. for healthy lifestyle • To practice reading for specific information and detail • To practice and use indefinite quantifiers correctly

14. Unit 2, Lesson 2.1 – Vocab & Listening, trang 15

Unit 2, Lesson 2.3 – 16. Pronunciation & Speaking, trang 17

• To learn and use vocab. related to health problems • To practice listening for gist and for detail • To practice functional English – Offering help • To learn, practice and use should/ shouldn’t

ƠN

15. Unit 2, Lesson 2.2 - Grammar, trang 16

FI CI A

Unit 2, Lesson 1.3 – 13. Pronuciation & Speaking, trang 14

• To practice intonation for Whquestions • To talk about what makes a healthy lifestyle

18. Unit 2, Lesson 3.2 – Writing, trang 19

QU Y

17. Unit 2, Lesson 3.1 – Listening & Reading, trang 18

• To practice sound change • To practice giving advice and persuading someone to have a healthy lifestyle • To practice listening and reading for specific information/ detail • To talk about healthy food • To write a request letter • To review the target language learnt in the unit • To practice test taking skills

KÈ

19. Review Unit 2, trang 86 & 87

20. Unit 3, Lesson 1.1 – Vocab & Reading, trang 20

DẠ

21. Unit 3, Lesson 1.2 – Grammar, trang 21

1 4

• To learn and use vocab. for types of music • To practice reading for specific information • To practice and use Present Simple for facts correctly

23. Unit 3, Lesson 2.1 – Vocab & Listening, trang 23

QU Y

Unit 3, Lesson 2.3 – 25. Pronunciation & Speaking, trang 25

27. Unit 3, Lesson 3.2 – Writing, trang 27

KÈ

26. Unit 3, Lesson 3.1 – Listening & Reading, trang 26

28. Review Unit 3, trang 88 & 89

DẠ

29. 30. 31. 32.

• To learn and use vocab. for more types of music • To practice listening for specific information • To practice functional English – Inviting someone to speak • To practice and use Preposition of time and possessive adjectives correctly

ƠN

24. Unit 3, Lesson 2.2 - Grammar, trang 24

FI CI A

• To practice /z/ and /s/ of ‘s’ at the end of verbs • To talk about music that they like

Unit 3, Lesson 1.3 – 22. Pronuciation & Speaking, trang 22

• Ôn tập kiểm tra giữa học kì I • Kiểm tra giữa học kì I • Sửa bài kiểm tra giữa học kì I

• To practice intonation in statements • To practice making a plan to go to a music event • To practice listening for specific information, reading for main ideas and specific information • To talk about movies that they like • To write a movie description • To review the target language learnt in the unit • To practice test taking skills

34. Unit 4, Lesson 1.2 – Grammar, trang 29

• To practice and use Lets../ should/ how about…to make suggestions • To practice word stress in compound nouns • To practice suggesting and making a chairy plan

ƠN

Unit 4, Lesson 1.3 – 35. Pronuciation & Speaking, trang 30

FI CI A

33. Unit 4, Lesson 1.1 – Vocab & Reading, trang 28

• To learn and use vocab. related to charity • To practice reading for gist, reading to recognize correct/incorrect/not given information

36. Unit 4, Lesson 2.1 – Vocab & Listening, trang 31

QU Y

37. Unit 4, Lesson 2.2 - Grammar, trang 32

KÈ

Unit 4, Lesson 2.3 – 38. Pronunciation & Speaking, trang 33

39. Unit 4, Lesson 3.1 – Listening & Reading, trang 34

DẠ

• To learn and use vocab. related to community • To practice listening for the purpose of the talk and for specific information • To practice functional English – Introducing a topic • To practice and use Past simple with regular verbs correctly • To practice pronunciation of verbs ending with -ed • To talk about things they did to help the community • To practice listening and reading for specific information • To talk about how to help the invironment

40. Unit 4, Lesson 3.2 – Writing, trang 35

• To write an email describing past experiences

42. Unit 5, Lesson 1.1 – Vocab & Listening, trang 36

• To learn and use vocab. related to food • To practice listening for specific information • To practice functional English – Asking for repetition

ƠN

43. Unit 5, Lesson 1.2 – Grammar, trang 37

FI CI A

41. Review unit 4, trang 92 & 93

• To review the target language learnt in the unit • To practice test taking skills

Unit 5, Lesson 1.3 – 44. Pronuciation & Speaking, trang 38

QU Y

45. Unit 5, Lesson 2.1 – Vocab & Reading, trang 39

46. Unit 5, Lesson 2.2 - Grammar, trang 40

KÈ

Unit 5, Lesson 2.3 – 47. Pronunciation & Speaking, trang 41

DẠ

48. Unit 5, Lesson 3.1 – Listening & Reading, trang 42

• To practice and use quantifier and amount (much/ many) correctly • To practice consonant cluster /sp/ • To talk about what food they need to buy • To learn and use vocab. for food container and quantity of food and drinks • To practice reading for specific information • To practice and use definite and indefinite articles correctly • To practice sound change • To talk about containers and quantity of food and drinks • To practice listening and reading for specific information

• To review the target language learnt in the unit • To practice test taking skills

50. Review Unit 5, trang 94 & 95 51. Dự trữ/ Ôn tập

54.

• Ôn tập kiểm tra cuối học kì I • Kiểm tra cuối học kì I • Sửa bài kiểm tra cuối học kì I

Bài học

Số tiết

QU Y

STT

B. Học kì 2: 17 tuần

Unit 6, Lesson 1.1 – 55. Vocab & Listening, trang 44

KÈ

56. Unit 6, Lesson 1.2 – Grammar, trang 45

Unit 6, Lesson 1.3 – 57. Pronuciation & Speaking, trang 46

DẠ

Unit 6, Lesson 2.1 – 58. Vocab & Reading, trang 47

ƠN

52. 53.

• To write a food blog posts

FI CI A

49. Unit 5, Lesson 3.2 – Writing, trang 43

• To talk about unsual food in Vietnam

Yêu cầu cần đạt

• To learn and use vocab. related to eduaction • To practice listening for specific information • To practice functional English – Declining an invitation • To practice and use have to in Present Simple correctly • To practice sound change • To practice declining invitations and express obligations • To learn and use vocab. related to education • To practice reading for detail

59. Unit 6, Lesson 2.2 Grammar, trang 48

Unit 6, Lesson 3.1 – 61. Listening & Reading, trang 50

62. Unit 6, Lesson 3.2 – Writing, trang 51

NH 1

KÈ

65. Unit 7, Lesson 1.2 – Grammar, trang 53

Unit 7, Lesson 1.3 – 66. Pronuciation & Speaking, trang 54

DẠ

• To write a paragraph about studying abroad, using subordinating conjunctions (but, although) to show contrast • To review the target language learnt in the uni • To practice test taking skills

QU Y

Unit 7, Lesson 1.1 – 64. Vocab & Listening, trang 52

Unit 7, Lesson 2.1 – 67. Vocab & Reading, trang 55

• To practice listening and read for detail and specific information • To talk about studying abroad

ƠN

FI CI A

• To practice sentence stress • To talk about how you feel about school

Unit 6, Lesson 2.3 – 60. Pronunciation & Speaking, trang 49

63. Unit 6 Review, trang 100 & 101

• To practice and use intensifiers (so and really) and because

• To learn and use vocab. for personal belongings • To practice listening for specific information • To practice functional English – Asking for confirmation • To practice and use Ordering adjectives, possessive pronouns correctly • To practice word stress • To practice describing and identifying personal belongings • To learn and use vocab. related to transportation

• To practice reading for main idea and specific information

Unit 7, Lesson 3.1 – 70. Listening & Reading, trang 58

71. Unit 7, Lesson 3.2 – Writing, trang 59

• To practice listening for detail and reading for gist and specific information • To talk about transportation • To write an opinion paragraph about transportation

Unit 8, Lesson 1.1 – 73. Vocab & Reading, trang 60

KÈ

74. Unit 8, Lesson 1.2 – Grammar, trang 61

Unit 8, Lesson 1.3 – 75. Pronuciation & Speaking, trang 62 Unit 8, Lesson 2.1 – 76. Vocab & Listening, trang 63

DẠ

• To practice consonant cluster /st/ • To practice comparing different types of transportation

• To review the target language learnt in the unit • To practice test taking skills

QU Y

72. Unit 7 Review, trang 102 & 103

FI CI A

Unit 7, Lesson 2.3 – 69. Pronunciation & Speaking, trang 57

• To practice and use not as ….as correctly

ƠN

68. Unit 7, Lesson 2.2 Grammar, trang 56

• To learn and use vocab. related to festival • To practice reading for gist and specific information • To practice and use future simple correctly • To practice word stress • To talk about festival arounf the world • To learn and use vocab. related to festival • To practice listening for specific information 10

80. 81.

• Ôn tập kiểm tra giữa học kì II • Kiểm tra giữa học kì II • Sửa bài kiểm tra giữa học kì II

QU Y

Unit 8, Lesson 3.1 – 82. Listening & Reading, trang 66 83. Unit 8, Lesson 3.2 – Writing, trang 67

KÈ

84. Unit 8 review, trang 104 & 105

Unit 9, Lesson 1.1 – 85. Vocab & Reading, trang 68

DẠ

86. Unit 9, Lesson 1.2 – Grammar, trang 69

FI CI A

79.

• To practice the sound / ɪ/ • To practice comparing how different countries celebrating festivals

ƠN

Unit 8, Lesson 2.3 – 78. Pronunciation & Speaking, trang 65

• To practice and use different from, like correctly

• To practice listening and reading for gist and specific information • To talk about unsual festival in Vietnam

77. Unit 8, Lesson 2.2 Grammar, trang 64

• To practice functional English – Showing interest

• To write a blog post about their favorite festival • To review the target language learnt in the unit • To practice test taking skills • To learn and use vocab. related to tourism • To practice reading for detail and specific information • To practice and use articles and zero article correctly

89. Unit 9, Lesson 2.2 Grammar, trang 72

QU Y

Unit 9, Lesson 3.1 – 91. Listening & Reading, trang 74

92. Unit 9, Lesson 3.2 – Writing, trang 75

KÈ

93. Unit 9 Review, trang 108 & 109

Unit 10, Lesson 1.1 – 94. Vocab & Listening, trang 76

DẠ

FI CI A

• To practice and use Past simple with irregular verbs correctly • To practice the sound /ə/ • To talk about holidays in English speaking countries

Unit 9, Lesson 2.3 – 90. Pronunciation & Speaking, trang 73

• To learn and use vocab. related to hoolidays • To practice listening for detail and specific information • To practice functional English – Ending a conversation

Unit 9, Lesson 2.1 – 88. Vocab & Listening, trang 71

ƠN

Unit 9, Lesson 1.3 – 87. Pronuciation & Speaking, trang 70

• To practice the sound /ð/ • To talk about tourist attractions and cultures of English speaking countries

• To practice listening and reading for specific information • To talk about benefits of speaking English • To write a postcard to a friend • To review the target language learnt in the unit • To practice test taking skills • To learn and use vocab. related to types and sources of energy • To practice listening for detail and specific information • To practice functional English – Asking for clarification

98. Unit 10, Lesson 2.2 Grammar, trang 80

trang 82

101. Unit 10, Lesson 3.2 – Writing, trang 83

KÈ

102. Unit 10 review, trang 110 & 111 103. 104.

DẠ

105.

QU Y

Unit 10, Lesson 3.1 – 100. Listening & Reading,

• Ôn tập kiểm tra cuối học kì II • Kiểm tra cuối học kì II • Sửa bài kiểm tra cuối học kì II

• To learn and use vocab. related to energy sources • To practice reading for main idea and detail • To practice and use and and but correctly • To practice sound change • To talk about advantages and disadvantages of energy sources

Unit 10, Lesson 2.3 – 99. Pronunciation & Speaking, trang 81

FI CI A

Unit 10, Lesson 2.1 – 97. Vocab & Reading, trang 79

• To practice word stress • To talk about types and sources of energy

Unit 10, Lesson 1.3 – 96. Pronuciation & Speaking, trang 78

• To practice and use more…than and less….than correctly

ƠN

95. Unit 10, Lesson 1.2 – Grammar, trang 77

• To practice listening and reading for detail • To talk about different energy sources

• To write an informal emails • To review the target language learnt in the unit • To practice test taking skills

* Ghi chú: Tùy theo tình hình thực tế tại mỗi địa phương, kế hoạch dạy học chi tiết này có thể được chủ động điều chỉnh sao cho phù hợp nhất. 13

TỔ TRƯỞNG

NGƯỜI LẬP KẾ HOẠCH

QU Y

ƠN

FI CI A

PHÓ HIỆU TRƯỞNG

KÈ

School: ………………………………………..

Date:……………………………………..

DẠ

Class: Period: ……………………………......... ……………………………....................

UNIT 1: FREE TIME Lesson 1.1 - Vocabulary and Reading (Page 4) 14

I. OBJECTIVES

FI CI A

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- talk about their hobbies, using words: build models, bake cakes, make vlogs, read comics, play online games, collect soccer stickers.

- use the Present Simple for talking about habits. 1.2. Competences

- practice reading and understanding general and specific information about a teen’s hobby.

ƠN

- improve communication, collaboration, analytical and critical thinking skills . 1.3. Attributes

- take up a useful hobby and spend a suitable amount of time on this hobby. - build good habits for themselves and ditch bad ones.

QU Y

II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides .

2. Students’ aids: Student’s book, Workbook, Notebook.

KÈ

III. ASSESSMENT EVIDENCE Performance Tasks

DẠ

- Activate the free time activities that Ss may know. - Match the words with the pictures in a.

Performance Products - Ss’ answers in notebooks. - Ss’ answers. - Ss’ practice. 15

Assessment Tools - T’s feedback. - T’s observation/ DCR.

- T’s observation.

- Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

FI CI A

- Listen and repeat. - Compare Ss’ hobbies to Kate, or a classmate. - Talk about Ss’ hobbies and what cool things they can make

- T’s feedback/Peers’ feedback.

IV. PROCEDURES A. Warm up: (5’)

ƠN

b) Content: Introduce words about hobbies.

c) Expected outcomes: Ss have general ideas about the topic “free time activities”.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES - Give greetings. - Check attendance.

- Greet T.

Option 1: Number the pictures.



STUDENTS’ ACTIVITIES

KÈ

- Use the “New words” part a.– page 4 for the warm-up activity. - Show pictures and words (using DCR), have Ss number the pictures (in pairs).

- Work in pairs to number the pictures.

- Call Ss to give answers.

DẠ

- Give feedback and show correct answers (using DCR).

- Give answers.

- Lead to the new lesson. 16

- Play the audio (CD1 – Track 02), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.

FI CI A

- Listen.

Answer keys B4

ƠN

 Option 2: Chatting.

- Ask Ss some questions about their free time activities:

Eg: - What do you often do in your free time? - How much time do you spend doing it? - Do you find it useful?

QU Y

-…

- Lead to the new lesson: Free time.

KÈ

- Answer the questions.

- Listen.

B. New lesson (35’)

DẠ

❖ Activity 1: Pre-Reading (Vocabulary) (12’)

a) Objective: Ss know words about free time activities. b) Content: 17

E3 F5

- Vocabulary study (build models, bake cakes, make vlogs, read comics, play online games, collect soccer stickers).

FI CI A

- Speaking: Note more than 3 hobbies you know and discuss if you like them.

c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Demonstrate the activity, using the example (using DCR).

- Work individually.

- Have Ss number the pictures.

- Look and listen.

ƠN

 Option 1 (If the teacher hasn’t used this part for the Warm-up activity)

Task a. Number the pictures. Listen and repeat.

- Divide class into pairs and have them check their answers with their partners.

- Work in pairs.

- Give answers.

QU Y

- Call Ss to give answers (read or write). - Check answers as a whole class.

- Play audio (CD1 – Track 02) (using DCR). Have Ss listen and repeat. - Correct Ss’ pronunciation.

- Listen and repeat. Answer keys B4

KÈ

 Option 2: Matching. (If the teacher has used part a. for the Warm-up activity)

DẠ

- Have Ss review the words they have known - Work in pairs. in the warm-up activity by matching words with pictures (T uses different pictures from those in the textbook). - Give answers. - Call Ss to give answers (read or write). 18

E3 F5

- Read.

- Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary.

ƠN

FI CI A

Answer keys

- Check answers as a whole class.

- For more practice and options, have Ss play a vocabulary game using DHA. - Watch and play.



QU Y

Task b. Note three more hobbies you know. Discuss if you like them. Option 1:

- Have Ss talk in pairs about their hobbies using the new words and three other hobbies they know.

- Work in pairs.

- Remind Ss to use the structure: Do you like +V.ing …?

KÈ

- Present. Suggested three more hobbies: playing sports, arranging flowers, making origami, …

- Have Ss share their ideas in front of the class.

DẠ

- Give feedback and evaluation.  Option 2: (for class with better students) 19

- Call some groups to present their conversation with the class.

- Present.

FI CI A

- Give Ss an extra activity: Have Ss work in - Work in groups. groups to have a free talk about their hobbies. Encourage students to use their own ideas. Remind students to state whether they like these hobbies and whether these hobbies are useful or not.

Suggested conversation

- Give feedback and evaluation.

A: My hobby is playing online games. Do you like it?

ƠN

B: Yes, I like it too

C: I think playing online games is relaxing, but it’s rather timeconsuming. A: Oh really? So what do you often do in your free time?

QU Y

C: I collect old correction pen. I find this hobby not really challenging but relaxing …

❖ Activity 2: While - Reading (17’)

a) Objective: Students can develop their reading skills.

KÈ

b) Content: Reading a teen blogger and choosing the best title, then circling the correct answer.

c) Expected outcomes: Students can read and understand general and specific information about a teen’s hobby.

DẠ

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES 20

Option 1:

FI CI A



Task a. Read Kate’s blog post and choose the best title.

- Ask Ss to read two options and find out key words.

-Work individually.

- Show the task using DCR. Have Ss read the blog individually.

- Work in pairs.

- Have Ss circle the correct answers.

- Circle the correct answers.

- Have some Ss share their answers with the class (read), explain for their answers.

- Read answers, explain.

- Give feedback.

ƠN

- Have Ss work in pairs to read the blog again.

- Give feedback and correct Ss’ answers if necessary.

- Check answers. Answer keys



Option 2:

QU Y

1.My Model Collection

- Have students look at the picture in part - Look and give answers. Reading a (using DCR) and ask them some questions about Kate: What is her name?

KÈ

What is her hobby? What is the title of the blog? Lead to - Listen.

- Retell students what a blog is the reading text.

DẠ

- Have Ss read the questions and guess the answers.

- Read and do the task.

- Give answers, explain.

- Work in pairs.

FI CI A

- Have Ss read the blog and circle the correct answers – underline the supporting ideas. - Have Ss check answers with their partners.

Answer key: No

- Call Ss to give answers, explain.

1.My Model Collection

- Give feedback and evaluation.

- Read and underline.

ƠN

Task b. Now, read and circle the correct answers.

- Do the task.

- Use DCR to show the task. Have Ss read the questions, underline key words and guess the answers.

QU Y

- Have Ss read the blog again and circle the - Check answers. correct answers – underline or highlight the - Give answers, explain. supporting ideas. - Have Ss check answers with their partners.

Answer keys

- Call Ss to give answers, explain.

DẠ

KÈ

- Give feedback and evaluation.

❖ Activity 3: Post - Reading (6’)

a) Objective: Students can use the vocabulary and the sample text to develop their speaking skills.

FI CI A

b) Content: Speaking: What cool things can you make?

c) Expected outcomes: Students can have a free-talk about a cool thing they can make (What is it? How do you make it? What is it used for? Who helped you to make it…) d) Organization of the activity:

STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES Task c. What cool things can you make?

- Work in groups to discuss and then draw.

-If there is enough time, ask Students to choose a cool thing to draw it (each group draws a picture).

ƠN

- Have Students work in groups to talk about what cool things they can make.

-Have students hang the pictures on the board, ask the whole class to vote for the best picture.

QU Y

- Take part in the class activities.

-Make comments and announce the best picture.

C. Consolidation and homework assignments (4’)

KÈ

* Words about free time activities: build models, bake cakes, make vlogs, read comics, play online games, collect soccer stickers. * Homework:

- Learn the new words by heart.

- Practice talking about your hobby.

DẠ

- Do the exercises in Workbook: Lesson 1 - New words (page 2). - Prepare: Lesson 1 – Grammar (page 5 – SB).

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 4).

FI CI A

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

D. Reflection a. What I liked most about this lesson today:

ƠN

……………………………………………………………………………… ………… b. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

QU Y

……………………………………………………………………………… …………

School: ………………………………………..

Date:……………………………………. .

DẠ

KÈ

Class: Period: ……………………………......... …………………………….................... .

UNIT 1: FREE TIME Lesson 1.2 - Grammar (Page 5)

I. OBJECTIVES

By the end of the lesson, Ss will be able to:

FI CI A

1.1. Language knowledge and skills

- listen to 2 people asking and answering about a free time activity. - talk about habits or things that happen regularly. - use the Present Simple correctly.

1.2. Competences - improve speaking, listening and writing skills.

ƠN

- improve the use of English.

- write simple sentences about habits.

1.3. Attributes

- take up a useful hobby and spend a suitable amount of time on this hobby.

- build good habits for themselves and kick bad ones.

II. TEACHING AIDS AND LEARNING MATERIALS

QU Y

1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts.

2. Students’ aids: Student’s book, Workbook, Notebook.

III. ASSESSMENT EVIDENCE

KÈ

Performance Tasks

DẠ

- Listen and repeat. - Fill in the blanks with the correct form of the verbs.

Performance Products - Ss’ performance.

Assessment Tools - T’s feedback.

- Ss’ answers. - Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

FI CI A

- Write sentences about habits using the pictures and prompts. - Ask your partner about what they do and don’t do in their free time.

- T’s observation, T’s feedback/Peers’ feedback.

IV. PROCEDURES A. Warm up: (5’)

ƠN

b) Content: Jumbled word or rearranging words to make a meaningful sentence. c) Expected outcomes: Ss review words about hobbies or Ss have general ideas about the grammar point they are going to study in the new lesson .

QU Y

d) Organization of the activity: TEACHER’S ACTIVITIES - Give greetings. - Check attendance.

- Greet T.

Option 1: Game “JUMBLED WORD”

KÈ



STUDENTS’ ACTIVITIES

- Have Ss rearrange letters to make a meaningful word.

- Take part in the game. - Give answers (write on the board).

- Call Ss to give answers.

DẠ

- Check Ss’ answers, give feedback and lead to the new lesson. 1. bbohy

2. deloms

moiccs

Answers keys 1. hobby comics

2. models

5. bouYutre

4. online - Read sentences.

FI CI A

- Have Ss make sentences, using the words they have just made.

5. Youtuber

- For more vocabulary games, use DHA.

Lead to the new lesson.  Option 2: REARRANGING

3. reading / like / comics / I

Answers keys

1. What do you do in your free time?

1. do / do / free time / What / you / your / in?

ƠN

- Work in pairs.

- Have Ss rearrange the words to make a meaningful English sentence.

2. play / you / Do / soccer?

4. lonnie

2. Do you play soccer? 3. I like reading comics.

QU Y

4. He plays online games on 4. online / He / on / plays / games / Sundays Sundays. 5. We / on / like / movies / the / watching / 5. We like watching movies on weekends. the weekends. - Have Ss read their answers.

- Give answers.

- Tell Ss about the grammar point they are going to study in the new lesson.

KÈ

- Listen.

Lead to the new lesson.

B. New lesson (35’)

DẠ

❖ Activity 1: Presentation (10’)

a) Objective: Help Ss review Present Simple (form, usage). b) Content: 27

- Listen and repeat.

- Review the form and usage of the Present Simple.

d) Organization of the activity: TEACHER’S ACTIVITIES

FI CI A

c) Expected outcomes: Ss remember the Present Simple and use it in some exercises that follow. STUDENTS’ ACTIVITIES

Task a. Listen and repeat. - Look.

- Play audio (CD1 – Track 03) and have Ss listen and read the speech bubbles.

- Listen, then read.

- Have Ss look at the picture (using DCR).

ƠN

- Play the audio again and have Ss listen and repeat.

Grammar box 

- Listen and repeat.

Option 1:

- Look and read.

QU Y

- Have Ss look at the grammar explanation (using DCR).

DẠ

KÈ

- Have Ss look at the box and read examples of different forms.

- Read.

FI CI A

Form: Be:

- Explain more about the form and the usage of the Present Simple, have Ss pay attention to the negative and the question form. - Listen and take notes.

(+) S + am / is / are + … (-) S + am / is / are + not + … (?) Am / Is / Are + S + … (+) S + V s/es

Normal verb:

(-) S + don’t / doesn’t + V bare infinitive

ƠN

(?)Do / Does + S + V bare infinitive

Usage: to talk about habits or things that happen regularly.

QU Y

- Have some Ss read aloud the sentences in the Grammar Box aloud. - Ask Ss to give more examples using the Present Simple.

- Read.



- Give examples.

Option 2:

KÈ

- Have Ss close books.

- Give some model sentences, ask Ss to indicate which tense is being used, then have Ss retell form of the Present Simple. - Close all books. *Suggested model sentences:

DẠ

1.I always watch TV after I finish my exercises.

- Look and answer.

2.We go to the library every Saturday. 29

- Call Ss to give answers, comment on Ss’ answers

- Then have Ss open the books and read the grammar box.

- Give examples.

- Give feedback and evaluation.

- Read.

ƠN

- Have Ss give more examples of the Present Simple,

Expected answer: The sentences are about habits or activities that happen regularly.

- Ask Ss: What are these sentences about?

encourage them to make sentences with their own ideas.

FI CI A

3.My father often has a cup of coffee every morning.

- Listen.

QU Y

❖ Activity 2: Practice (19’)

a) Objective: Students can use the “Present Simple for habits” to do the given exercises. b) Content:

- Filling in the blanks.

KÈ

- Writing sentences about habits, using the pictures and prompts. c) Expected outcomes: Students can get used to the use of Present Simple and use it correctly.

DẠ

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Demonstrate the activity, using the example (using DCR). - Have Ss fill in the blanks with the correct form of the verbs.

FI CI A

Task b. Fill in the blanks with the correct form of the verbs.

- Look and listen.

- Work individually.

- Have some Ss share their answers with the whole class.

- Work in pairs.

- Have Ss work in pairs to check each other’s work.

- Read answers.

Answer keys

ƠN

- Give feedback, correct Ss’ answers if necessary.

Task c. Write sentences about habits, using the pictures and prompts. Option 1:

QU Y



- Look and listen.

- Have Ss write sentences about habits, using the pictures and prompts, remind Ss to pay attention to the form (negative, affirmative, or interrogative)

- Work individually.

KÈ

- Demonstrate the activity, using the example (using DCR).

- Have Ss check answers with their partners.

- Work in pairs.

- Call Ss to write answers.

- Write answers.

Answer keys (use DCR)

DẠ

- Check Ss’ answers, give feedback.

L FI CI A



- Listen and memorize.

- Work in pairs.

Option 2:

- Help Ss remember the activities in the pictures given in the exercise first (using DCR).

ƠN

Expected answers: Picture 2: bake cakes / bake a cake

- Have Ss work in pairs to give names of activities in the pictures.

Picture 3: play online games

Picture 4: build models

Eg: Picture 1: collect soccer stickers

Picture 5: read comics

QU Y

Picture 6: make vlogs

- Work individually.

KÈ

- Have Ss write sentences about habits, using the pictures and prompts, remind Ss to use the verb phrases they have reviewed and pay attention to the form (negative, affirmative, or interrogative).

DẠ

- Have Ss check answers with their partners. - Call Ss to give answers by reading them aloud. 32

- Work in pairs. - Give answers.

Answer keys

FI CI A

- Give feedback and show correct answers (using DCR).

ƠN

❖ Activity 3: Production (6’)

a) Objective: Students master the grammar point they study in the lesson.

b) Content: Speaking: Asking and answering about what they do and don’t do in their free time. c) Expected outcomes: Ss produce the new language successfully, and they can apply the Present Simple in everyday speaking and writing.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task d. Ask your partner about what they do and don’t do in their free time.

- Divide class into pairs.

KÈ

- Have Ss ask their partner about what they - Have conversation in pairs. do and don’t do in their free time. - Have some pairs demonstrate the activity in front of the class.

- Present.

- Give feedback and evaluation.

DẠ

- Listen.

- For more practice, have Ss play grammar games with DHA. 33

C. Consolidation and homework assignments (5’)

FI CI A

* Consolidation: Form and usage of the Present Simple: Form: Be:

(+) S + am / is / are + … (-) S + am / is / are + not + …

Normal verb:

(?) Am / Is / Are + S + … (+) S + V s/es

ƠN

(-) S + don’t / doesn’t + V bare infinitive (?)Do / Does + S + V bare infinitive

Usage: to talk about habits or things that happen regularly.

* Homework:

- Make 3 sentences, use the Present Simple to talk about your habits. - Do the exercises in WB: Lesson 1 - Grammar (page 5).

QU Y

- Prepare: Lesson 1 – Pronunciation and Speaking (page 6 – SB). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 5).

KÈ

D. Reflection

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

a. What I liked most about this lesson today:

DẠ

……………………………………………………………………………… ………… c. What I learned from this lesson today: ……………………………………………………………………………… ………… 34

c. What I should improve for this lesson next time:

ƠN

FI CI A

……………………………………………………………………………… …………

Date:……………………………………. .

QU Y

School: ………………………………………..

Class: Period: ……………………………......... …………………………….................... .

UNIT 1: FREE TIME

KÈ

Lesson 1.3 – Pronunciation and Speaking (Page 6)

I. OBJECTIVES

By the end of the lesson, Ss will be able to:

DẠ

1.1. Language knowledge and skills - pronounce the sound /eɪ/ correctly.

- ask and answer about free time activities, using time expressions of the Simple Present.

FI CI A

- conduct a survey about hobbies. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes

- take up a useful hobby and spend a suitable amount of time on this hobby.

- build good habits for themselves and ditch bad ones.

II. TEACHING AIDS AND LEARNING MATERIALS

ƠN

III. ASSESSMENT EVIDENCE

Performance Products - Ss’ performance.

QU Y

Performance Tasks

DẠ

- T’s observation.

- Ss’ answers. - T’s feedback/Peers’ feedback. - Ss’ performance.

- Ss’ performance.

KÈ

- Listen to the words with the sound /eɪ/. - Listen and cross out the word that doesn’t contain the sound /eɪ/. - Read the words with the sound /eɪ/. - Ask and answer about free time activities, using time expressions of the Simple Present. - Complete the survey for themselves, then ask 3

Assessment Tools

- Ss’ performance / Presentation. 36

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

more friends to have more information about hobbies, then fill in the table.

FI CI A

- T’s observation, T’s feedback/Peers’ feedback.

IV. PROCEDURES A. Warm up: (5’)

ƠN

b) Content: Review vocabulary about hobbies.

c) Expected outcomes: Ss remember old words and use them in other speaking activities.

d) Organization of the activity:

TEACHER’S ACTIVITIES

- Check attendance. 

- Greet T.

QU Y

- Give greetings.

STUDENTS’ ACTIVITIES

Option 1: MATCHING

- Work in pairs, then give answers.

- Have Ss work in pairs, do the matching exercises. - Call Ss to read answers.

DẠ

KÈ

- Give feedback and lead to the new lesson.

Answer keys

L FI CI A

-Read.

Lead to the new lesson.

- Practice reading out loud. - Give answers.

- Give a sample sentence:

Answer keys: David, makes, eight, cakes, classmates, Sunday

David makes eight cakes for his classmates on Sunday.

- Have Ss practice reading this sentence fluently.

ƠN

 Option 2:

QU Y

- Ask Ss to find as many as possible words that contain the same sound in this sentence.

Introduce the sound /eɪ/ and lead to the new lesson.

B. New lesson (35’)

KÈ

❖ Activity 1: Pre-Speaking: Pronunciation (10’) a) Objective: Introduce the sound /eɪ/ and how to pronounce it. b) Content:

DẠ

- recognize the sound /eɪ/. - listen and check, find mistakes. - practice. 38

c) Expected outcomes: Ss distinguish and pronounce the sound /eɪ/ correctly in their speaking. TEACHER’S ACTIVITIES

FI CI A

d) Organization of the activity:

STUDENTS’ ACTIVITIES

Task a + b. Listen to the sentences and focus on the /eɪ/ sound. - Play the recording (CD1, track 04) using DCR.

- Listen.

- Ask Ss to listen and pay attention to the /eɪ/ sound.

- Comment.

ƠN

- Have Ss make comments on the sound of the underlined words.

- Play the recording again, have Ss listen and - Listen again and repeat. repeat with a focus on the pronunciation feature.

QU Y

Task c + d. Listen and cross out the word that doesn’t have /eɪ/ sound, then read the words with the sound noted: /eɪ/

- Play the recording (CD 1 – Track 05) using - Listen and cross out. DCR, have Ss listen and cross out the option that doesn’t use the noted sound. - Call Ss to give answers.

- Give answers.

KÈ

- Play the recording again and check answers as a whole class.

- Then have Ss practice reading the words with a partner, using the noted sound.

- Listen again and check.

- Work in pairs.

- Ask Ss to find more words containing the /eɪ/ sound.

- Present.

DẠ

- Call some Ss to read in front of the class.

- Give answers.

❖ Activity 2: While-speaking (20’)

b) Content:

FI CI A

a) Objective: Students can talk about their hobbies and their friends’ hobbies.

- asking and answer about free time activities, using time expressions of the Simple Present.

- conducting a survey about hobbies, filling in the table.

c) Expected outcomes: Ss produce the new language successfully.

TEACHER’S ACTIVITIES

Task a. Ask and answer. - Use DCR to show the task.

STUDENTS’ ACTIVITIES

PRACTICE

ƠN

d) Organization of the activity:

- Observe, listen.

- Have pairs ask and answer, using the pictures.

- Work in pairs.

QU Y

- Demonstrate the activity by asking and answering with a student.

- Remind Ss to use the time expressions of the Present Simple.

KÈ

- Have some pairs demonstrate the activity in front of the class.

- Present.

b. Practice with your own ideas.

- Have pairs practice the conversation with their own ideas, then swap roles.

- Work in pairs.

DẠ

- Call some pairs to demonstrate the activity - Present. in front of the class. Suggested conversation - Give feedback and evaluation. - What do you do in your free time? 40

- I arrange flowers

- How often do you arrange flowers?

FI CI A

- I arrange flowers on the weekends or on some special occasions such as my family members’ birthday, Tet holiday or Christmas. SPEAKING: Top Teen Hobbies.

ƠN

- Use DCR to show the task. Demonstrate the activity by practicing role-play with a student.

Task a. You’re asking your classmates about their hobbies. In groups of 4, complete the survey for yourself, then ask 3 more friends. Fill in the table.

- Work in groups.

QU Y

- Observe, give help if necessary.

- Have Ss work in groups, ask and answer, then complete the table with information about their hobbies

- Observe and listen.

❖ Activity 3: Production (5’)

a) Objective: Students report to the class about the survey results of their group.

KÈ

b) Content: Answering: What is the most popular hobby in your group? c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.

d) Organization of the activity: STUDENTS’ ACTIVITIES

DẠ

TEACHER’S ACTIVITIES

SPEAKING: Top Teen Hobbies.

Task b. Answer the question: What is the most popular hobby in your group?

- Listen.

- Give feedback and evaluation. -Ask Ss some more questions:

1.What is the most popular hobby in your class?

- Give answers.

ƠN

2.Can you list top 3 most popular hobbies in your group / class? 3. In your group, is there any easy or difficult hobby?

FI CI A

- Have some Ss share their findings with the class.

- Present.

C. Consolidation and homework assignments (5’) * Consolidation:

- Words with the sound /eɪ/: make, play, place, bake, game, say, day, …

QU Y

- Time expressions in the Simple Present: once a week, every day, a few times a month, on the weekends, … * Homework:

- Make 2 sentences containing some words with the sound /eɪ/, then practice reading them. - Complete the survey for those who haven’t finished it in class.

KÈ

- Prepare: Lesson 2 – New words and Listening (page 7 – SB).

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 4 & 5).

DẠ

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

D. Reflection

a. What I liked most about this lesson today:

c. What I should improve for this lesson next time:

FI CI A

……………………………………………………………………………… ………… d. What I learned from this lesson today: ……………………………………………………………………………… …………

KÈ

QU Y

ƠN

……………………………………………………………………………… …………

School: ………………………………………..

Date:……………………………………. .

DẠ

Class: Period: ……………………………......... …………………………….................... .

FI CI A

Lesson 2.1 – New words and Listening (Page 7)

UNIT 1: FREE TIME

I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- talk about their free time activities, using words about places of entertainment: sports center, bowling alley, theater, ice rink, water park, market, fair.

- practice listening to 2 students having a phone call to make plans to meet each other (for general and specific details).

ƠN

- know how to start a friendly conversation and practice using it. 1.2. Competences

- improve communication, collaboration, and critical thinking skills. 1.3. Attributes

- entertain themselves after study hard.

QU Y

- know how to make plans for an informal meeting.

II. TEACHING AIDS AND LEARNING MATERIALS

KÈ

2. Students’ aids: Student’s book, Workbook, Notebook.

III. ASSESSMENT EVIDENCE

DẠ

Performance Tasks

- Activate some places of entertainment that Ss may know.

Performance Products - Ss’ answers. - Ss’ answers. 44

Assessment Tools - T’s feedback.

- T’s observation/ DCR.

- Ss’ performance.

- T’s observation.

FI CI A

- Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

ƠN

- Ss’ answers/ presentation

- T’s feedback/Peers’ feedback.

IV. PROCEDURES

QU Y

- Match the words with the pictures in a. - Listen and repeat. - Talk about activities students can do in these places of entertainment. - Listen to 2 students having a phone call to make plans to meet each other, then circle the right answer. - Speak: Where do you like to meet friends? What do you do there?

A. Warm up: (5’)

KÈ

b) Content: Introduce words about places of entertainment. c) Expected outcomes: Ss get to know some new words they are going to study in the lesson.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Give greetings.

- Greet T. 45

- Check attendance.

Option 1: Match the words with the pictures

FI CI A



- Use the “New words” part a.– page 7 for the warm-up activity (using DCR).

- Work in pairs.

- Show pictures and words, have Ss match the words with the pictures (in pairs).

- Give answers.

- Call Ss to give answers. - Give feedback and show correct answers.

- Listen.

- Play the audio (CD1 – Track 06), have Ss listen and repeat.

- Listen and repeat.

ƠN

- Lead to the new lesson.

Answer keys

QU Y

- Correct Ss’ pronunciation if necessary.

 Option 2: Fill in the blanks

KÈ

- Have Ss work in pairs to fill in the blanks.

DẠ

- Work in pairs.

- Call Ss to give answers. àLead to the new lesson. 46

L FI CI A

- Give answers. - Listen.

ƠN

Answer keys

B. New lesson (35’)

❖ Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words about places of entertainment.

QU Y

b) Content:

- Vocabulary study (sports center, bowling alley, theater, ice rink, water park, market, fair).

- Speaking: Say what activities you can do at each place using the verbs in the box (page 7).

KÈ

c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

DẠ

Task a. Match the words with the pictures. Listen and repeat.  Option 1 (If the teacher hasn’t used this part for the Warm-up activity.) 47

- Have Ss number the pictures.

- Work individually.

- Look and listen.

FI CI A

- Demonstrate the activity (using DCR), using the example

- Divide class into pairs and have them check - Work in pairs. their answers with their partners. - Call Ss to give answers (read or write).

- Give answers.

- Check answers as a whole class.

- Play audio (CD1 – Track 06). Have Ss listen and repeat.

- Listen and repeat. Answer keys

ƠN

- Correct Ss’ pronunciation.

 Option 2: Matching (If the teacher has used part a. for the Warm-up activity.)

QU Y

- Have Ss review the words they have known - Work in pairs. in the warm-up activity by filling in the blanks (T uses different pictures from those in the textbook). - Give answers. - Call Ss to give answers (read or write). - Check answers as a whole class.

- Read.

- Call some Ss to read the words again.

Answer keys

- Correct Ss’ pronunciation if necessary.

KÈ

A. ice B. water C. theater

D. market

DẠ

E. bowling F. fair

Task b. Say what activities you can do at each place using the verbs in the box.

FI CI A

- Use DCR to show the task. - Have Ss work in pairs to talk about activities they can do at each place using the verbs in the box.

- Have some pairs share their ideas with the class.

- Work in pairs.

- Give feedback and evaluation.

ƠN

- Present. Suggested ideas

- I watch movies in a movie theater. - I play sports in the sports center. - I play bowling in the bowling alley - I skate in the ice rink.

QU Y

…

❖ Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill.

b) Content: Listening to 2 students having a phone call to make plans to meet each other (for general and specific details).

KÈ

c) Expected outcomes: Students can listen and understand general and specific information about making plans for an informal meeting with friends. d) Organization of the activity: STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

DẠ

Task a. Listen to Becky calling Toby to make plans to meet. Which place will they visit together? 49

- Have Ss read the question. - Play audio (Track 1.07).

FI CI A

-Work individually.

- Use DCR to show the task.

- Have Ss listen and answer the question. - Check answer as a whole class.

- Circle the correct answers.

Answer keys

ƠN

Task b. Now, listen and circle - Use DCR to show the task.

- Read and underline.

- Have Ss read the questions, underline key words and guess the answers. - Play the audio again (Track 1.07).

- Do the task.

QU Y

- Have Ss listen and circle the correct answer. - Have Ss check answers with their partners.

- Check answers.

- Call Ss to give answers.

Answer keys

KÈ

- Give feedback and show correct answers.

DẠ

❖ Activity 3: Post - Listening (6’)

a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. 50

b) Content: Speaking: Where do you like to meet you friends? What do you do there?

FI CI A

c) Expected outcomes: Students can have a free-talk about things to do when hanging out with friends. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Conversation skill

- Look and read.

- Use DCR to show the task.

ƠN

- Have Ss look at the Conversation box and - Listen and repeat. read. - Give answers. - Play audio (Track 08), have Ss listen and repeat.

QU Y

- Ask Ss to find more ways to start a friendly conversation.

Task c. Where do you like to meet you friends? What do you do there?

KÈ

- Have Ss work in pairs to discuss. - Observe and give help if necessary.

- Call some pairs to share their ideas with the class.

- Work in pairs.

- Present.

DẠ

- Give feedback and evaluation.

FI CI A

- For more practice, have Ss play vocabulary games with DHA.

C. Consolidation and homework assignments (4’) * Consolidation:

- Words about places of entertainment: sports center, bowling alley, theater, ice rink, water park, market, fair.

- Language to start a friendly conversation: What’s up? / What’s going on? / Hi there! / Hey! …

ƠN

* Homework - Learn the new words by heart.

- Practice making a plan.

- Do the exercises in WB: New words and Listening (pages 4,5).

QU Y

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 6). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

D. Reflection

- Prepare: Lesson 1 – Grammar (page 8 – SB).

KÈ

a. What I liked most about this lesson today:

DẠ

……………………………………………………………………………… ………… e. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time: 52

QU Y

ƠN

FI CI A

……………………………………………………………………………… …………

School: ………………………………………..

Date:……………………………………. .

DẠ

KÈ

Class: Period: ……………………………......... …………………………….................... .

UNIT 1: FREE TIME Lesson 2.2 - Grammar (Page 8)

I. OBJECTIVES

1.1. Language knowledge and skills - listen to 2 people asking and answering about a plan. - talk about future plans.

FI CI A

By the end of the lesson, Ss will be able to:

- use the Present Continuous and prepositions of place correctly.

1.2. Competences - improve speaking, listening and writing skills

1.3. Attributes - make plans for themselves.

- be well-organized and disciplined.

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- improve the use of English.

- write questions about next week’s plan, then answer them.

II. TEACHING AIDS AND LEARNING MATERIALS

QU Y

2. Students’ aids: Student’s book, Workbook, Notebook.

III. ASSESSMENT EVIDENCE

KÈ

Performance Tasks

DẠ

- Listen and repeat. - Circle the correct word. - Write questions using the prompts in the next week’s plan, then answer them.

Performance Products - Ss’ performance. - Ss’ answers. - Ss’ answers.

Assessment Tools - T’s feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback.

FI CI A

- Work with your partner to make a plan to go out with your friend.

IV. PROCEDURES

A. Warm up: (5’)

ƠN

b) Content: Jumbled word or rearranging words to make a meaningful sentence.

c) Expected outcomes: Ss review words about hobbies or Ss have general ideas about the grammar point they are going to study in the new lesson . d) Organization of the activity:

- Give greetings. - Check attendance.

STUDENTS’ ACTIVITIES

- Greet T.

Option 1: Review: Prepositions of place.



QU Y

TEACHER’S ACTIVITIES

- Have Ss review some prepositions of place by doing the matching activity:

KÈ

- Work in pairs. - Give answers.

- Call Ss to give answers.

- Check Ss’ answers, give feedback and lead to the new lesson. Answers keys

DẠ

Near / under / next to / on / in front of / behind

L FI CI A

- Have Ss make sentences, using the prepositions of places.

- Read sentences.

à Lead to the new lesson.

- Have Ss close all books and notebooks.

- Close books and notebooks, then work in pairs.

QU Y

- Show some sentences with pictures, have Ss use the pictures to think of a word/phrase to fill in each blanks.

ƠN

 Option 2: Fill in the blank

- Have Ss read their answers.

- Tell Ss about the grammar point they are going to study in the new lesson.

KÈ

àLead to the new lesson.

- Give answers.

DẠ

Answers keys 1. sport center

2. soccer

3. water park

4. bowling alley

- Listen

❖ Activity 1: Presentation (10’)

b) Content: - Listen and repeat - Review the form and usage of the Present Continuous.

- Review: Prepositions of place.

FI CI A

a) Objective: Help Ss review Present Continuous tense (form, usage).

B. New lesson (35’)

c) Expected outcomes: Ss remember the Present Continuous, prepositions of place and use them in some exercises that follow. TEACHER’S ACTIVITIES

ƠN

d) Organization of the activity:

STUDENTS’ ACTIVITIES

Task a. Listen and repeat

- Look.

- Have Ss look at the picture (using DCR).

- Listen, then read.

- Play the audio again and have Ss listen and repeat.

- Listen and repeat.

Grammar box Option 1:

- Look and read.



QU Y

- Play audio (CD1 – Track 09) and have Ss listen and read the speech bubbles.

KÈ

- Have Ss look at the grammar explanation (using DCR).

DẠ

- Have Ss look at the box and read examples of different forms.

- Read.

L FI CI A OF

- Explain more about the form and the usage of the Present Simple, have Ss pay attention to the negative and the question form.

ƠN

Form: (+) S + am / is / are + V-ing …

- Listen and take notes.

(-) S + am / is / are + not + …

(?) Am / Is / Are + S + V-ing …

Usage: to talk about future plans.

QU Y

- Have some Ss read aloud the sentences in the Grammar Box aloud. - Ask Ss to give more examples using the Present Continuous.

KÈ

- Have Ss look at the Prepositions of Place box, remind them that Prepositions of Place are used to talk about where something or someone is located.

- Give examples.

DẠ 

- Read.

Option 2:

- Have Ss close books. 58

FI CI A

- Give some model sentences (T can use the sentences form the warm-up activity), ask Ss to indicate which tense is being used, then have Ss retell form of the Present Continuous. *Suggested model sentences: 1. I am going to the sports center tonight.

2.She is playing soccer this evening. 3.They are going to the water park on Saturday.

- Close all books.

ƠN

4. I am going to the bowling alley tonight.

- Look and answer.

- Call Ss to give answers, comment on Ss’ answers.

- Ask Ss: What are these sentences about?

QU Y

- Then have Ss open the books and read the grammar box. - Have Ss give more examples of the Present Continuous, encourage them to make sentences with their own ideas.

- Give feedback and evaluation.

KÈ

* Prepositions of Place: If T has used it in the warm-up activity, there’s no need to carry out this grammar part again.

Expected answer: The sentences are about future plans.

- Read.

DẠ

- Give examples.

- Listen.

❖ Activity 2: Practice (19’)

FI CI A

a) Objective: Students can use the “Present Continuous for future plans” and “Prepositions of Place” to do the given exercises. b) Content: - Circling the correct words.

- Writing questions using the prompts in the next week’s plan, then answer them.

c) Expected outcomes: Students can get used to the use of the “Present Continuous for future plans”. and Prepositions of Place and use it correctly.

TEACHER’S ACTIVITIES

- Use DCR to show the task.

STUDENTS’ ACTIVITIES

Task b. Circle the correct words.

ƠN

d) Organization of the activity:

- Demonstrate the activity, using the example.

- Look and listen. - Work individually.

- Have Ss work in pairs to check each other’s work.

- Work in pairs.

QU Y

- Have Ss read the sentences and circle the correct words.

- Read answers.

- Have some Ss share their answers with the whole class.

Answer keys

DẠ

KÈ

- Give feedback, correct Ss’ answers if necessary

- Use DCR to show the task.

- Work individually.

- Demonstrate the activity, using the example.

- Work in pairs.

- Have Ss write questions using the prompts, then answer the questions.

- Write answers.

Answer keys

- Have Ss check answers with their partners.

KÈ

QU Y

ƠN

- Call Ss to write answers. - Check Ss’ answers, give feedback.

- Look and listen.

FI CI A

Task c. Look at the next week’s plan. Write questions using the prompts, then answer the questions.

❖ Activity 3: Production (6’)

DẠ

a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Making a plan to go out with your friend.

c) Expected outcomes: Ss produce the new language successfully, and they can apply the Present Continuous in speaking and writing.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task d. In pairs: Make a plan to go out with your friend.

*Remind Ss some useful structures to make plan:

-Listen and take notes.

- How about / What about + V-ing - Why don’t we / Shall we + V

ƠN

- Let’s + V B.I B.I

- Have conversation in pairs.

- Divide class into pairs. - Have Ss discuss their plan to go out.

- Present.

- Have some pairs demonstrate the activity in front of the class.

QU Y

- Listen.

- Give feedback and evaluation.

- For more practice, have Ss play grammar games with DHA.

KÈ

C. Consolidation and homework assignments (5’) *Consolidation

- Present Continuous

Form:

DẠ

(+) S + am / is / are + V-ing … (-) S + am / is / are + not + …

(?) Am / Is / Are + S + V-ing … 62

Usage: to talk about future plans.

- Prepositions of place: in front of, behind, next to, opposite, on, under, …

FI CI A

. * Homework:

- Make 2 sentences, use the Present Continuous to talk about your future plans.

- Make 2 sentences with prepositions of place. - Do the exercises in WB: Grammar & Writing (page 5).

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 7).

ƠN

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

- Prepare: Lesson 2 – Pronunciation and Speaking (page 9 – SB).

D. Reflection

QU Y

a. What I liked most about this lesson today:

……………………………………………………………………………… ………… f. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

……………………………………………………………………………… …………

L FI CI A OF ƠN NH

School: ………………………………………..

Date:……………………………………. .

QU Y

Class: Period: ……………………………......... …………………………….................... .

UNIT 1: FREE TIME

KÈ

Lesson 2.3 – Pronunciation and Speaking (Page 9)

I. OBJECTIVES

By the end of the lesson, Ss will be able to:

DẠ

1.1. Language knowledge and skills - use intonation for Yes / No questions.

- ask and answer about future plan, using the Present Continuous and prepositions of places.

FI CI A

- discuss a plan to join in a free time activity. - start a friendly conversation. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes

- make plans for themselves.

ƠN

- be well-organized and disciplined.

II. TEACHING AIDS AND LEARNING MATERIALS

1. Teacher’s aids: Student book and Teacher’s book, class CDs, digital book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts.

QU Y

2. Students’ aids: Student’s book, workbook, notebook, handouts.

III. ASSESSMENT EVIDENCE Performance Tasks

Assessment Tools - T’s observation.

- Ss’ answers.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

DẠ

KÈ

- Listen to the questions and notice how the intonation rises. - Listen and cross out the sentence doesn’t follow the note: intonation for Yes / No questions rises. - Read the questions with the rising intonation to a partner. - Ask and answer about making plan, using the

Performance Products - Ss’ performance and answers.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

Present continuous and prepositions of place. - Ss’ performance / - Invite your friend to join Presentation. you in a free time activity, discuss the plan and complete the table.

FI CI A

- T’s feedback/Peers’ feedback.

- T’s observation, T’s feedback/Peers’ feedback.

IV. PROCEDURES

ƠN

A. Warm up: (5’)

QU Y

c) Expected outcomes: Ss remember old words and use them in other speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES

- Greet T.

- Give greetings.

STUDENTS’ ACTIVITIES

- Check attendance. Option 1:

KÈ



- Work in pairs, divide the questions - Have Ss work in pairs to divide the questions into 2 groups. given into 2 groups: Yes/No questions and Wh-questions. - Give answers.

DẠ

- Give Ss a set of questions.

- Call Ss to read answers.

Answer keys * Yes/No questions 66

- Give feedback and lead to the new lesson: intonation for Yes/No questions.

1.Can you talk now?

*Suggested questions

4. Is she coming with us?

1.Can you talk now?

6. Do you like bowling?

2. Are you going to the fair tonight?

* Wh-questions

3.Where should we meet?

4. Is she coming with us?

5. What are you doing tonight?

FI CI A

2. Are you going to the fair tonight?

5. What are you doing tonight? 6. Do you like bowling?

ƠN

- Listen.

 Option 2: Rising or Falling?

- Let Ss play a game: T reads some questions with rising tone and falling tone.

- Take part in the class activity.

QU Y

- For each question with rising tone, Ss stand up. For each question with falling tone, Ss sit down. - Ask 2 Ss to stand in front of the class to observe. - Any Ss who do not follow the game rules will be sent out of the game.

KÈ

- T may have the losers sing a song or do any fun activities in front of the class.

àIntroduce the new lesson: intonation for Yes/No questions.

B. New lesson (35’)

DẠ

❖ Activity 1: Pre-Speaking: Pronunciation (10’)

a) Objective: Introduce intonation for Yes/No questions. b) Content: 67

- recognize the intonation for Yes/No questions.

- listen and check, find mistakes.

FI CI A

- practice.

c) Expected outcomes: Ss distinguish and use intonation for Yes/No questions correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a + b. Listen to the question and notice how the intonation rises. - Use DCR to show the task.

ƠN

- Play the recording (CD1, track 10).

- Listen.

- Ask Ss to listen and notice how the intonation rises.

- Listen again and repeat.

QU Y

- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature.

Task c + d. Listen and cross out the sentence that doesn’t follow the sound feature, then read the questions with the rising intonation to a partner. - Listen and cross out.

- Use DCR to show the task.

KÈ

- Play the recording (CD 1 – Track 11), have Ss listen and cross out the option that doesn’t follow the sound feature in “a”. - Call Ss to give answers.

- Give answers.

DẠ

- Play the recording again and check answers as a whole class.

- Listen again and check.

- Work in pairs. 68

- Present.

FI CI A

- Give answers.

- Then have Ss practice saying the examples with a partner, using the pronunciation feature. - Call some Ss to read questions in front of the class.

- Ask Ss to make some more Yes/ No questions and practice reading them with rising tone. ❖ Activity 2: While-speaking (19’) a) Objective: Students can make plans.

ƠN

b) Content:

- asking and answering about making plan for tonight, using the Present Continuous and Prepositions of place.

- inviting a friend to join a free time activity, discussing time and place to meet, then completing in the table. c) Expected outcomes: Ss produce the new language successfully.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES PRACTICE

STUDENTS’ ACTIVITIES

KÈ

Task a. Practice the conversation. Swap the roles and repeat. - Use DCR to show the task.

- Demonstrate the activity by practicing the role-play with a student.

DẠ

- Have pairs practice the conversation.

- Observe, listen.

- Remind Ss to use the prepositions of place - Work in pairs to practice the and the Present Continuous. conversation. 69

- Give feedback and evaluation.

- Swap roles and continue the task.

- Present.

Task b. Practice with your own ideas.

- Have pairs practice the conversation with their own ideas, then swap roles. - Remind Ss to use some words to start a friendly conversation.

FI CI A

- Have some pairs demonstrate the activity in front of the class.

- Have Ss swap roles and repeat, using the ideas on the right.

- Give feedback and evaluation.

ƠN

- Work in pairs to practice the - Call some pairs to demonstrate the activity conversation, then swap roles. in front of the class.

- Present.

SPEAKING: Let’s Go Out!

KÈ

QU Y

Task a. You’re inviting your friend to join you in a free time activity. Student B goes to page 118, file 1. Student A writes activities and places in the table, then invite student B. If he/she can come, discuss where and when to meet and complete the table. - Use DCR to show the task.

- Demonstrate the activity by practicing role-play with a student.

DẠ

- Have student A look at the schedule on the - Observe and listen. bottom of the page and student B turn to page 118, file 1.

- Work in pairs to make plan.

- Ask Ss to fill in the table with their own ideas.

FI CI A

- Have Ss take turns to invite each other to complete the table. - Observe, give help if necessary. ❖ Activity 3: Production (6’)

a) Objective: Students can make plans.

b) Content: Asking your partner what they arranged to do with their friend, when and where they will meet them.

ƠN

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.

d) Organization of the activity: TEACHER’S ACTIVITIES SPEAKING: Let’s Go Out!

STUDENTS’ ACTIVITIES

QU Y

Task b. Make a new pair. Ask your partner what they arranged to do with their friend, when and where they will meet them. - Pair each student with a new partner.

KÈ

- Have Ss ask their partners about what they arranged to do with their friends, where they arranged to meet, and at what time.

- Make a new pair.

- Have some Ss share their answers with the class - Work with new partner.

DẠ

- Give feedback and evaluation.

- Give answers.

FI CI A

C. Consolidation and homework assignments (5’) * Consolidation: - Intonation for Yes / No questions: rising.

* Homework: - Make 2 Yes / No questions, then practice reading them.

- Complete the table for those who haven’t finished it in class.

ƠN

- Prepare: Lesson 3 – Listening and Reading (page 10– SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook

(pages 6 & 7).

QU Y

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

D. Reflection

a. What I liked most about this lesson today:

KÈ

……………………………………………………………………………… ………… g. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

……………………………………………………………………………… …………

L FI CI A OF ƠN NH QU Y

School: ………………………………………..

Date:……………………………………. .

KÈ

Class: Period: ……………………………......... …………………………….................... .

UNIT 1: FREE TIME

Lesson 3.1 - Listening and Reading (Page 10)

DẠ

I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about extreme sports. 73

- practice listening and understanding general and specific information about extreme sports.

FI CI A

- read an invitation email for gist and detail. 1.2. Competences

- improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - take up a sport and practice it regularly.

- be careful when trying extreme sports.

II. TEACHING AIDS AND LEARNING MATERIALS

ƠN

III. ASSESSMENT EVIDENCE

Performance Products - Ss’ answers.

QU Y

Performance Tasks

DẠ

KÈ

- Activate the extreme sports that Ss may know. - Match the extreme sports to the pictures. Name 3 other extreme sports. - Listen to a talk about extreme sports. How does the speaker feel about them? - Listen again and circle. - Read Mark’s email. What is the email about?

Assessment Tools - T’s feedback.

- Ss’ answers. - T’s feedback. - Ss’ answers.

- Ss’ answers. - Ss’ answers. - Ss’ answers / presentation. 74

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

-Read again and answer the questions. -Speaking: Which - Ss’ answers / extreme sports would you presentation. like to try? Why?

FI CI A

- T’s observation/ DCR and T’s feedback.

ƠN

IV. PROCEDURES A. Warm up: (5’)

QU Y

c) Expected outcomes: Ss have general ideas about extreme sports, which they are going to listen and read in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES Option 1: Let’s talk!



STUDENTS’ ACTIVITIES

KÈ

- Use the “Let’s talk!” part in the textbook– page 10 for warm-up activity.

- Show pictures and words (using DCR), have Ss match the name of extreme sports to the pictures (in pairs).

DẠ

- Call Ss to give answers.

- Work in pairs to match the name of extreme sports to the pictures. - Give answers. Answer keys

- Give feedback and show correct answers.

- Discuss the questions, then give answers.

FI CI A

- Have Ss discuss the questions. - Elicit answers from some students.

Suggested some other extreme sports: waterskiing, scuba diving, bungee jumping, parasailing, ice climbing, slacklining,…

- Lead to the new lesson.

 Option 2:

ƠN

- Listen

- Have Ss watch a clip about extreme sports: Best of Extreme Sports Compilation 2019.

- Link: https://www.youtube.com/watch?v=wsg8k2HYXA

- Watch and try to give names of some extreme sports in the clip.

KÈ

QU Y

- Ask Ss whether they know any names of the sports in the clip.

DẠ

- Lead to the new lesson: Extreme sports.

- Listen. 76

B. New lesson (35’)

FI CI A

❖ Activity 1: Pre-Listening (Vocabulary) (5’) a) Objective: Ss know names of some extreme sports. b) Content:

- Vocabulary study (skateboarding, surfing, rock climbing, zorbing, …)

- Speaking: Would you like to try any of the extreme sports in the pictures? Name 3 others extreme sports.

d) Organization of the activity: TEACHER’S ACTIVITIES

ƠN

c) Expected outcomes: Ss know how to pronounce the new words correctly, understand the meaning and have good preparation for the listening part. STUDENTS’ ACTIVITIES

Let’s Talk!: Match the name of extreme sports to the pictures. Would you like to try any of them? Can you name three other extreme sports?

QU Y

 Option 1 (If the teacher hasn’t used this part for the Warm-up activity.) - Use DCR to show the task.

- Have Ss match the name of extreme sports to the pictures (in pairs).

- Work in pairs to do the matching activity.

- Call Ss to give answers.

KÈ

- Give feedback and show correct answers.

- Give answers.

DẠ

Answer keys

- Have Ss discuss the questions. - Discuss in pairs, then give answers.

- Elicit answers from some students. 77

- Listen.

FI CI A

 Option 2: Matching (If the teacher has used the Let’s Talk! part for the Warm-up activity) - Listen.

- Have Ss practice reading the names of some extreme sports again.

- Practice reading the names of some extreme sports again.

- T reads names of some extreme sports that Ss have learnt as a model.

- Call some Ss to read again.

- Read.

❖ Activity 2: While - Listening (10’)

ƠN

- Correct Ss’ pronunciation if necessary.

a) Objective: Students can develop their listening skill.

b) Content: Listening to a talk about extreme sports.

c) Expected outcomes: Students can practice listening and understanding general + specific information about extreme sports.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

KÈ

Task a. Listen to a talk about extreme sports. How does the speaker feel about them? - Use DCR to show the task.

- Have Ss read the questions and guess the answers.

- Read.

- Play audio (CD1 - Track 12).

DẠ

- Listen and choose the correct answers.

- Have Ss listen and choose the correct answers.

Answer keys

- Call Ss to give answer, explain. 78

Task b. Now, listen and circle.

FI CI A

- Check answers as a whole class using DCR.

- Read.

- Have Ss read the sentences first.

- Listen and circle the correct answers.

- Use DCR to show the task.

- Play the audio again (CD1 - Track 12).

- Call Ss to give answers, explain.

- Give answers.

- Have Ss check answers with their partners.

- Exchange answers.

ƠN

- Have Ss listen and circle the correct answers.

Answer keys

QU Y

- Check answers as a whole class using DCR.

❖ Activity 3: Reading (20’)

KÈ

a) Objective: Students can develop their reading skill. b) Content: Reading an invitation email, choosing the main idea of the email, then answering comprehension questions.

DẠ

c) Expected outcomes: Students can read an invitation email for gist and detail, and they can talk about the extreme sport they would like to try. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES 79

Task a. Read Mark’s email quickly. What is the email about?

FI CI A

- Use DCR to show the task. - Have Ss read the question and guess the answer.

- Read and guess.

- Scan the email for general idea.

- Ask Ss to read the email quickly and circle the correct answer.

- Give answer.

- Call 1 S to give answer.

Answer keys

ƠN

- Check answers as a whole class using DCR.

- Read and underline the key words.

- Use DCR to show the task.

- Read the email again for detail.

Task b. Now, read and answer the questions.

QU Y

- Have Ss read the questions and underline the key words. - Have Ss read the email again and answer the questions.

- Exchange answers. - Give answers. Answer keys

- Have Ss check their answers with a partner.

KÈ

- Call Ss to give answers (read or write on the board).

DẠ

- Check answers as a whole class using DCR.

- Discuss in pairs. - Present. 80

L FI CI A

Task c. Speaking: In pairs: Which extreme sport would you like to try? Why?

- Call Ss some s to share their answers with the whole class. - Give feedback and evaluation.

- Have Ss discuss the questions in pairs.

ƠN

C. Consolidation and homework assignments (5’) *Consolidation:

- Vocabularies: Name of some extreme sports: skateboarding, surfing, rock climbing, zorbing, waterskiing, scuba diving, bungee jumping, parasailing, ice climbing, slacklining …

QU Y

*Homework

- Learn by heart the new vocabularies.

- Practice talking about the extreme sport you like. - Do the exercises in WB: Lesson 3 – Listening and Reading (page 6).

KÈ

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 8). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

DẠ

- Prepare: Lesson 3 – Writing and Speaking (page 11 – SB).

D. Reflection a. What I liked most about this lesson today: 81

c. What I should improve for this lesson next time:

FI CI A

……………………………………………………………………………… ………… h. What I learned from this lesson today: ……………………………………………………………………………… …………

QU Y

ƠN

……………………………………………………………………………… …………

School: ………………………………………..

Date:……………………………………. .

UNIT 1: FREE TIME

Lesson 3.2 – Speaking and Writing (Page 11)

DẠ

KÈ

Class: Period: ……………………………......... …………………………….................... .

I. OBJECTIVES By the end of the lesson, Ss will be able to: 82

1.1. Language knowledge and skills

- invite a friend to join an activity. - write an invitation email to ask a friend to join an activity. 1.2. Competences

FI CI A

- use some adjectives to talk about extreme sports (exciting, dangerous, fascinating, challenging, adventurous).

- improve communication, collaboration, writing and critical thinking skills .

1.3. Attributes - take up a sport and practice it regularly.

ƠN

- be careful when trying extreme sports.

II. TEACHING AIDS AND LEARNING MATERIALS

QU Y

2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE Performance Tasks

DẠ

Assessment Tools - T’s feedback.

- Ss’ performance. - T’s observation/ DCR.

KÈ

- Speaking: Discuss what you think the activities in the pictures are like. - Choose one of the extreme sports or choose your own activity. Then, take turns asking and answering the questions below.

Performance Products - Ss’ answers.

- Ss’ answers.

- T’s observation.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

FI CI A

- Writing: Read about writing invitation emails and number the parts. - Reorder the parts of the email. Use the skill box. - Write an invitation email to ask a friend to join you for an activity.

- T’s feedback/Peers’ feedback.

- T’s observation and feedback.

ƠN

IV. PROCEDURES A. Warm up: (5’)

QU Y

c) Expected outcomes: Ss remember names of some extreme sports that they are going to talk about in the lesson. d) Organization of the activity: STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES Option 1: Jigsaw puzzle

KÈ

- Divide class into groups.

DẠ

- Give each group a set of many pieces of paper, have them use these pieces to make a right picture about an extreme sport, then give the name of the extreme sport. - The group which has a correct picture and give the right name of that extreme sport in the shortest time will be the winner. 84

- Take part the games in groups.

- Ask Ss extra question: What do you think about this extreme sport? - Have Ss give answers.

- Listen.

- Give feedback and evaluation.

FI CI A

- Give answers.

Answer keys

- Lead to the new lesson.

ƠN

(T can use same activity for the picture: windsurfing.)

Name of the extreme sport: mountain biking

- Work in pairs.

QU Y

 Option 2:

- Look and give answers.

- Give Ss icons of some extreme sports.

- Listen.

- Have Ss give the right name of each icon.

Answer keys

KÈ

- Call Ss to give answers. - Give feedback.

DẠ

àLead to the new lesson.

- Give a small present to the winner and the runner-up.

L FI CI A

❖ Activity 1: Pre-Writing (Speaking) (10’)

B. New lesson (35’)

a) Objective: Ss prepare for what they are going to write about. b) Content:

ƠN

- Speaking: Discuss what you think the activities in the pictures are like.

- Asking and answering the questions about planning for joining an extreme sport activity. c) Expected outcomes: Ss can use some adjectives to talk about extreme sports and they can apply the language from speaking to their writing. d) Organization of the activity:

STUDENTS’ ACTIVITIES

QU Y

TEACHER’S ACTIVITIES Task a. Look at the pictures in the lesson. Discuss what you think the activities are like.

- Look and discuss.

KÈ

- Have Ss observe the pictures (using DCR), then work in pairs to discuss what they think the activities are like.

- Remind Ss to use more adjectives to describe (exciting, dangerous, fascinating, challenging, adventurous, …) - Have some Ss share their ideas with the class.

DẠ

- Give answers.

- Give feedback and evaluation. 86

L FI CI A

Task b. Choose one of the extreme sports or choose your own activity. Then, take turns asking and answering the questions below and note your ideas.

- Have Ss take turns asking and answering the questions, then note their ideas in the table.

- Present.

- Have Ss choose an extreme sport (from the pictures in the books or their own).

- Work in pairs: Choose an extreme sport, asking and answering the questions, then note discussed ideas in the table.

ƠN

- Have some pairs share their ideas with the class - Give feedback and evaluation.

❖ Activity 2: While - Writing (20’)

a) Objective: Students can develop their writing skill. b) Content:

- Numbering the parts of an invitation email.

QU Y

- Reordering the parts of an invitation email. - Writing an invitation email to ask a friend to join you for an activity. c) Expected outcomes: Students can write an invitation email, using the Present Continuous, prepositions of place and structures of suggestion.

d) Organization of the activity:

STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES Task a. Read about writing invitation emails. Then, read Mark’s email again and number the parts.

DẠ

-Briefly explain the Writing skill box (using DCR). - Listen. -Work in pairs. 87

- Exchange their answers with a partner.

FI CI A

- Have Ss read the Writing skill box and Mark’s email again (page 10), then number the pars of his email. - Have Ss check their answers with a partner.

- Give answers.

- Call Ss to give answers.

Answer keys

ƠN

- Check answer as a whole class.

QU Y

- Read and reorder the parts. - Exchange answers. - Give answers.

Task b. Reorder the parts of the email. Use the skill box to help you. - Use DCR to show the task.

KÈ

- Have Ss read the email and reorder the parts.

- Have Ss check their answers with a partner.

DẠ

- Call Ss to give answers. - Check answer as a whole class.

Answer keys

FI CI A

- Look and listen.

- Do the writing part.

-Write.

Sample answer

ƠN

*Let’s Write: Now, write an invitation email to ask a friend to join you for an activity. Use the feedback form to help you. - Draw Ss’ attention to the feedback form (using DCR).

QU Y

- Have Ss use their notes in speaking part and the form of the invitation email to write an invitation email to ask a friend to join them for an activity.

KÈ

- Have some Ss write their emails in front of the class.

❖ Activity 3: Post - Writing (5’) a) Objective: Help Ss realize their mistakes in writing and correct them.

DẠ

b) Content: Correcting Ss’ writings. c) Expected outcomes: Students know whether their emails follow the model and uses the correct structures, whether their writings are interesting and understandable or not. 89

d) Organization of the activity: STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

FI CI A

Conversation skill - Give feedback, correct Ss’ mistakes.

- Use the feedback form to give evaluation. - Look, listen and correct mistakes. Focus on:

+ the format, the structures. + the understandability.

ƠN

+ the coherence and cohesion.

C. Consolidation and homework assignments (5’) * Consolidation:

- Format of an invitation email:

- Adjectives to describe extreme sports: exciting, dangerous, fascinating, challenging, adventurous, …

QU Y

1. Start with a greeting

2. Check their availability 3. Write the invitation 4. Give more details

5. Ask for a reply

KÈ

6. Sign off * Homework

- Remember how to write an invitation letter.

- Finish the writing part.

DẠ

- Do the exercises in WB: Writing (page 7). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 9). 90

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

FI CI A

- Prepare: Unit 1 – Review (page 84).

D. Reflection a. What I liked most about this lesson today:

ƠN

……………………………………………………………………………… ………… i. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

QU Y

……………………………………………………………………………… …………

L FI CI A

School: ………………………………………..

Date:……………………………………. .

Class: Period: ……………………………......... …………………………….................... .

UNIT 1: FREE TIME

ƠN

Lesson 4 – Review (Page 84)

I. OBJECTIVES

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

QU Y

- review words about free time activities (play badminton, bake cakes, make vlogs, play online games, play volleyball, take photos, build models). - review words about places of entertainment (sports center, ice rink, market, fair, water park). - review grammar: prepositions of place, the Present Continuous.

- pronoun some sounds correctly: /ɒ/, /ɪ/, /aɪ/, / eɪ/.

KÈ

1.2. Competences

- improve speaking, listening, reading and writing skills. - improve the use of English.

1.3. Attributes

DẠ

- have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for any assessment. 92

II. TEACHING AIDS AND LEARNING MATERIALS

2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

Assessment Tools

ƠN

- T’s feedback/Peers’ feedback.

- Ss’ answers. - Ss’ answers. - Ss’ answers.

QU Y

- Listening: Listen to John talking to his mom about his friend’s free time activities. Which activity does each person do? For each question, write letter A-H next to each person. - Reading: Read about 3 people and choose the correct answer. - Vocabulary: Fill in the blanks with the words from the box. - Grammar: Unscramble the sentences + Circle the correct words. -Pronunciation: sound and stress.

Performance Products - Ss’ answers.

Performance Tasks

FI CI A

- Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

KÈ

- T’s feedback/Peers’ feedback.

DẠ

- T’s observation, T’s feedback/Peers’ feedback.

IV. PROCEDURES

A. Warm up: (5’)

FI CI A

c) Expected outcomes: Ss are ready for the new lesson.

d) Organization of the activity: TEACHER’S ACTIVITIES Option 1: Word Dictation

- Choose 7 words from Vocabulary tasks (pages 4 to 11), find mp3 sound.

ƠN



STUDENTS’ ACTIVITIES

QU Y

- Play the mp3 sound of each word (or T reads - Listen and write the words you can the words out loud), have Ss listen and write hear. the word down on the board. Answer Keys - Check and correct Ss’ answers. 1. badminton - Give feedback. 2. online à Lead to the new lesson. 3. volleyball 4. photo

5. model

KÈ

6. bake 7. basketball

 Option 2: Game: LEAVE ME OUT

- Give Ss some words with wrong spelling (There is 1 extra letter in each word).

DẠ

- Have Ss find the extra letter to leave it out to make a right English word. - Have Ss read their answers. 94

- Take part in the class activity.

- Give answers. Answers keys

FI CI A

àLead to the new lesson.

- Give feedback.

ƠN

B. New lesson (35’) ❖ Activity 1: Listening (7’)

a) Objective: Help Ss improve their listening skill. b) Content:

- Listening and writing letter A-H next to each person.

QU Y

c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

KÈ

You will hear John talking to his mom about his friends’ free time activities. Which activity does each person do? For each question, write a letter (A-H) next to each person. - Use DCR to show the task. - Read in silence.

- Demonstrate the activity by using the example.

- Listen and then give answers.

DẠ

- Have Ss read through the listening part.

- Play the audio (CD 2 – Track 34). 95

Answer keys

- Check answers as a whole class.

❖ Activity 2: Reading (7’)

b) Content: - Reading a text and choose the correct answer.

a) Objective: Students can improve their reading skill.

FI CI A

- Have Ss check answers with pairs and then give answers.

ƠN

c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

Read about three people. Choose the correct answer (A, B or C). - Use DCR to show the task.

- Demonstrate the activity by using the example.

- Observe and listen.

- Have Ss read the text about three people and choose the correct answer.

- Work individually.

- Give answers, explain.

KÈ

- Call Ss to give answers, explain.

Answer keys

DẠ

- Give feedback and evaluation.

❖ Activity 3: Vocabulary (7’)

a) Objective: Ss can review vocabulary about places of entertainment. 96

b) Content: Filling in the blanks with the correct words from the box.

FI CI A

c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Fill in the blanks with the words from the box

- Read the sentences.

- Have Ss read the sentences.

- Work in pairs.

ƠN

- Ask Ss to work in pairs to fill in the blanks with the words from the box.

- Use DCR to show the task.

- Give answers.

- Check answers as a whole class.

Answer keys

- Have Ss give answers, tell the meaning of the words again.

QU Y

❖ Activity 4: Grammar (10’)

a) Objective: Ss can review the use of English: The Present Continuous and prepositions of place. b) Content:

- Unscrambling the sentences.

KÈ

- Circling the correct words (using the map). c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Unscramble the sentences. - Use DCR to show the task. 97

- Do the task.

FI CI A

- Exchange answers.

- Ask Ss to work in pairs to check each other’s work.

- Write answers on the board.

- Have Ss write answers on the board.

Answer keys

ƠN

- Check Ss’ answers, give feedback.

Task b. Look at the map and circle the correct words. - Use DCR to show the task.

- Have Ss read the sentences and unscramble the words to make a meaningful sentence.

- Work individually.

- Work in pairs.

- Have Ss work in pairs to check each other’s work.

- Give answers.

QU Y

- Ask Ss to work individually to circle the correct answer.

Answer keys

KÈ

- Call Ss to give answers, explain for their choice.

DẠ

- Check answers as a whole class.

❖ Activity 5: Pronunciation (4’)

a) Objective: Ss can review the word stress and vowels. 98

b) Content:

- Circling the word that has different stress from the rest.

FI CI A

- Circling the word that has the underlined part pronounces differently from the others.

c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity:

STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES Task a. Circle the word that has the underlined part pronounced differently from the others.

ƠN

- Use DCR to show the task.

- Listen.

- Work individually.

- Have Ss distinguish the sound /i/ and / ai/, /ɒ/ and /eɪ/. - Ask Ss to work individually to circle the answer. - Have Ss work in pairs to check each other’s work.

- Work in pairs.

QU Y

- Give answers.

- Call Ss to give answers, pronounce the words again.

Answer keys

KÈ

- Give feedback, correct Ss’ pronunciation if necessary.

DẠ

Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions.

- Listen.

- Remind Ss some basic rules of putting stress on words with 2 or 3 syllables.

- Work in pairs.

- Ask Ss to work individually.

- Give answers.

- Work individually.

FI CI A

- Use DCR to show the task.

- Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again.

QU Y

ƠN

- Give feedback, correct Ss’ pronunciation if necessary.

Answer keys

C. Consolidation and homework assignments (5’) * Consolidation:

* Grammar of Unit 1: The Present Continuous and prepositions of place.

KÈ

* Vocabulary of Unit 1: Vocabulary about free time activities and places of entertainment.

* Homework:

- Review vocabulary, grammar of unit 1.

- Do the exercises in WB: Review of Unit 1 (page 62).

DẠ

- Prepare: Unit 2 – New words and Reading (page 12 – SB).

D. Reflection 100

a. What I liked most about this lesson today:

c. What I should improve for this lesson next time:

FI CI A

……………………………………………………………………………… ………… j. What I learned from this lesson today: ……………………………………………………………………………… …………

KÈ

QU Y

ƠN

……………………………………………………………………………… …………

School: ………………………………………..

Date:……………………………………. .

DẠ

Class: Period: ……………………………......... …………………………….................... .

UNIT 2: HEALTH 101

Lesson 1.1 - Vocabulary and Reading (Page 12)

FI CI A

I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- talk about a healthy and unhealthy lifestyle, using phrases: get some sleep, eat fruits and vegetables, eat fast food, drink soda, healthy, unhealthy.

- practice reading and understanding general and specific information about Toby and Lisa’s healthy living class survey. - use indefinite quantifiers.

ƠN

1.2. Competences

- improve communication, collaboration, analytical and critical thinking skills.

1.3. Attributes

- lead a healthy lifestyle and ditch bad ones.

QU Y

2. Students’ aids: Student’s book, workbook, notebook.

KÈ

III. ASSESSMENT EVIDENCE Performance Tasks

DẠ

- Introduce some verb phrases and adjectives about life style. - Match the words with the pictures in a.

Performance Products - Ss’ answers in notebooks. - Ss’ answers.

102

Assessment Tools - T’s feedback. - T’s observation/ DCR.

- Ss’ answers/ presentation.

- T’s observation.

FI CI A

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- Listen and repeat. - Discuss which things are healthy and unhealthy. - Read Toby and Lisa’s class report and circle the correct answer. - Read the questions and circle the correct answers.

ƠN

- T’s feedback/Peers’ feedback.

IV. PROCEDURES A. Warm up: (5’)

QU Y

b) Content: Introducing some verb phrases and adjectives about life style. c) Expected outcomes: Ss have general ideas about the topic of the new lesson: “health”. d) Organization of the activity:



STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES Option 1: Matching

KÈ

- Use the “New words” part a.– page 12 for the warm-up activity.

- Work in pairs to match the words and phrases with the pictures.

DẠ

- Show pictures and words (using DCR), have Ss match the words and phrases with the pictures (in pairs). - Call Ss to give answers.

- Give answers. 103

- Lead to the new lesson.

- Give feedback and show correct answers (using DCR).

FI CI A

- Listen.

- Play the audio (CD1 – Track 13), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.

ƠN

Answer keys

- Explain the rules of the game.

 Option 2: Game: CROSSWORD - Design the game “Crossword Puzzle” with words and pictures about food and drink.

- Listen.

QU Y

- Let Ss play the game, encourage Ss to guess the key word. - Take part in the game by answering the questions in horizontal line (not in order) and try to guess keyword in the vertical column.

KÈ

- If any S can give the correct key word, T hasn’t confirmed yet, the game will be continued until the keyword is opened (to check whether his/her answer is correct or not and to let other Ss take part in the game eagerly). - Give a small gift to the Ss who is the fastest to give the correct key word.

DẠ

- Ask Ss an extra question: Which food / drink is good / not good for your health? - Give feedback and lead to the new lesson. Keyword: HEALTH 104

❖ Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some verb phrases about life style. b) Content:

FI CI A

B. New lesson (35’)

- Vocabulary study (get some sleep, eat fruits and vegetables, eat fast food, drink soda, healthy, unhealthy). - Speaking: Discuss which things are healthy and unhealthy.

d) Organization of the activity:

TEACHER’S ACTIVITIES

ƠN

c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. STUDENTS’ ACTIVITIES

Task a. Match the words and phrases with the pictures. Listen and repeat.

QU Y

 Option 1 (If the teacher hasn’t used this part for the Warm-up activity) - Demonstrate the activity, using the example (using DCR).

- Look and listen.

- Have Ss match the words and phrases with the pictures.

- Work individually.

KÈ

- Divide class into pairs and have them check their answers with their partners. - Work in pairs. - Call Ss to give answers (read or write). - Check answers as a whole class (using DCR).

DẠ

- Give answers.

- Play audio (CD1 – Track 13). Have Ss listen and repeat.

- Listen and repeat. Answer keys

- Correct Ss’ pronunciation. 105

L FI CI A

 Option 2: Matching (If the teacher has used part a. for the Warm-up activity)

ƠN

- Have Ss review the words they have known - Work in pairs. in the warm-up activity by looking at the pictures and filling in the blanks, (T uses different pictures from those in the textbook). - Give answers. - Call Ss to give answers (read or write). - Check answers as a whole class.

- Read.

- Call some Ss to read the words again.

- Correct Ss’ pronunciation if necessary.

Answer keys

1. get some sleep 2. eat fast food

QU Y

3. drink soda 4. eat vegetables 5. healthy food 6. unhealthy food

KÈ

Task b. Discuss which things are healthy and unhealthy. - Have Ss discuss in pairs which things are healthy and unhealthy.

DẠ

- Have Ss share their ideas in front of the class. - Give feedback and evaluation.

- Work in pairs.

- Present. 106

Suggested answers Healthy: get some sleep, east fruit and vegetables

FI CI A

- Have Ss give more activities related to lifestyle which are divided into 2 groups: healthy and unhealthy.

Unhealthy: eat fast food, drink soda

- Give feedback and evaluation.

❖ Activity 2: While - Reading (17’)

ƠN

a) Objective: Students can develop their reading skill.

b) Content: Reading Toby and Lisa’s class report and choosing the correct answer, then reading Toby and Lisa’s Healthy Living Class Survey and circling the correct answer. c) Expected outcomes: Students can read and understand general and specific information about a healthy living class survey.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Read Toby and Lisa’s class report and circle the correct answer

KÈ

- Use DCR to show the task. Ask Ss to read two options and find out key words.

-Work individually.

- Have Ss read the class report individually. - Have Ss circle the correct answers.

- Circle the correct answers.

DẠ

- Have some Ss share their answers with the class (read), explain for their answers. - Read answers, explain.

- Give feedback.

107

Answer keys

- Check answers.

FI CI A

- Give feedback and correct Ss’ answers if necessary.

Task b. Now, read and circle the correct answers.

- Read and underline.

ƠN

- Use DCR to show the task. Have Ss read the questions, underline key words and guess the answers.

- Have Ss read the text again and circle the - Do the task. correct answers – underline or highlight the supporting ideas. - Have Ss check answers with their partners.

QU Y

- Check answers. Answer keys

- Call Ss to give answers, explain.

KÈ

- Give feedback and evaluation.

❖ Activity 3: Post - Reading (6’)

DẠ

a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill. b) Content: Speaking: Do you have a healthy lifestyle? Why / Why not? 108

c) Expected outcomes: Students can talk about their own lifestyle and try to lead a healthy lifestyle.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task c. In pairs: Do you have a healthy lifestyle? Why / Why not?

- Discuss in pairs.

- Have Students work in pairs to talk about their lifestyle and decide whether it is healthy or not.

ƠN

- Call some Ss to share their ideas with the whole class.

- Listen.

- Give feedback and evaluation.

QU Y

- For more practice, have Ss play a game with DHA.

C. Consolidation and homework assignments (5’)

* Consolidation:

KÈ

- Verb phrases about lifestyle: get some sleep, eat fruits and vegetables, eat fast food, drink soda. - Adjectives: healthy and unhealthy. * Homework:

- Learn the new words by heart.

DẠ

- Practice talking about lifestyle. - Do the exercises in WB: Unit 2 - Lesson 1 - New words + Reading (pages 8,9). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 10). 109

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

FI CI A

- Prepare: Lesson 1.2 – Grammar (page 13 – SB).

D. Reflection a. What I liked most about this lesson today:

ƠN

………….…………………………………………………………………… ………… k. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

QU Y

……………………………………………………………………………… …………

110

L FI CI A

Date:……………………………………. .

School: ………………………………………..

Class: Period: ……………………………......... …………………………….................... .

ƠN

UNIT 2: HEALTH

Lesson 1.2 - Grammar (Page 13)

I. OBJECTIVES

By the end of the lesson, Ss will be able to:

QU Y

1.1. Language knowledge and skills - listen to 2 people asking and answering about eating pizza. - use indefinite quantifiers to talk about how much people so something. - review countable and uncountable nouns.

1.2. Competences

KÈ

- improve speaking, listening skills. - improve the use of English. 1.3. Attributes

DẠ

- lead a healthy lifestyle and give up bad ones.

II. TEACHING AIDS AND LEARNING MATERIALS

111

2. Students’ aids: Student’s book, Workbook, Notebook.

III. ASSESSMENT EVIDENCE

IV. PROCEDURES

- T’s feedback. - T’s feedback/Peers’ feedback.

ƠN

- Ss’ answers.

Assessment Tools

- Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback.

QU Y

- Listen and repeat. - Circle the correct words. - Look at the table and answer the questions. - Ask your partner about the activities in task c.

Performance Products - Ss’ performance. - Ss’ answers.

Performance Tasks

FI CI A

A. Warm up: (5’)

KÈ

b) Content: Reviewing countable and uncountable nouns / singular and plural nouns. c) Expected outcomes: Ss review old grammar points which are very useful for them in the new lesson.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

112

- Give a list of some nouns, have Ss divide them into 2 groups: Countable and Uncountable nouns.

- Work in groups.

Option 1: Countable and Uncountable nouns

FI CI A



- Read answers.

- Call Ss to give answers.

Answers keys

- Check Ss’ answers, give feedback.

- Countable nouns: exercises, student, candy, cake

*Noun list: pizza, exercises, water, junk food, cake, soda, salad, student, candy, juice

à Lead to the new lesson

 Option 2: Singular nouns and Plural nouns

ƠN

- Uncountable nouns: soda, water, salad, pizza, junk food, juice

- Work in groups.

QU Y

- Give a list of some nouns, have Ss divide them into 2 groups: Singular nouns and Plural nouns. - Call Ss to give answers.

- Read answers.

Answers keys

- Check Ss’ answers, give feedback.

KÈ

*Noun list: bananas, chocolate, carrots, milk, juice, apples, sandwiches, cheese, candies, cereal

à Lead to the new lesson.

DẠ

B. New lesson (35’) ❖ Activity 1: Presentation (10’)

a) Objective: Introduce indefinite quantifiers. 113

- Singular nouns: milk, chocolate, juice, cheese, cereal - Plural nouns: bananas, carrots, apples, sandwiches, candies

b) Content:

- Listen and repeat.

FI CI A

- Go through the grammar point.

c) Expected outcomes: Ss know about indefinite quantifiers and use it in some exercises that follow. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Listen and repeat

- Look.

- Play audio (CD1 – Track 14) and have Ss listen and read the speech bubbles.

- Listen, then read.

ƠN

- Have Ss look at the picture (using DCR).

Grammar box 

- Listen and repeat.

- Play the audio again and have Ss listen and repeat.

Option 1:

QU Y

- Have Ss look at the grammar explanation (using DCR).

KÈ

- Look and read.

DẠ

- Read.

114

L FI CI A

- Have Ss look at the box and read examples of different forms.



Option 2:

- Ask Ss to give more examples using indefinite quantifiers.

ƠN

- Read examples of different forms.

- Give more examples.

- Have Ss close books.

QU Y

- Show some model sentences (using DCR), ask Ss to look at the nouns in blue and decide which are countable and which are uncountable.

- Close all books.

KÈ

- Look and give answers.

DẠ

- Then have Ss pay attention to the bold words, make comment on the way they use the bold words with countable or uncountable nouns. àIntroduce: indefinite quantifiers. 115

FI CI A

- Give answers.

- Show grammar box, have Ss look and read.

- Ask Ss to make more examples using indefinite quantifiers.

- Give feedback and evaluation.

ƠN

- Look and read.

QU Y

- Give more examples.

❖ Activity 2: Practice (19’)

b) Content:

a) Objective: Students can use the indefinite quantifiers to do the given exercises.

KÈ

- Circle the correct words. - Look at the table and answer the questions.

c) Expected outcomes: Students can get used to the use of the indefinite quantifiers and use them correctly.

DẠ

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES 116

- Demonstrate the activity, using the example (using DCR). - Have Ss read the sentences and circle the correct words. - Have Ss work in pairs to check each other’s work.

FI CI A

- Look and listen.

- Work individually. - Work in pairs.

- Read answers.

- Have some Ss share their answers with the whole class.

Answer keys

ƠN

- Give feedback, correct Ss’ answers if necessary.

- Look and listen.

- Demonstrate the activity, using the example (using DCR).

- Work individually.

- Have Ss look at the table and answer the questions.

- Write answers.

QU Y

Task c. Look at the table and answer the questions

- Work in pairs.

- Have Ss check answers with their partners.

KÈ

- Call Ss to write answers.

DẠ

- Check Ss’ answers, give feedback and evaluation.

117

Task b. Circle the correct words

Answer keys

L FI CI A

❖ Activity 3: Production (6’)

a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Ask your partner about the activities in Task c.

c) Expected outcomes: Ss produce the new language successfully, and they can use indefinite quantifiers in everyday speaking and writing. d) Organization of the activity:

STUDENTS’ ACTIVITIES

ƠN

TEACHER’S ACTIVITIES

- Divide class into pairs.

Task d. In pairs: Ask your partner about the activities in Task c

- Have conversation in pairs.

- Have some pairs demonstrate the activity in front of the class.

- Present.

QU Y

- Have Ss take turns asking their partner about the activities in Task c.

- Give feedback and evaluation.

- Listen.

KÈ

- For more practice, have Ss play a game with DHA.

C. Consolidation and homework assignments (5’)

* Consolidation:

DẠ

- Indefinite quantifiers: a little, not much, some, lots of / a lot of, not any.

* Homework: - Make 3 sentences, use Indefinite quantifiers. 118

- Do the exercises in WB: Grammar (page 9).

FI CI A

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 11). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

D. Reflection a. What I liked most about this lesson today:

- Prepare: Lesson 1 – Pronunciation and Speaking (page 14 – SB).

ƠN

……………………………………………………………………………… ………… l. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

QU Y

……………………………………………………………………………… …………

119

L FI CI A

Date:…………………………………….

School: ………………………………………..

ƠN

UNIT 2: HEALTH

Class: Period: …………………………......... …………………………….....................

Lesson 1.3 – Pronunciation and Speaking (Page 14)

I. OBJECTIVES

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

QU Y

- use intonation for Wh-questions correctly. - ask and answer about how much people do something for a healthy lifestyle, using indefinite quantifiers. - conduct a survey about healthy lifestyles.

1.2. Competences

KÈ

- improve listening and speaking skills. 1.3. Attributes

- lead a healthy lifestyle and give up bad ones.

DẠ

III. ASSESSMENT EVIDENCE

ƠN

- Ss’ performance.

- Ss’ performance / Presentation.

Assessment Tools

- T’s observation.

- Ss’ answers.

QU Y

- Listen to the questions and notice how the intonation falls. - Listen and cross out the sentence doesn’t follow the note: intonation for Wh- questions falls. - Read the questions with the rising intonation to a partner. - Ask and answer about how much people do something for a healthy lifestyle, using indefinite quantifiers. - Complete the survey about healthy lifestyles for themselves, then ask 2 more friends about theirs, then write score.

Performance Products - Ss’ performance and answers.

Performance Tasks

FI CI A

2. Students’ aids: Student’s book, workbook, notebook.

- T’s feedback/Peers’ feedback.

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

KÈ

- T’s observation, T’s feedback/Peers’ feedback

IV. PROCEDURES A. Warm up: (5’)

DẠ

c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES 

STUDENTS’ ACTIVITIES

Option 1: Rearranging

- Work in pairs, then give answers.

- Have Ss work in pairs, rearrange the words given to make meaningful questions.

1. much / you / every week / do / How / fast food / eat?

Answer keys

1. How much fast food do you eat every week?

ƠN

2. exercise / do / do / everyday / you / much / How?

QU Y

2. How much exercise do you do 3. water / How / do / drink / much / every day / every day? you? 3. How much water do you drink 4. How / you / get / much / do / sleep / every every day? night? 4. How much sleep do you get every - Call Ss to read answers. night? - Give feedback. - Introduce intonation of Wh-questions.

À Lead to the new lesson.

KÈ

 Option 2: Question words

- Divide class into 2 groups. Group 1: say a - Take part in the class’s activity. question word. Group 2: make a sentence with that question word

DẠ

- Example: Group 1: When à Group 2: When do you go to school? - T can change the role: Group 2 gives a question word and group 1 makes a sentence 122

- Introduce intonation of Wh-questions

- Listen.

FI CI A

àLead to the new lesson.

B. New lesson (35’) ❖ Activity 1: Pre-Speaking: Pronunciation (10’) a) Objective: Introduce intonation for Wh-questions.

b) Content: - recognize the intonation for Wh-questions. - listen and check, find mistakes.

ƠN

- practice.

d) Organization of the activity:

c) Expected outcomes: Ss distinguish and use intonation for Wh-questions correctly in their speaking. TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

Task a + b. Listen to the sentence and notice how the intonation falls.

- Play the recording (CD1, track 15) (using DCR).

- Listen.

- Ask Ss to listen and notice how the intonation falls.

KÈ

- Play the recording again, have Ss listen and - Listen again and repeat. repeat with a focus on the pronunciation feature.

DẠ

Task c + d. Listen and cross out the question that doesn’t follow the sound feature, then read the questions with the falling intonation to a partner. 123

- Listen and cross out

FI CI A

- Play the recording (CD 1 – Track 16) (using DCR), have Ss listen and cross out the - Give answers option that doesn’t follow the sound feature - Listen again and check in “a”. Answer keys - Call Ss to give answers.

- Play the recording again and check answers as a whole class.

- Work in pairs.

ƠN

- Present. - Give answers.

- Then have Ss practice saying the examples with a partner, using the pronunciation feature. - Call some Ss to read questions in front of the class.

QU Y

- Ask Ss to make some more wh-questions and practice reading them with falling tone. ❖ Activity 2: While-speaking (20’)

b) Content:

a) Objective: Students can talk about how much they do something for a healthy lifestyle, using indefinite quantifiers.

KÈ

- ask and answer about how much they do something for a healthy lifestyle, using indefinite quantifiers.

- do a survey about healthy lifestyle, fill in the survey for yourself, then ask 2 frien ds about their lifestyles, write scores.

DẠ

c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity:

124

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

PRACTICE

FI CI A

Ask and answer - Use DCR to show the task.

- Observe, listen.

- Have pairs ask and answer, using the pictures.

- Work in pairs.

- Present.

ƠN

- Have Ss pay attention to the time expressions and the indefinite quantifiers in the box.

- Demonstrate the activity by asking and answering with a student.

QU Y

- Have some pairs demonstrate the activity in front of the class.

SPEAKING: Who Has the Healthiest Lifestyle?

KÈ

Task a. You’re doing a survey about healthy lifestyles. In threes: Fill in the survey for yourself, then ask two friends about theirs. For each (+) answer, add points, for each (-) answer, subtract points. - Observe and listen.

- Use DCR to show the task.

DẠ

- Demonstrate the activity by practicing the activity with a student.

- Work in groups of 3.

- Divide the class into groups of 3. - Complete the survey. 125

- Have Ss complete the survey for themselves.

FI CI A

- Have Ss ask and answer to complete the survey with their partners. - Observe, give help if necessary.

❖ Activity 3: Production (5’)

a) Objective: Students report to the class about the survey results.

ƠN

b) Content: Answer: Who has the healthiest lifestyle?

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

SPEAKING: Who has the healthiest lifestyle?

Task b. Answer the question: Who has the healthiest lifestyle? - Have Ss discuss who has the healthiest lifestyle in their group.

KÈ

- Have some Ss share their findings with the class (scores included).

- Discuss.

- Present.

- Listen.

- Give feedback and evaluation.

C. Consolidation and homework assignments (5’)

DẠ

* Consolidation: - Intonation falls for Wh-questions.

126

- Make 2 Wh-questions, then practice reading them.

FI CI A

- Complete the survey for those who haven’t finished it in class.

* Homework:

- Prepare: Unit 2 - Lesson 2 – New words and Listening (page 15 – SB).

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 10 & 11).

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

ƠN

D. Reflection

a. What I liked most about this lesson today:

QU Y

……………………………………………………………………………… ………… m. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

……………………………………………………………………………… …………

127

L FI CI A

Date:………………………………..

Class: …………………………….....................

Period: …………………………......

UNIT 2: HEALTH

School: ………………………………………..

ƠN

Lesson 2.1 – New words and Listening (Page 15)

I. OBJECTIVES

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- give advice and persuade someone to have a healthy lifestyle.

QU Y

- practice listening to a conversation between a student and his doctor (for general and specific details). - offer help politely and practice offering help. 1.2. Competences

KÈ

1.3. Attributes

- improve communication, collaboration, and critical thinking skills.

- give advice and persuade someone to have a healthy lifestyle.

- lead a healthy lifestyle for themselves.

DẠ

2. Students’ aids: Student’s book, workbook, notebook.

- T’s observation/ DCR.

ƠN

- Ss’ answers/ presentation.

- Ss’ answers. - Ss’ performance.

- Ss’ answers. - Ss’ answers.

- Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation and feedback / DCR

IV. PROCEDURES

- T’s feedback.

QU Y

- Activate some health problems that Ss may know. - Number the pictures. - Listen and repeat. - Discuss more health problems and advice and note them down. - Listen to Jacob visiting his doctor. Circle the reason for Jacob’s visit. - Listen and fill in the blanks. - Speak: What do you do when you’re sick? Why?

Assessment Tools

Performance Products - Ss’ answers.

Performance Tasks

FI CI A

III. ASSESSMENT EVIDENCE

A. Warm up: (5’)

KÈ

b) Content: Introduce words about health problems and advice.

DẠ

c) Expected outcomes: Ss get to know some new words they are going to study in the lesson. d) Organization of the activity: 129

Option 1: Number the pictures. Listen and repeat.

FI CI A



STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

- Use the “New words” part a.– page 15 for the warm-up activity.

- Show pictures and words (using DCR), have Ss look at the pictures and read phrases - Work in pairs. from 1-8, then number the pictures (in pairs). - Give answers.

- Call Ss to give answers.

- Lead to the new lesson.

- Listen.

- Listen and repeat.

- Play the audio (CD1 – Track 17), have Ss listen and repeat.

ƠN

- Give feedback and show correct answers.

QU Y

- Correct Ss’ pronunciation if necessary.

KÈ

Answer keys

 Option 2: Health problems and advice

DẠ

- Give Ss some phrases about health problems and equivalent advice, but not in order. - Have Ss work in pairs to match health problems with suitable advice.

- Work in pairs.

130

L FI CI A

- Call Ss to give answers. - Give feedback and evaluation.

àLead to the new lesson

ƠN

- Give answers.

- Listen.

B. New lesson (35’)

QU Y

Answer keys

❖ Activity 1: Pre-Listening (Vocabulary) (12’)

KÈ

a) Objective: Ss get to know words and phrase about health problems and how to give advice. b) Content:

- Vocabulary study (feel weak, have a sore throat, get some rest, take vitamins, have a fever, take medicine, stay up late, keep warm).

DẠ

- Speaking: Discuss more health problems and advice and note them down (page 15). c) Expected outcomes: Ss know how to pronounce the new words / phrases correctly and use them when talking about health problems and giving advice. 131

d) Organization of the activity: STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

- Demonstrate the activity, using the example (using DCR).

- Work individually.

- Have Ss number the pictures.

- Call Ss to give answers (read or write). - Check answers as a whole class.

- Give answers.

- Listen and repeat. Answer keys

QU Y

- Play audio (CD1 – Track 17). Have Ss listen and repeat.

- Work in pairs.

ƠN

- Divide class into pairs and have them check their answers with their partners.

- Correct Ss’ pronunciation.

- Look and listen.

 Option 1 (If the teacher hasn’t used this part for the Warm-up activity.)

FI CI A

Task a. Number the pictures. Listen and repeat.

KÈ

 Option 2: Filling in the blanks (If the teacher has used part a. for the Warm-up activity.)

- Work in pairs.

DẠ

- Have Ss review the words they have known - Give answers. in the warm-up activity by filling in the blanks (T uses different pictures from those in the textbook). - Read. - Call Ss to give answers (read or write). Answer keys - Check answers as a whole class. 1. take medicine 132

2. keep warm

- Correct Ss’ pronunciation if necessary.

3. have a sore throat

FI CI A

4. stay up late

- Call some Ss to read the words again.

5. have a fever

6. get some rest

ƠN

- Have Ss work in pairs to discuss more health problems and advice and note them down.

Task b. In pairs: Discuss more health problems and advice and note them down.

- T can ask Ss to use the health problems and - Work in pairs. advice they have known in the Warm-up activity as a reference. - Have some pairs share their ideas with the class.

QU Y

- Give feedback and evaluation.

- Present.

KÈ

Suggested ideas

❖ Activity 2: While - Listening (17’)

a) Objective: Students can develop their listening skill.

DẠ

b) Content: Listen to a conversation between Jacob and his doctor, circle the reason for Jacob’s visit and then listen again to fill in the blanks.

133

c) Expected outcomes: Students can listen and understand general and specific information about a health problem and how to overcome it.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Listen to Jacob’s visiting the doctor. Circle the reason for Jacob’s visit.

- Have Ss read the sentence, guess the answer (using DCR).

-Work individually.

- Play audio (CD1 - Track 18).

- Listen.

ƠN

- Have Ss listen and circle the correct answer.

- Circle the correct answers. Answer keys

QU Y

- Check answer as a whole class.

Task b. Now, listen and fill in the blanks

KÈ

- Have Ss read the through the uncompleted sentences in task b, guess what types of words / parts of speech that will be possible for each blank (using DCR).

- Read and guess.

- Do the task.

- Play the audio again (CD1 - Track 18). - Have Ss listen and fill in the blanks.

- Check answers.

- Have Ss check answers with their partners.

DẠ

Answer keys

- Call Ss to give answers. 134

FI CI A

- Give feedback and show correct answers.

❖ Activity 3: Post - Listening (6’)

a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill.

ƠN

b) Content: Speaking: What do you do when you are sick?

d) Organization of the activity:

c) Expected outcomes: Students can have a free-talk about how to overcome sickness.

TEACHER’S ACTIVITIES Conversation skill

STUDENTS’ ACTIVITIES

QU Y

- Have Ss look at the Conversation box and - Look and read. read (using DCR). - Play audio (CD 1 - Track 19), have Ss listen and repeat.

- Listen and repeat.

DẠ

KÈ

- Ask Ss to find more ways to offer help.

Task c. What do you do when you are sick? Why? 135

- Give answers.

- Have Ss work in pairs to discuss.

- Call some pairs to share their ideas with the class.

FI CI A

- Observe and give help if necessary.

- Work in pairs.

- For more practice, have Ss play a game with DHA.

- Present.

- Give feedback and evaluation.

ƠN

C. Consolidation and homework assignments (4’) * Consolidation:

- Words about health problems and giving advice: feel weak, have a sore throat, get some rest, take vitamins, have a fever, take medicine, stay up late, keep warm.

QU Y

- Language to offer help: What can I do for you? / How can I help? / May I help you? …

* Homework

- Learn the new words by heart.

- Practice asking and answering about giving advice for a health problem.

- Do the exercises in WB: New words + Listening (pages 10, 11).

KÈ

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 12). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

DẠ

- Prepare: Lesson 2 – Grammar (page 16 – SB).

D. Reflection a. What I liked most about this lesson today: 136

c. What I should improve for this lesson next time:

FI CI A

……………………………………………………………………………… ………… n. What I learned from this lesson today: ……………………………………………………………………………… …………

KÈ

QU Y

ƠN

……………………………………………………………………………… …………

Date:………………………………..

DẠ

School: ………………………………………..

137

Period: ……………………….........

UNIT 2: HEALTH Lesson 2.2 - Grammar (Page 16)

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

I. OBJECTIVES

FI CI A

Class: …………………………….....................

ƠN

- listen to 2 people asking and answering about a health problem and advice. - use “should” and “shouldn’t” to ask for and give advice. 1.2. Competences

- improve speaking, listening and writing skills. - improve the use of English. 1.3. Attributes

- lead a healthy life.

QU Y

- know how to ask for advice and give advice.

II. TEACHING AIDS AND LEARNING MATERIALS

KÈ

2. Students’ aids: Student’s book, workbook, notebook.

DẠ

III. ASSESSMENT EVIDENCE Performance Tasks

- Listen and repeat.

Performance Products - Ss’ performance. 138

Assessment Tools - T’s feedback.

- Ss’ task. - Ss’ answers /performance.

FI CI A

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

- T’s observation, T’s feedback/Peers’ feedback.

- Study the grammar box. - Use the prompts to give advice for each problem. - Fill in the blanks using “should” or “shouldn’t”. - Ask for and give advice using the prompts (in pairs).

IV. PROCEDURES

ƠN

A. Warm up: (5’)

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review vocabulary about health problems / Introduce “should”.

QU Y

c) Expected outcomes: Ss review words about health problems and Ss have general ideas about the grammar point they are going to study in the new lesson . d) Organization of the activity: TEACHER’S ACTIVITIES 

STUDENTS’ ACTIVITIES

Option 1: Health problems

KÈ

- Have Ss look at the pictures and give names of health problems.

- Work in pairs.

- Call Ss to give answers. - Give answers.

DẠ

- Check Ss’ answers, give feedback and lead to the new lesson.

Answers keys 1. headache 139

2. stomachache

5. earache 6. cough

- Have Ss make sentences, using the vocabularies above.

FI CI A

4. sore eye

3. fever

- Read sentences.

 Option 2: Game: Letter Lingo - Have Ss close all books and notebooks.

ƠN

à Lead to the new lesson.

- Show some pictures, have Ss choose number at random and then give names of the pictures.

- Choose number and answer.

QU Y

- Have Ss use the red letter of their answers (the red letter is shown on the screen) to form a new word.

- Close books and notebooks.

- The first student to give the correct key word in the shortest time will be the winner. - Give praise or a small present to the winner.

Answers keys

Keyword: SHOULD

KÈ

*Illustration:

DẠ

- Tell Ss about the grammar point they are going to study in the new lesson: “should” and “shouldn’t”. àLead to the new lesson. - Listen. 140

B. New lesson (35’)

FI CI A

❖ Activity 1: Presentation (10’) a) Objective: Introduce “should” and “shouldn’t”. b) Content: - Listen and repeat.

- Introduce “should” and “shouldn’t” (affirmative, negative and interrogative form). c) Expected outcomes: Ss know how to use “should” and “shouldn’t” to do some following exercises. TEACHER’S ACTIVITIES

ƠN

d) Organization of the activity:

STUDENTS’ ACTIVITIES

Task a. Listen and repeat

- Look.

- Have Ss look at the picture (using DCR).

- Listen, then read.

- Play the audio again and have Ss listen and repeat.

- Listen and repeat.

Grammar box Option 1:

- Look and read.



QU Y

- Play audio (CD1 – Track 20) and have Ss listen and read the speech bubbles.

KÈ

- Have Ss look at the grammar explanation (using DCR).

DẠ

- Have Ss look at the box and read examples of different forms.

141

- Look and read.

L FI CI A OF

- Explain more about the form and the usage of “should” and “shouldn’t”, have Ss pay attention to the negative and the question form. Form: (+) S + should + V B.I …

ƠN

- Listen and take notes.

(-)S + shouldn’t + V B.I …

(?)Should + S+ V B.I …

Usage: to ask for and to give advice. *Note: VB.I = verb in bare infinitive form

QU Y

- Have some Ss read aloud the sentences in the Grammar Box. - Ask Ss to give more examples using “should” and “shouldn’t”.

- Give examples.

Option 2:



- Read.

KÈ

- Have Ss close books.

- Show sample sentences in the grammar box (using DCR).

DẠ

- Close all books.

- Look and answer.

142

- Have Ss make comment on the way they use “should” and “shouldn’t” by asking Ss some questions:

- Have Ss read the sentences aloud

FI CI A

*Suggested questions: 1.What type of verb is used after “should” and “shouldn’t”?

2.In each sentence, what so they use “should” and “shouldn’t” for?

ƠN

3. How do we answer question with “should”?

- Read.

- Call Ss to give answers, comment on Ss’ answers

- Then have Ss open the books and read the grammar box

QU Y

- Have Ss give more examples of “should” and “shouldn’t”, encourage them to make sentences with their own ideas.

- Give feedback and evaluation

KÈ

- Answer the questions.

- Open the books and read the grammar box.

DẠ

- Give examples.

143

❖ Activity 2: Practice (19’)

a) Objective: Students can use “should” and “shouldn’t” to ask for and give advice.

FI CI A

b) Content: - Use the prompts to give advice for each problem. - Fill in the blanks using “should” and “shouldn’t”.

c) Expected outcomes: Students can apply “should” and “shouldn’t” to ask for and give advice in their speaking.

d) Organization of the activity:

STUDENTS’ ACTIVITIES

Task b. Use the prompts to give advice for each problem.

- Demonstrate the activity, using the example (using DCR).

ƠN

TEACHER’S ACTIVITIES

- Look and listen.

- Have Ss use the prompts to give advice for each problem (in individual).

QU Y

- Work individually.

- Have Ss work in pairs to check each other’s work.

- Work in pairs.

- Have some Ss share their answers with the - Write answers on the board. whole class. Answer keys

DẠ

KÈ

- Give feedback, correct Ss’ answers if necessary.

144

FI CI A

- Work individually. - Work in pairs.

- Read answers. Task c. Fill in the blanks using “should” and “shouldn’t”

ƠN

- Have Ss fill in the blanks using “should” and “shouldn’t”.

Answer keys

- Demonstrate the activity, using the example (using DCR).

- Have Ss check answers with their partners.

- Call Ss to read answers.

DẠ

KÈ

QU Y

- Check Ss’ answers, give feedback.

❖ Activity 3: Production (6’) 145

- Look and listen.

a) Objective: Students master the grammar point they study in the lesson.

b) Content: Speaking: Ask for and give your partner advice using the prompts.

FI CI A

c) Expected outcomes: Ss produce the new language successfully, and they can apply “should” and “shouldn’t” in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task d. In pairs: Ask for and give your partner advice using the prompts. - Use DCR to show the task.

- Have Ss ask for and give their partner advice using the prompts.

ƠN

- Divide class into pairs.

-Listen and take notes.

- Have conversation in pairs.

- Encourage Ss to use more words about health problems and give advice with their own ideas.

- Present.

- Give feedback and evaluation.

- Listen.

QU Y

- Have some pairs demonstrate the activity in front of the class.

C. Consolidation and homework assignments (5’)

*Consolidation

KÈ

- “should” and “shouldn’t” Form:

Form:

DẠ

(+) S + should + V B.I … (-)S + shouldn’t + V B.I …

(?)Should + S+ V B.I … Usage: to ask for / give advice 146

FI CI A

* Homework: - Make 2 sentences, use “should” and “shouldn’t to ask for / give advice. - Do the exercises in WB: Grammar (page 11).

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 13).

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

ƠN

- Prepare: Lesson 2 – Pronunciation and Speaking (page 17 – SB).

D. Reflection

a. What I liked most about this lesson today:

QU Y

……………………………………………………………………………… ………… o. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

……………………………………………………………………………… …………

147

L FI CI A OF

Date:……………………………………. .

ƠN

School: ………………………………………..

Class: Period: ……………………………......... …………………………….................... .

UNIT 2: HEALTH

I. OBJECTIVES

QU Y

Lesson 2.3 – Pronunciation and Speaking (Page 17)

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

KÈ

- recognize and practice the sound changes in phrase “Do you…?”. - practice a conversation about health problem and then ask for / give advice. - ask about someone else’s health.

- offer help politely.

DẠ

1.2. Competences - improve listening and speaking skills. 1.3. Attributes 148

- know how to ask for advice and give advice.

- know how to take care of themselves.

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

- lead a healthy life.

KÈ

Y DẠ

Assessment Tools - T’s observation.

- Ss’ answers.

QU Y

- Listen and notice the sound changes of the underlined words. - Listen and cross out the sentence doesn’t follow the note in Task a. - Read the sentences with the sound changes noted in Task a to a partner. - Practice the conversation between a doctor and a patient. Swap the roles and repeat. - Role-play: A doctor is giving advice to a sick patient, using questionnaire. - Swap the roles, answer the questions in the

Performance Products - Ss’ performance and answers.

Performance Tasks

ƠN

III. ASSESSMENT EVIDENCE

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance / Presentation. - T’s feedback/Peers’ feedback. - Ss’ performance / Presentation.

149

- T’s observation, T’s feedback/Peers’ feedback.

questionnaire and write down the advice.

FI CI A

- T’s observation, T’s feedback/Peers’ feedback.

IV. PROCEDURES

A. Warm up: (5’)

ƠN

c) Expected outcomes: Ss have good preparation for the new lesson. d) Organization of the activity:



QU Y

TEACHER’S ACTIVITIES

Option 1:

- Play a video clip with a lot of questions beginning with “Do you…?”

- Listen and watch, pay attention to the way the singer sings: “Do you…?”.

- Have watch, listen and pay attention to the way he sings: “Do you…?”

STUDENTS’ ACTIVITIES

KÈ

- Call Ss to make comment on the way the singer sings: “Do you…?”

DẠ

- Give feedback and lead to the new lesson: sound change in the phrase: “Do you…?”

150

- Give answers.

- Listen.

L FI CI A OF

*Link: https://www.youtube.com/watch?v=frN3nvhIHUk

ƠN

 Option 2: - Divide class into 4 groups.

- Have Ss in each group write as many as possible questions beginning with “Do you…?. - Set a limit time (about 2-3 minutes).

QU Y

- Have 4 group representatives write answers on the board, or hang their extra-boards on the main board to check.

- Take part in the class activity in groups.

- Check Ss’ answers, give feedback and evaluation. - Announce the winner.

KÈ

- Give a small present or extra marks to the winner. - Listen.

àIntroduce the new lesson: sound change in the phrase: “Do you…?”

DẠ

B. New lesson (35’) ❖ Activity 1: Pre-Speaking: Pronunciation (8’)

a) Objective: Introduce sound change in the phrase: “Do you…?” 151

b) Content:

FI CI A

- listen and check, find mistakes.

- recognize the sound change in the phrase: “Do you…?”

- practice.

c) Expected outcomes: Ss distinguish sound change in the phrase: “Do you…?”and use it naturally in their speaking. d) Organization of the activity:

STUDENTS’ ACTIVITIES

ƠN

Task a + b. Notice the sound changes of the underlined words.

TEACHER’S ACTIVITIES

- Play the recording (CD1, track 21) using DCR.

- Listen.

QU Y

- Ask Ss to listen and notice how sound changes of the underlined words.

- Listen again and repeat.

- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature.

KÈ

Task c + d. Listen and cross out the sentence that doesn’t follow the sound feature, then read the sentences with the sound changes of the phrase “Do you..?” to a partner.

DẠ

- Play the recording (CD 1 – Track 22) using DCR, have Ss listen and cross out the option that doesn’t follow the sound feature in “a”. - Listen and cross out.

- Call Ss to give answers. 152

FI CI A

- Give answers.

Answer keys

- Play the recording again and check answers as a whole class.

- Work in pairs.

ƠN

- Call some Ss to read the sentences in front of the class.

- Listen again and check.

- Then have Ss practice saying the examples with a partner, using the pronunciation feature.

- Ask Ss to make some more questions with the phrase “Do you..?” and practice reading them with the right sound feature of the lesson.

- Present.

- Give answers.

QU Y

❖ Activity 2: While-speaking (21’)

a) Objective: Students can ask for advice and give advice. b) Content:

- Practice the conversation between a doctor and a patient. Swap the roles and repeat. - Role-play: A doctor is giving advice to a sick patient, using questionnaire.

KÈ

- Swap the roles, answer the questions in the questionnaire and write down the advice. c) Expected outcomes: Ss produce the new language successfully and have a good role play.

DẠ

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

PRACTICE 153

Practice the conversation. Swap the roles and repeat.

- Demonstrate the activity by practicing the role-play with a student.

FI CI A

- Use DCR to show the task.

- Observe, listen.

- Have pairs practice the conversation.

ƠN

- Have Ss swap roles and repeat, using the ideas on the right.

- Work in pairs to practice the - Remind Ss the way to offer help politely at conversation. the beginning of the conversation and give + ask for advice with “should” and “shouldn’t”.

QU Y

- Give feedback and evaluation.

- Present.

- Have some pairs demonstrate the activity in front of the class.

- Swap roles and continue the task.

SPEAKING: How Are You Feeling Today?

KÈ

Task a. Student B, go to page 118 - file 2. Student A, you’re a doctor giving advice to a sick patient. Ask your patient questions, complete the questionnaire, and give advice if you need to for each question.

- Use DCR to show the task. - Observe and listen.

DẠ

- Demonstrate the activity by practicing role-play with a student. - Have Ss work in pairs. 154

- Have student B go to page 118 - file 2.

- Work in pairs to ask and answer to complete the questionnaire.

FI CI A

- Have students ask and answer to complete the questionnaire. - Have some students share the ideas with the class. - Observe, give help if necessary.

Task b. Swap roles. Student A, now you’re the patient. Answer the doctor’s questions and write down their advice.

- Swap roles and repeat.

ƠN

- Have students swap roles and repeat. - Observe, give help if necessary.

- Give feedback and evaluation.

- Present.

- T may call 1-2 pairs to present their roleplay in front of the class.

QU Y

❖ Activity 3: Production (6’)

a) Objective: Help Ss remember questions about health beginning with “Do you…? b) Content: Retell some questions about health beginning with “Do you…?” that the doctor uses to ask his / her patient.

KÈ

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

DẠ

Extra Task. Retell some questions about health beginning with “Do you…? that the doctor uses to ask his / her patient. - Have Ss close all books and notebooks. 155

- Give feedback and evaluation.

C. Consolidation and homework assignments (5’)

ƠN

* Consolidation:

- Listen.

FI CI A

- Ask Ss to retell some questions about - Close all books and notebooks. health beginning with “Do you…?” that the doctor uses to ask his / her patient. - Remember and retell. - Pay attention to the way to pronounce the - Give answers. sound change in the phrase “Do you…?”.

* Homework:

QU Y

- Make 2 questions with the phrase “Do you…?”and practice reading them. - Complete the questionnaire for those who haven’t finished it in class. - Prepare: Lesson 3 – Listening and Reading (page 18– SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook

(pages 12 & 13).

KÈ

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn D. Reflection

a. What I liked most about this lesson today:

DẠ

……………………………………………………………………………… ………… p. What I learned from this lesson today: 156

……………………………………………………………………………… …………

FI CI A

c. What I should improve for this lesson next time:

QU Y

ƠN

……………………………………………………………………………… …………

Date:…………………………………..

Class: …………………………….....................

Period: ………………………….........

DẠ

KÈ

School: ………………………………………..

UNIT 2: HEALTH Lesson 3.1 - Listening and Reading (Page 18) 157

I. OBJECTIVES

FI CI A

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about healthy and unhealthy food.

- practice listening and understanding general and specific information about food in cafeteria.

- read a request letter for gist and detail. 1.2. Competences

1.3. Attributes - choose healthy food for themselves.

- lead a healthy life.

ƠN

- improve communication, collaboration, analytical and critical thinking skills.

II. TEACHING AIDS AND LEARNING MATERIALS

QU Y

2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

KÈ

Performance Tasks

Performance Products - Ss’ answers.

- T’s feedback.

DẠ

- Speaking: What food and drinks can you buy at your school? Which are healthy and unhealthy? - Ss’ answers. - Listen to an interview with James Olive. Where

Assessment Tools

158

- T’s feedback.

- Ss’ answers.

FI CI A

- T’s feedback/Peers’ feedback.

- Ss’ answers. - Ss’ answers / presentation.

- T’s feedback/Peers’ feedback.

ƠN

is the interview taken place? - Listen again and circle the correct answer. - Read Tony’s letter and circle who you think Mrs. Clancy is. -Read again and circle the correct answer. -Speaking: What can you buy in your school cafeteria?

A. Warm up: (5’)

IV. PROCEDURES

- T’s observation/ DCR and T’s feedback.

QU Y

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by giving en joyable and short activities as well as to engage them in the follow-up steps. b) Content: Words about food and drinks. c) Expected outcomes: Ss have general ideas about food and drinks at the school cafeteria, which they are going to listen and read in the new lesson.

d) Organization of the activity:



STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES Option 1: Let’s Talk!

- Use the “Let’s talk!” part in the textbook– page 18 for warm-up activity.

DẠ

- Ask Ss to work in pairs to discuss what food and drinks they can buy at school. Which are healthy and which are unhealthy. 159

- Work in pairs to discuss.

- Present.

- Give feedback and evaluation.

- Healthy food / drinks: bread, mineral water, …

FI CI A

Suggeted answers

- Call Ss to share their answers with the whole class.

- Unhealthy food / drinks: burger, chocolate, chips, crisps, snack, soda…

 Option 2:

- Look and discuss.

- Use some real pictures taken from school canteen to show to Ss.

ƠN

- Lead to the new lesson.

QU Y

- Have Ss look at the pictures of their own canteen / cafeteria to talk about what food and drinks they can buy there. - Ask Ss to state which are healthy and which are unhealthy.

- Give answers.

- Call some Ss to share their ideas with the whole class.

- Present.

- Give feedback and evaluation. - Listen.

KÈ

- Lead to the new lesson.

B. New lesson (35’)

❖ Activity 1: Listening (17’)

DẠ

a) Objective: Students can develop their listening skill. b) Content: Listening to an interview with James Olive about food and drinks.

160

c) Expected outcomes: Students can practice listening and understanding general + specific information about food and drinks.

FI CI A

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Listen to an interview with James Olive. Where is the interview taking place? - Use DCR to show the task.

- Play audio (CD1 - Track 23).

- Listen and choose the correct answers.

- Have Ss listen and choose the correct answers. - Call Ss to give answer, explain.

- Read.

ƠN

- Have Ss read the questions and guess the answers.

Answer keys

QU Y

- Check answers as a whole class using DCR.

- Read.

Task b. Now, listen and circle.

KÈ

- Use DCR to show the task. - Listen and circle the correct answers.

- Play the audio again (CD1 - Track 23).

- Exchange answers.

- Have Ss read through the content of Task b first.

DẠ

- Have Ss listen and circle the correct answers.

- Give answers.

- Have Ss check answers with their partners.

Answer keys 161

- Call Ss to give answers, explain.

FI CI A

- Check answers as a whole class using DCR.

❖ Activity 3: Reading (18’)

ƠN

a) Objective: Students can develop their reading skill.

b) Content: Read a request letter and circle the correct answers.

d) Organization of the activity:

c) Expected outcomes: Students can read a request letter for gist and detail, and they can talk about the food and drinks at their school canteen / cafeteria.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

Task a. Read Tony’s letter and circle who you think Mrs. Clancy is. - Use DCR to show the task.

- Have Ss read the question and guess the answer.

KÈ

- Ask Ss to read the letter quickly and circle the correct answer.

- Read and guess. - Scan the letter for general idea.

- Give answer.

- Call 1 S to give answer.

Answer keys

DẠ

- Check answers as a whole class using DCR.

162

Task b. Now, read and circle the correct answer.

FI CI A

- Read and underline the key words.

- Read the letter again for detail.

- Have DCR to show the task.

- Exchange answers.

- Have Ss read the questions and underline the key words.

- Give answers.

- Have Ss read the letter again and answer the questions.

- Call Ss to give answers.

ƠN

- Have Ss check their answers with a partner.

Answer keys

QU Y

- Check answers as a whole class using DCR.

- Discuss in pairs.

KÈ

- Present.

DẠ

Task c. Speaking: In pairs: What can you buy in your school cafeteria? - Have Ss discuss the questions in pairs.

163

- Call Ss some s to share their answers with the whole class.

FI CI A

- Give feedback and evaluation.

C. Consolidation and homework assignments (5’) *Consolidation:

- Vocabulary: Healthy food: fruit, mineral water, egg, bread, mineral …

*Homework

ƠN

- Practice talking about the food and drinks in your school canteen or cafeteria. - Do the exercises in WB: Listening and Reading (page 12).

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 14). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

QU Y

- Prepare: Lesson 3 – Writing and Speaking (page 19 – SB).

D. Reflection

a. What I liked most about this lesson today:

KÈ

……………………………………………………………………………… ………… q. What I learned from this lesson today: ……………………………………………………………………………… …………

DẠ

c. What I should improve for this lesson next time: ……………………………………………………………………………… …………

164

L FI CI A OF

School: ………………………………………..

Date:……………………………………. .

ƠN

Class: Period: ……………………………......... …………………………….................... .

UNIT 2: HEALTH

I. OBJECTIVES

QU Y

Lesson 3.2 – Speaking and Writing (Page 19)

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- study format of a request letter.

KÈ

- discuss healthy food (food which help Ss to study better). - write a request letter to ask for better food in the school cafeteria. 1.2. Competences

- improve communication, collaboration, writing and critical thinking skills .

DẠ

1.3. Attributes - choose healthy food for themselves. - lead a healthy life. 165

FI CI A

II. TEACHING AIDS AND LEARNING MATERIALS

- make a polite request for better things in everyday life.

III. ASSESSMENT EVIDENCE

ƠN

- T’s feedback.

- T’s observation/ DCR.

- Ss’ answers.

- Ss’ answers. - Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

KÈ

Assessment Tools

- Ss’ answers.

QU Y

- Speaking: Look at the pictures. Discuss which foods you think would help you study better. Why or why not? Can you buy any of these at your school? - Complete the table about your school. - Writing: Read about writing request letters. Then, read Tony’s letter again and fill in the labels. - Number the sentences (17). Use the skill box. - Write a letter to your school’s principal asking for better food in your cafeteria.

Performance Products - Ss’ answers.

Performance Tasks

2. Students’ aids: Student’s book, workbook, notebook.

DẠ

- T’s observation and feedback.

IV. PROCEDURES 166

A. Warm up: (5’)

FI CI A

c) Expected outcomes: Ss remember names of some food that they are going to talk about in the lesson.

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

ƠN

Option 1: - Divide class into groups. - Give Ss a list of food.

- Take part the games in groups.

- Have Ss work in groups to divide foods into 4 groups: vegetables, fruit, dairy and protein. - Ask Ss in 4 groups to give answers.

QU Y

- Ask Ss extra question: Which food is good for your brain?

- Give answers.

- Have Ss give answers.

- Give feedback and evaluation.

- Listen.

- Lead to the new lesson.

Answer keys

KÈ

*Suggested food list: lettuce, banana, cheese, apple, broccoli, yoghurt, egg, butter, ham, carrots, watermelon, milk, potatoes, beef, cream, pork, guava…

- Vegetables: lettuce, broccoli, carrots, potatoes - Fruit: banana, apple, watermelon, guava

DẠ

- Dairy: cheese, yoghurt, butter, milk, cream - Protein: egg, ham, beef, pork, …

167

- Have Ss play the game: Wheel of fortune.

FI CI A

- Take part in the game.

Keyword: REQUEST

- Design the game, have some voluntarily Ss spin the wheel and say a letter in English alphabet. If this letter is included in the key word, he / she will receive the thing in the wheel where the arrow stops. If he / she gets the wrong answer, T calls another one. - Call Ss to spin and guess letters until the keyword is opened.

ƠN

- The first S to give the right keyword will be the winner. - Give feedback.

- Listen.

KÈ

QU Y

àLead to the new lesson: Introduce “REQUEST” à request letter.

 Option 2: Game: Wheel of Fortune

B. New lesson (35’)

❖ Activity 1: Pre-Writing (Speaking) (10’)

DẠ

a) Objective: Ss prepare for what they are going to write about. b) Content: - Speaking: Look at the pictures. Discuss which foods you think would help you study better. Why or why not? Can you buy any of these at your school? 168

- Complete the table about your school.

FI CI A

c) Expected outcomes: Ss know more vocabularies about food and apply the language from speaking to their writing. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Look at the pictures. Discuss which foods you think would help you study better. Why or why not? Can you buy any of these at your school? - Use DCR to show the task.

QU Y

- Give feedback and evaluation.

- Give answers.

- Have some Ss share their ideas with the class.

- Look and discuss.

ƠN

- Have Ss observe the pictures, then work in pairs to which foods you think would help you study better, explain for their answers.

Task b. Complete the table about your school - Complete the table.

- Use DCR to show the task.

- Have Ss complete the table about their school.

- Present.

KÈ

- Go round and give help if necessary. - Have some pairs share their ideas with the class.

- Give feedback and evaluation.

DẠ

❖ Activity 2: While - Writing (20’)

a) Objective: Students can develop their writing skill.

169

b) Content: - Read about writing request letter. Read Tony’s letter (page 18) again and fill in the labels.

FI CI A

- Number the sentences of a request letter.

- Write a request letter to your school’s principal asking for better food in your cafeteria. c) Expected outcomes: Students can write a request letter, using vocabulary about food and polite language.

d) Organization of the activity:

Task a. Read about writing request letter. Read Tony’s letter (page 18) again and fill in the labels.

- Briefly explain the Writing skill box (using DCR).

STUDENTS’ ACTIVITIES

ƠN

TEACHER’S ACTIVITIES

QU Y

- Have Ss read the Writing skill box and Tony’s letter again (page 18), then fill in the labels.

- Listen.

-Work in pairs.

- Have Ss check their answers with a partner. - Call Ss to give answers.

- Give answers.

- Check answer as a whole class.

- Exchange their answers with a partner.

DẠ

KÈ

Answer keys

170

- Use DCR to show the task. - Have Ss read the sentences, then number 1-7.

FI CI A

- Read and number the sentences.

- Exchange answers.

- Have Ss check their answers with a partner. - Give answers.

- Call Ss to give answers.

Answer keys

QU Y

ƠN

- Check answer as a whole class.

*Let’s Write: Now, write a request letter to your school’s principal asking for better food in your cafeteria. Use the feedback form to help you.

- Look and listen.

- Do the writing part.

KÈ

- Draw Ss’ attention to the feedback form (using DCR). -Write. Suggested writing

DẠ

- Have Ss use their notes in speaking part and the form of the request letter to write a request letter to ask for better food in the school cafeteria.

171

Task b. Number the sentences (1-7) of a request letter.

ƠN

FI CI A

- Have some Ss write their letter on the board.

❖ Activity 3: Post - Writing (5’)

a) Objective: Help Ss realize their mistakes in writing and correct them.

QU Y

b) Content: Correcting Ss’ writings.

c) Expected outcomes: Students know whether their letters follow the model and use the correct structures and language, whether their writings are interesting and understandable or not. d) Organization of the activity:

STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES - Give feedback, correct Ss’ mistakes.

KÈ

- Look, listen and correct mistakes.

- Use the feedback form to give evaluation. Focus on:

+ the format, the structures.

DẠ

+ the understandability. + the coherence and cohesion.

172

C. Consolidation and homework assignments (5’)

* Consolidation:

* Homework

- Finish the writing part.

- Remember how to write a request letter.

ƠN

FI CI A

- Format of a request letter:

- Do the exercises in WB: Writing (page 13).

QU Y

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 15). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

KÈ

D. Reflection

- Prepare: Unit 2 – Review.

a. What I liked most about this lesson today:

DẠ

……………………………………………………………………………… ………… r. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time: 173

QU Y

ƠN

FI CI A

……………………………………………………………………………… …………

Date:…………………………………..

Class: …………………………….....................

Period: …………………………..........

UNIT 2: HEALTH Lesson 4 – Review (Page 86)

DẠ

KÈ

School: ………………………………………..

I. OBJECTIVES By the end of the lesson, Ss will be able to: 174

1.1. Language knowledge and skills

FI CI A

- review phrases about leading a healthy lifestyle (eat fruits and vegetables, get some sleep, take medicine, take vitamins, keep warm, …). - review words about health problems (have a sore throat, headache, toothache, …). - review grammar: Indefinite quantifiers, should, shouldn’t. - pronoun some sounds correctly: /e/, /a/, /aɪ/, /æ/, / eɪ/. 1.2. Competences

- improve speaking, listening, reading and writing skills. - improve the use of English.

ƠN

1.3. Attributes

- have positive attitude in English language learning so that they actively participate in all classroom activities.

- review the old lesson and have good preparation for the midterm test.

II. TEACHING AIDS AND LEARNING MATERIALS

QU Y

III. ASSESSMENT EVIDENCE

KÈ

Performance Tasks

DẠ

- Listening: Listen to a doctor talking to a group of students about staying healthy. Listen and fill in the blanks. - Reading: Read the article about how to stay

Performance Products - Ss’ answers.

- Ss’ answers. 175

Assessment Tools - T’s feedback/Peers’ feedback.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

FI CI A

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback.

IV. PROCEDURES A. Warm up: (5’)

- T’s observation, T’s feedback/Peers’ feedback.

ƠN

healthy. Choose the correct answer (A, B or C). - Vocabulary: Fill in the blanks with the words from the box. - Grammar: Unscramble the sentences + Circle the correct words. -Pronunciation: sound and stress.

QU Y

d) Organization of the activity:



STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES Option 1: Word Dictation

- Choose 7 words from Vocabulary tasks (pages 12&15), find mp3 sound.

DẠ

- Play the mp3 sound of each word (or T reads - Listen and write the words you can the words out loud), have Ss listen and write hear. the word down on the board. 176

- Make sentences.

- Give feedback and evaluation.

FI CI A

- Have Ss make sentences with the words they hear.

- Check and correct Ss’ answers.

Answer Keys

à Lead to the new lesson.

1. healthy 2. unhealthy

3. vitamin 4. sleep 5. fever

ƠN

6. rest

7. fast food

 Option 2: Chatting: How to stay healthy?

- Give answers.

QU Y

- Ask Ss a question: How do you do to stay healthy?

- Have Ss give some solutions / activities to keep them fit and healthy

- Listen.

- Have Ss read their answers.

- Give feedback and evaluation.

KÈ

àLead to the new lesson.

B. New lesson (35’)

❖ Activity 1: Listening (7’)

DẠ

a) Objective: Help Ss improve their listening skill. b) Content: - Listen to a doctor talking to a group of students about staying healthy. Listen and fill in the blanks. 177

c) Expected outcomes: Ss listen in details and get familiar with the listening test format.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

You will hear a doctor talking to a group of students about staying healthy. Listen and fill in the blanks.

- Use DCR to show the task. - Have Ss read through the listening part.

- Read in silence.

- Play the audio (CD 2 – Track 35).

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- Demonstrate the activity by using the example.

- Listen and then give answers.

Answer keys

QU Y

- Check answers as a whole class.

- Have Ss check answers with pairs and then give answers.

❖ Activity 2: Reading (7’)

b) Content:

a) Objective: Students can improve their reading skill.

KÈ

- Read the article about how to stay healthy and choose the correct answer. c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.

DẠ

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

178

FI CI A

- Observe and listen.

Read the article about how to stay healthy and choose the correct answer (A, B or C) - Use DCR to show the task. - Demonstrate the activity by using the example.

- Work individually.

- Have Ss read the article and choose the correct answer, underline the supporting ideas for their answers.

- Give answers, explain.

- Call Ss to give answers, explain.

Answer keys

❖ Activity 3: Vocabulary (7’)

ƠN

- Give feedback and evaluation.

QU Y

a) Objective: Ss can review vocabulary about health. b) Content: Fill in the blanks with the correct words from the box. c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing.

d) Organization of the activity:

STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES Fill in the blanks with the words from the box. - Use DCR to show the task.

- Read the sentences.

- Have Ss read the sentences.

DẠ

- Work in pairs.

- Ask Ss to work in pairs to fill in the blanks with the words from the box.

- Give answers. 179

Answer keys

- Have Ss give answers, tell the meaning of the words /phrase again.

FI CI A

- Check answers as a whole class.

❖ Activity 4: Grammar (10’)

a) Objective: Ss can review the use of English: Indefinite quantifiers, should and shouldn’t. b) Content: - Circle the correct words.

ƠN

- Unscramble the sentences.

d) Organization of the activity:

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

Task a. Circle the correct words - Use DCR to show the task.

- Have Ss retell the way to use indefinite quantifiers: some, any, much, a lot of, lots of, a little.

- Ask Ss to work individually to circle the correct answer.

- Review old knowledge.

- Work individually.

KÈ

- Work in pairs.

- Have Ss work in pairs to check each other’s work.

- Call Ss to give answers, explain for their choice.

DẠ

- Check answers as a whole class.

180

- Give answers. Answer keys

L OF

- Do the task.

FI CI A

Task b. Unscramble the sentences. - Use DCR to show the task. - Have Ss read the sentences and unscramble the words to make a meaningful sentence.

- Write answers on the board.

- Ask Ss to work in pairs to check each other’s work.

ƠN

- Exchange answers.

Answer keys

- Have Ss write answers on the board.

QU Y

- Check Ss’ answers, give feedback.

❖ Activity 5: Pronunciation (4’)

KÈ

b) Content:

a) Objective: Ss can review the word stress and vowels.

- Circle the word that has the underlined part pronounces differently from the others. - Circle the word that has different stress from the rest.

c) Expected outcomes: Ss produce the new language successfully.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES 181

- Use DCR to show the task.

- Listen.

- Have Ss distinguish the sound /e/, /a/, /aɪ/, /æ/ and /eɪ/.

FI CI A

Task a. Circle the word that has the underlined part pronounced differently from the others.

- Work individually.

- Ask Ss to work individually to circle the answer.

- Work in pairs.

- Have Ss work in pairs to check each other’s work.

- Give answers.

ƠN

- Call Ss to give answers, pronounce the words again.

Answer keys

QU Y

- Give feedback, correct Ss’ pronunciation if necessary.

Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions.

- Listen. - Work individually. - Work in pairs.

KÈ

- Use DCR to show the task. - Give answers.

- Remind Ss some basic rules of putting stress on words with 2 or 3 syllables.

Answer keys

- Ask Ss to work individually.

DẠ

- Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. 182

ƠN

C. Consolidation and homework assignments (5’)

FI CI A

- Give feedback, correct Ss’ pronunciation if necessary.

* Consolidation:

* Grammar of Unit 2: The indefinite quantifiers and should/shouldn’t.

* Vocabulary of Unit 2: Vocabulary about health problems and phrases about keep fit and stay healthy.

QU Y

* Homework:

- Review vocabulary, grammar of unit 2. - Do the exercises in WB: Review of Unit 2 (page 63).

KÈ

D. Reflection

- Prepare: Unit 3 – New words and Reading (page 20 – SB).

a. What I liked most about this lesson today:

DẠ

……………………………………………………………………………… ………… s. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time: 183

QU Y

ƠN

FI CI A

……………………………………………………………………………… …………

School: ………………………………………..

Date:……………………………………. .

KÈ

Class: Period: ……………………………......... …………………………….................... .

UNIT 3: MUSIC AND ARTS

Lesson 1.1 - Vocabulary and Reading (Page 20)

DẠ

I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills 184

- talk about types of music (jazz, hip hop, pop, classical music, rock, country music).

FI CI A

- use some adjectives to describe types of music (boring, noisy, interesting, exciting, fun, terrible, beautiful). - read and understand general and specific information about two students’ favorite types of music. - use Present simple for facts. 1.2. Competences

- improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - love music.

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- relax with music after hard studying days.

QU Y

2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

Performance Tasks

DẠ

KÈ

- Introduce some words about types of music. - Introduce adjectives to describe types of music. - Match the words with the pictures in a. - Listen and repeat. - Discuss which types of music you like and

Performance Products - Ss’ answers in notebooks. - Ss’ answers.

Assessment Tools - T’s feedback. - T’s observation/ DCR.

- Ss’ answers. - Ss’ answers.

185

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

FI CI A

- T’s observation / feedback. - Ss’ answers.

- Ss’ answers.

dislike. Describe them using the adjectives in the book. - Read the blog post of Binh and Linh. Do they like rock music? - Read the unfinished sentences and circle the correct answers.

IV. PROCEDURES

QU Y

A. Warm up: (5’)

- T’s feedback/Peers’ feedback.

ƠN

- T’s feedback/Peers’ feedback.

b) Content: Introduce some words about types of music (jazz, hip hop, pop, classical music, rock, country music).

KÈ

c) Expected outcomes: Ss have general ideas about the topic of the new lesson: “music and arts”. d) Organization of the activity:

Option 1: Matching

DẠ



STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

- Use the “New words” part a.– page 20 for the warm-up activity. 186

- Work in pairs to match the words and phrases with the pictures.

- Give feedback and show correct answers. - Lead to the new lesson.

- Listen.

- Play the audio (CD1 – Track 24), have Ss listen and repeat.

- Give answers.

- Call Ss to give answers.

FI CI A

- Show pictures and words using DCR, have Ss match the words and phrases with the pictures (in pairs).

Answer keys

ƠN

- Correct Ss’ pronunciation if necessary.

 Option 2:

QU Y

- Play a video clip about kinds of music. - Have Ss listen and watch, then try to remember the kinds of music listed in the clip. - Call Ss to give answers.

- Give feedback and lead to the new lesson: Music and arts.

- Listen, watch and try to remember the kinds of music listed in the clip.

- Give answers.

DẠ

KÈ

Suggested answers *Link: https://www.youtube.com/watch?v=wiF8YlKN Kinds of music listed in the clip: x4g blues, classical, country, rock, folk, hip hop, jazz, pop, reggae, rock.

187

L FI CI A ❖ Activity 1: Pre-Reading (Vocabulary) (12’)

B. New lesson (35’)

ƠN

a) Objective: Ss know some words about types of music and adjectives to describe them

b) Content:

- Vocabulary study: words about types of music (jazz, hip hop, pop, classical music, rock, country music) and some adjectives to describe types of music (boring, noisy, interesting, exciting, fun, terrible, beautiful).

QU Y

- Speaking: Say which types of music do you like and dislike. Use the adjectives in the box to describe them. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations.

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

KÈ

Task a. Match the words and phrases with the pictures. Listen and repeat.

 Option 1 (If the teacher hasn’t used this part for the Warm-up activity)

DẠ

- Demonstrate the activity on DCR, using the - Look and listen. example.

188

- Call Ss to give answers (read or write). - Check answers as a whole class.

- Work in pairs.

- Give answers.

- Listen and repeat.

- Play audio (CD1 – Track 24). Have Ss listen and repeat.

Answer keys

ƠN

- Correct Ss’ pronunciation.

 Option 2: Matching (If the teacher has used part a. for the Warm-up activity)

- Work in groups of 3 or 4.

KÈ

QU Y

- Have Ss review the words they have known in the warm-up activity by looking at the pictures of some famous music bands / - Give answers. singers (Artists) in the word and matching them with words about types of music Ss have learnt. - Read. - Call Ss to give answers (read or write). Answer keys - Check answers as a whole class. - Call some Ss to read the words again.

DẠ

- Correct Ss’ pronunciation if necessary.

189

- Divide class into pairs and have them check their answers with their partners.

- Work individually.

FI CI A

- Have Ss match the words and phrases with the pictures.

L FI CI A OF ƠN

Task b. Discuss which types of music do you like and dislike. Describe them using the adjectives in the box.

QU Y

- Have Ss discuss in pairs which types of music they like and dislike, encourage Ss to use some more adjectives besides the ones given in the textbook.

- Work in pairs.

- Present.

- Have Ss share their ideas in front of the class.

KÈ

- Give feedback and evaluation. ❖ Activity 2: While - Reading (17’) a) Objective: Students can develop their reading skill.

b) Content: Read the blog post. Do Bình and Linh both like rock music?

DẠ

c) Expected outcomes: Students can read and understand general and specific information about a blog post about music types. d) Organization of the activity: 190

STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

FI CI A

Task a. Read the blog post. Do Bình and Linh both like rock music? - Ask Ss to read the blog post, and then answer the question. - Remind Ss to underline or highlight the keywords or supporting ideas for their answers.

-Work individually.

- Have Ss exchange their answers with a partner. - Have some Ss share their answers with the class (read), explain for their answers.

- Give feedback.

ƠN

- Exchange answers.

- Give feedback and correct Ss’ answers if necessary.

- Read answers, explain.

QU Y

- Check answers. Answer keys

Task b. Now, read and circle the correct answers.

- Read and underline.

KÈ

- Have Ss read the questions, underline key words and guess the answers. - Do the task.

- Have Ss read the blog post again and circle the correct answers – underline or highlight the supporting ideas.

DẠ

- Check answers.

- Have Ss check answers with their partners.

- Give answers. Answer keys 191

- Call Ss to give answers, explain.

FI CI A

- Give feedback and evaluation.

❖ Activity 3: Post - Reading (6’)

ƠN

a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill. b) Content: Speaking: When do you like to listen to music?

d) Organization of the activity:

c) Expected outcomes: Students can talk about their favorite kinds of music and the time they listen to them.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

Task c. In pairs: When do you like to listen to music? - Have Students work in pairs to favorite kinds of music and the time they listen to them

- Discuss in pairs.

- Present.

- Give feedback and evaluation.

- Listen.

KÈ

- Call some Ss to share their ideas with the whole class

DẠ

C. Consolidation and homework assignments (5’)

* Consolidation:

192

- Words about types of music (jazz, hip hop, pop, classical music, rock, country music).

FI CI A

- Adjectives to describe types of music (boring, noisy, interesting, exciting, fun, terrible, beautiful). * Homework: - Learn the new words by heart. - Practice talking about types of music.

- Do the exercises in WB: New words + Reading (pages 14, 15).

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 16).

ƠN

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn- - - Prepare: Unit 3 - Lesson 1.2 – Grammar (page 21 – SB).

D. Reflection

a. What I liked most about this lesson today:

QU Y

……………………………………………………………………………… ………… t. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

……………………………………………………………………………… …………

193

L FI CI A

Date:……………………………………. .

School: ………………………………………..

ƠN

Class: Period: ……………………………......... …………………………….................... .

UNIT 3: MUSIC AND ARTS

I. OBJECTIVES

QU Y

Lesson 1.2 - Grammar (Page 21)

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- listen to 2 people asking and answering about types of music.

- use present simple for facts.

KÈ

- use correct spelling of “s” and “es” endings. - talk about their favorite types of music. 1.2. Competences

- improve speaking, listening skills.

DẠ

- improve the use of English. 1.3. Attributes - love music. 194

FI CI A

II. TEACHING AIDS AND LEARNING MATERIALS

- relax with music.

III. ASSESSMENT EVIDENCE

IV. PROCEDURES

ƠN

- Ss’ answers.

- Ss’ answers/ presentation.

QU Y

- Listen and repeat. - Circle the correct words. - Write sentences using the pictures. - Ask your partner about favorite kinds of music.

Performance Products - Ss’ performance. - Ss’ answers.

Performance Tasks

2. Students’ aids: Student’s book, workbook, notebook, handouts.

Assessment Tools

- T’s feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback.

A. Warm up: (5’)

KÈ

b) Content: Review types of music / Review present simple tense.

DẠ

c) Expected outcomes: Ss review old vocabularies / grammar points which are very useful for them in the new lesson. d) Organization of the activity: 195

TEACHER’S ACTIVITIES

- Take part in the game.

- Call Ss to give answers. - Check Ss’ answers, give feedback and lead to the new lesson.

4. ipophh 6.trouncy

2. okrc

3. opp

5. zajz

Answers keys

1. classical pop

- Have Ss make sentences, using the words they have just made.

à Lead to the new lesson.  Option 2: Error Identification

- Give answers (write on the board).

ƠN

1. lislascac

FI CI A

- Have Ss rearrange letters to make a meaningful word.

Option 1: Game “JUMBLED WORD”



STUDENTS’ ACTIVITIES

4. hip hop country

2. rock

5. Jazz

- Read sentences.

QU Y

- Give Ss a small exercise: Choose a word / phrase in each sentence that does not follow the English standard. (or Choose a word / phrase in each sentence that needs correcting) and correct it.

- Have Ss work in pairs.

- Call Ss to give answers, explain for their choice and correct the false sentences.

KÈ

- Work in pairs. - Read answers, explain, correct the mistakes.

- Check Ss’ answers, give feedback.

DẠ

Answers keys 1. B: don’t à doesn’t 2. B: begin à begins 196

3. B: has à have 4. A: know à knows

FI CI A

à Lead to the new lesson: Present Simple for facts.

- Ask Ss an extra question: What are these sentences about? (habit or fact?)

Answers keys

These sentences are about fact.

B. New lesson (35’) ❖ Activity 1: Presentation (10’)

ƠN

a) Objective: Introduce Present Simple for facts. b) Content:

- Go through the grammar point.

- Listen and repeat.

c) Expected outcomes: Ss know about indefinite quantifiers and use it in some exercises that follow.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Listen and repeat

- Look.

- Play audio (CD1 – Track 25) and have Ss listen and read the speech bubbles.

- Listen, then read.

KÈ

- Have Ss look at the picture (using DCR).

- Play the audio again and have Ss listen and repeat.

- Listen and repeat.

Option 1:

DẠ



Grammar box

- Have Ss look at the grammar explanation and read. - Look and read. 197

L FI CI A OF

- Have Ss look at the box and read examples of different forms.

QU Y

- Remind Ss the spelling of “s” / “es” endings.

ƠN

- Read examples of different forms.

- Ask Ss to make more sentences using Present Simple for facts.

Option 2:



- Listen.

KÈ

- Have Ss close books.

DẠ

- Show some model sentences, ask Ss to read the sentences, paying attention to the bold - Give more examples. verbs in these sentences.

- Close all books. 198

- Have Ss think and answer the questions:

- Look and read.

FI CI A

1.What tense is being used in these sentences? 2.What are these sentences about?

- Then, lead to the grammar box, briefly explain the way to use the Present Simple for facts. - Have Ss read the grammar box again.

ƠN

- Give answers. Suggested answers

1.The present simple tense.

- Ask Ss to make more examples using the Present Simple for facts.

2.These sentences are about things that we consider as facts (likes / dislikes).

QU Y

- Give feedback and evaluation. - Remind Ss the spelling of “s” / “es” endings.

KÈ

- Look and read.

DẠ

- Give more examples.

199

L OF

❖ Activity 2: Practice (19’)

FI CI A

- Listen.

a) Objective: Students can use the Present Simple for facts to do the given exercises. b) Content:

ƠN

- Circle the correct words. - Write sentences using the pictures.

QU Y

d) Organization of the activity:

c) Expected outcomes: Students can get used to the form and usage of the Present Simple for facts and use them correctly.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task b. Circle the correct words

- Demonstrate the activity on DCR, using the example.

KÈ

- Have Ss read the sentences and circle the correct words. - Have Ss work in pairs to check each other’s work.

- Look and listen.

- Work individually. - Work in pairs.

- Have some Ss share their answers with the - Read answers. Answer keys whole class.

DẠ

- Give feedback, correct Ss’ answers if necessary.

200

L FI CI A

Task c. Write sentences, using the pictures. - Demonstrate the activity on DCR, using the example.

- Look and listen.

- Work individually.

- Have Ss look at the pictures and write sentences.

- Work in pairs.

QU Y

- Check Ss’ answers, give feedback and evaluation.

ƠN

- Have Ss check answers with their partners. - Write answers. - Call Ss to write answers on the board. Answer keys

KÈ

❖ Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Ask and answer about favorite kind of music.

DẠ

c) Expected outcomes: Ss produce the new language successfully, and they can use the Present Simple for facts in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES 201

- Divide class into pairs.

FI CI A

Task d. In pairs: Ask and answer with your partner about his / her favorite music type. - Have conversation in pairs.

- Have Ss take turns asking their partner about his / her favorite music type.

- Present.

- Give feedback and evaluation.

- Listen.

- Have some pairs demonstrate the activity in front of the class.

ƠN

C. Consolidation and homework assignments (5’)

QU Y

* Consolidation:

* Homework:

- Make 3 sentences using the Present Simple for facts. - Do the exercises in WB: Lesson 1 – Grammar & writing (page 15).

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 17).

KÈ

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

- Prepare: Lesson 1.3 – Pronunciation and Speaking (page 22 – SB).

DẠ

D. Reflection a. What I liked most about this lesson today: 202

c. What I should improve for this lesson next time:

FI CI A

……………………………………………………………………………… ………… u. What I learned from this lesson today: ……………………………………………………………………………… …………

QU Y

ƠN

……………………………………………………………………………… …………

Date:……………………………………. .

School: ………………………………………..

DẠ

KÈ

Class: Period: ……………………………......... …………………………….................... .

UNIT 3: MUSIC AND ARTS Lesson 1.3 – Pronunciation and Speaking (Page 22)

I. OBJECTIVES 203

By the end of the lesson, Ss will be able to:

1.1. Language knowledge and skills

FI CI A

- pronoun the sounds /s/ and /z/ of “s” at the end of the verbs.

- ask and answer about whether a person likes a type of music or not. - conduct a music survey. 1.2. Competences

- improve listening and speaking skills. 1.3. Attributes - love music.

ƠN

- relax with music.

II. TEACHING AIDS AND LEARNING MATERIALS

QU Y

2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE Performance Tasks

DẠ

KÈ

- Listen to the words and focus on the underlined letters. - Listen and cross out the word with the different sound. - Read the words with the correct sound to a partner. - Point, ask and answer.

Performance Products - Ss’ performance and answers. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ performance.

204

Assessment Tools - T’s observation. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

- T’s feedback/Peers’ feedback.

FI CI A

- T’s feedback/Peers’ feedback.

- T’s observation, T’s feedback/Peers’ feedback.

ƠN

- Practice with their own - Ss’ performance / Presentation. ideas. - Carry out a survey in groups of 4: Fill in the table with your own information. Put a ✓ if you like the music or a cross (x) if you don’t, and add an adjective to give your opinion. Then, ask 3 friends and complete the table.

IV. PROCEDURES

A. Warm up: (5’)

QU Y

b) Content: Review adjectives to describe films / review “s” or “es” after verbs spelling. c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities.

d) Organization of the activity:



STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES Option 1:

DẠ

- Give Ss a list of adjectives, have Ss work in pairs to divide them into 2 groups: positive and negative.

- Work in pairs, then give answers.

Answer keys

205

- Positive adjectives to describe films: interesting, fun, exciting, beautiful, amazing, incredible, cool, romantic, great

- Call Ss to read answers.

- Negative adjectives to describe films: boring, terrible, frightening, bad, tragic, violent - Listen.

àLead to the new lesson.

FI CI A

- Give feedback.

- Suggested adjective list: boring, interesting, fun, terrible, exciting, beautiful, frightening, amazing, incredible, bad, cool, romantic, tragic, violent, great.

 Option 2: “s” / “es” ending spelling

- Work in pairs, then give answers.

ƠN

- Give Ss a list of verbs, have Ss work in pairs to put “s” or “es” after these verbs, using correct spelling.

Answer keys

learns, studies, plays, touches, misses, watches, listens, washes, goes, gets, does, likes, sings, walks, eats, replies, teaches.

QU Y

- Suggested verb list: learn, study, play, touch, miss, watch, listen, wash, go, get, do, like, sing, walk, eat, reply, teach.

- Give answers.

- Call Ss to read answers. - Give feedback.

- Listen.

KÈ

àLead to the new lesson.

B. New lesson (35’)

❖ Activity 1: Pre-Speaking: Pronunciation (10’)

DẠ

a) Objective: Introduce the sound /s/, /z/ of “s” at the end of verbs. b) Content: - recognize the sound /s/, /z/ of “s” at the end of verbs. 206

- listen and check, find mistakes.

- practice.

FI CI A

c) Expected outcomes: Ss distinguish and use the sound /s/, /z/ of “s” at the end of verbs correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Play the recording (CD1, track 26) using DCR.

- Listen.

ƠN

- Ask Ss to listen and focus on the underlined letters

Task a + b. Listen to the words and focus on the underlined letters.

- Listen again and repeat.

- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature.

QU Y

- Explain more about the tips how to pronounce the sound /s/, /z/ of “s” at the end of verbs.

KÈ

*The pronunciation of the final “s” in plural words and verbs in the third person singular depends on the final consonant sound before that “s”. The ending is pronounced /s/ after a voiceless sound, it is pronounced /z/ after a voiced sound.

DẠ

- Listen again and take notes.

207

L FI CI A OF

Task c + d. Listen and cross out the word with the different sound, then read the words with the correct sound to a partner.

ƠN

- Play the recording (CD 1 – Track 27) using DCR, have Ss listen and cross out the option that doesn’t follow the sound feature in “a”. - Listen and cross out. - Call Ss to give answers.

- Play the recording again and check answers as a whole class. - Give answers.

QU Y

- Listen again and check.

- Then have Ss practice saying the examples with a partner, using the correct pronunciation feature.

Answer keys

- Work in pairs.

- Read.

- Ask Ss to find some more English words with an “s” ending which contains /s/ and /z/ sound.

- Give answers.

KÈ

- Call some Ss to read the words in front of the class.

DẠ

- Give feedback and evaluation. ❖ Activity 2: While-speaking (20’)

208

a) Objective: Students can talk about whether a person likes a type of music or not, using adjectives to describe it.

FI CI A

b) Content: - point to the pictures, ask and answer.

- do a music survey about favorite type of music, fill in the table with your own information , then ask 3 friends to complete the table. c) Expected outcomes: Ss produce the new language successfully.

d) Organization of the activity:

STUDENTS’ ACTIVITIES

ƠN

TEACHER’S ACTIVITIES PRACTICE

- Use DCR to introduce the task.

*Point, ask and answer

- Demonstrate the activity by asking and answering with a student.

- Observe, listen.

QU Y

- Have pairs take turns pointing, asking, and - Work in pairs. answering using the pictures and words in the box. - Remind Ss to pay attention to the adjectives to describe film types in the box.

KÈ

- Have some pairs demonstrate the activity in front of the class.

SPEAKING: Music Survey

DẠ

Task a. In fours: Fill in the table with your own information. Put a tick (✔) if you like the music or a cross (✘) if you don't, and add an adjective to give your

209

- Present.

- Observe and listen.

FI CI A

- Demonstrate the activity by practicing the activity with a student.

opinion. Then, ask three friends and complete the table

- Divide the class into groups of 4.

- Work in groups of 4.

- Have students fill in the table for themselves.

- Complete the survey.

- Have students ask three friends and complete the table.

ƠN

- Observe, give help if necessary.

❖ Activity 3: Production (5’)

a) Objective: Students report to the class about the survey results. b) Content: Answer: What is the most popular kind of music in your group?

QU Y

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

SPEAKING: Music Survey

KÈ

Task b. Answer the question: What is the most popular kind of music in your group? - Discuss.

- Have some Ss share their findings with the class.

- Present.

- Have students decide which is the most popular kind of music in their group.

DẠ

- Listen.

- Give feedback and evaluation.

C. Consolidation and homework assignments (5’) 210

FI CI A

* Consolidation:

ƠN

* Homework:

- Practice pronouncing words with “s” endings.

- Complete the survey for those who haven’t finished it in class.

- Prepare: Unit 3 - Lesson 2 – New words and Listening (page 23 – SB).

(pages 16 & 17).

QU Y

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook

D. Reflection

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

KÈ

a. What I liked most about this lesson today:

DẠ

……………………………………………………………………………… ………… v. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

211

QU Y

ƠN

FI CI A

……………………………………………………………………………… …………

Date:………………………………..

Class: …………………………….....................

Period: …………………………......

KÈ

School: ………………………………………..

UNIT 3: MUSIC AND ARTS

Lesson 2.1 – New words and Listening (Page 23)

DẠ

I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills 212

- know more words about other different types of music (which are unfamiliar with teenagers): blues, reggae, electronic, RnB, folk (music), heavy metal.

FI CI A

- make plans to go to a music event.

- practice listening to a conversation between three friends about a music event (for general and specific details). - invite someone to speak. 1.2. Competences

- improve communication, collaboration, and critical thinking skills. 1.3. Attributes - love other music types in the world.

ƠN

- be well-organized for planning to do some activities with friends.

QU Y

2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

Performance Products - Activate some new words - Ss’ answers. about music types. - Match the words with the - Ss’ answers. description. - Ss’ performance. - Listen and repeat. - Ask and answer about each type of music. Do you - Ss’ answers/ presentation. like any of them?

DẠ

KÈ

Performance Tasks

213

Assessment Tools - T’s feedback. - T’s observation/ DCR. - T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

FI CI A

- Ss’ answers. - Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback.

- Listen to three friends talking about a music event. Where are they? - Listen and answer the questions. - Speak: What kind of music concert would you like to go to? Which band or singer would you like to see?

IV. PROCEDURES

QU Y

A. Warm up: (5’)

- T’s observation and feedback / DCR.

ƠN

- T’s feedback/Peers’ feedback.

b) Content: Introduce words about some more music types: electronic, heavy metal, reggae, blues, folk music, RnB.

KÈ

c) Expected outcomes: Ss get to know some new words they are going to study in the lesson. d) Organization of the activity:

Option 1: Match the words with the descriptions. Listen and repeat.

DẠ



STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

214

- Show pictures with description (using DCR), have Ss look at the pictures and read the description, then match them with the words in the box (in pairs).

FI CI A

- Work in pairs.

- Give answers.

- Call Ss to give answers. - Listen.

- Lead to the new lesson.

- Listen and repeat.

- Give feedback and show correct answers.

Answer keys

QU Y

ƠN

- Play the audio (CD1 – Track 28), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.

- Use the “New words” part a.– page 23 for the warm-up activity.

 Option 2: Listen and identify music types

KÈ

- Find some pieces of music of different music types on the internet (mp3 files – each file lasts about 15-20 seconds). There are 6 sound - Listen and guess the names of files of 6 types: electronic, heavy metal, music types. reggae, blues, folk music, RnB.

DẠ

- Play the mp3 sound files, have Ss listen and give names of music types. - Call Ss to give answers. - Give feedback and evaluation. 215

àLead to the new lesson.

FI CI A

B. New lesson (35’) ❖ Activity 1: Pre-Listening (Vocabulary) (12’)

a) Objective: Ss get to know words about music types and state whether they like them or not.

b) Content:

- Vocabulary study (electronic, heavy metal, reggae, blues, folk music, RnB). - Speaking: Ask and answer about each type of music. Do you like any of them?

d) Organization of the activity:

TEACHER’S ACTIVITIES

ƠN

c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when talking about music types. STUDENTS’ ACTIVITIES

Task a. Match the words with the descriptions. Listen and repeat.

QU Y

 Option 1 (If the teacher hasn’t used this part for the Warm-up activity)

- Demonstrate the activity on DCR, using the - Look and listen. example. - Have Ss match the words with the descriptions.

- Work individually.

KÈ

- Divide class into pairs and have them check their answers with their partners. - Work in pairs. - Call Ss to give answers (read or write). - Give answers.

- Check answers as a whole class. - Play audio (CD1 – Track 28). Have Ss listen and repeat.

DẠ

- Listen and repeat. Answer keys

- Correct Ss’ pronunciation. 216

L FI CI A OF

 Option 2: Matching (If the teacher has used part a. for the Warm-up activity)

- Work in pairs.

QU Y

ƠN

- Have Ss review the words they have known in the warm-up activity by matching music types with its short description.

- Call Ss to read answers.

- Check answers as a whole class.

- Give answers.

- Call some Ss to read the words again.

- Correct Ss’ pronunciation if necessary. - Read.

DẠ

KÈ

Answer keys

217

- Have Ss work in pairs to ask and answer about each type of music. - Present.

- Have pairs discuss whether they like any of the types of music in Task a.

❖ Activity 2: While - Listening (17’)

ƠN

- Have some pairs share their ideas with the class. - Give feedback and evaluation.

- Work in pairs.

FI CI A

Task b. In pairs: Ask and answer about each type of music. Do you like any of them?

a) Objective: Students can develop their listening skill.

b) Content: Listen to three friends talking about a music event. Where are they?

QU Y

c) Expected outcomes: Students can listen and understand general and specific information about a music event. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Listen to three friends talking about a music event. Where are they?

KÈ

- Have Ss read the phrases, guess the answer. - Play audio (CD1 - Track 29) using DCR. - Have Ss listen and circle the correct answer.

-Work individually. - Listen.

- Circle the correct answers.

DẠ

Answer keys

- Check answer as a whole class.

218

L FI CI A

- Read and underline the key words. Task b. Now, listen and answer the questions - Do the task.

- Have Ss read the through the questions in task b, underline the key words. - Play the audio again (CD1 - Track 29) using DCR.

Answer keys

- Remind Ss to give short answers, not a full sentence to answer for each question.

- Check answers.

ƠN

- Have Ss listen and answer the questions.

- Have Ss check answers with their partners. - Call Ss to give answers.

KÈ

QU Y

- Give feedback and show correct answers.

❖ Activity 3: Post - Listening (6’)

a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill.

DẠ

b) Content: Speaking: What kind of music concert would you like to go to? Which band or singer would you like to see? c) Expected outcomes: Students can have a free-talk about how to overcome sickness. 219

d) Organization of the activity: STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

FI CI A

Conversation skill - Have Ss look at the Conversation skill box and read.

- Look and read.

- Play audio (CD 1 - Track 30) using DCR, - Listen and repeat. have Ss listen and repeat.

- Ask Ss to find more ways to invite someone to speak.

ƠN

- Give answers.

QU Y

Task c. In pairs: What kind of music concert would you like to go to? Which band or singer would you like to see? - Have Ss work in pairs to discuss.

- Observe and give help if necessary.

- Call some pairs to share their ideas with the class

KÈ

- Give feedback and evaluation.

- Work in pairs.

DẠ

- Present.

C. Consolidation and homework assignments (4’) 220

* Consolidation:

- Words about music types: electronic, heavy metal, reggae, blues, folk music, RnB.

FI CI A

- Language to invite someone to speak: What about you? / How about you? …

* Homework - Learn the new words by heart.

- Practice making plans to go to a music event.

- Do the exercises in WB: New words and Listening (page 16).

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 18).

ƠN

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

- Prepare: Lesson 2.2 – Grammar (page 24 – SB).

D. Reflection

QU Y

a. What I liked most about this lesson today:

……………………………………………………………………………… ………… w. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

……………………………………………………………………………… …………

221

L FI CI A OF

Period: ……………………….........

Class: …………………………….....................

Date:………………………………..

ƠN

School: ………………………………………..

UNIT 3: MUSIC AND ARTS

I. OBJECTIVES

QU Y

Lesson 2.2 - Grammar (Page 24)

By the end of the lesson, Ss will be able to:

1.1. Language knowledge and skills

- listen to 2 people asking and answering about musical instrument.

KÈ

- use prepositions of time and possessive adjectives correctly. 1.2. Competences

- improve speaking, listening and writing skills.

DẠ

- improve the use of English. 1.3. Attributes - love music. - choose a musical instrument to try practicing playing it. 222

II. TEACHING AIDS AND LEARNING MATERIALS

III. ASSESSMENT EVIDENCE Performance Products - Ss’ performance. - Listen and repeat. - Study the grammar box. - Ss’ task. - Fill in the blanks with - Ss’ answers in, on, or at, and the /performance. correct possessive adjectives. - Ss’ answers. - Look at the table and write the answers. - Ask and answer using - Ss’ answers/ the information in the presentation. table (in pairs).

QU Y

ƠN

Performance Tasks

2. Students’ aids: Student’s book, workbook, notebook.

FI CI A

Assessment Tools

- T’s feedback. - T’s observation. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

KÈ

- T’s observation, T’s feedback/Peers’ feedback.

IV. PROCEDURES

A. Warm up: (5’)

DẠ

223

b) Content: Introduce vocabulary about musical instruments / review phrases about time expressions.

FI CI A

c) Expected outcomes: Ss review words about musical instruments and Ss have general ideas about the grammar point they are going to study in the new lesson . d) Organization of the activity: TEACHER’S ACTIVITIES Option 1: Musical instrument



STUDENTS’ ACTIVITIES

ƠN

- Have Ss look at the pictures and give names of musical instruments. - Work in pairs. - Call Ss to give answers.

- Check Ss’ answers, give feedback and lead to the new lesson.

- Give answers.

Answers keys 1. guitar

QU Y

2. piano 3. drum 4. saxophone 5. flute

- Have Ss make sentences, using the vocabularies above.

6. violin

KÈ

à Lead to the new lesson.  Option 2: Time Expressions

- Have Ss close all books and notebooks. - Make sentences and read them.

DẠ

- Divide class into 4 groups.

224

- Have Ss in each group write down time expressions in English as many as possible (in about 2 minutes).

FI CI A

- Close books and notebooks.

- Call Ss to write answers on the board. - Check Ss’ answers, give feedback and evaluation.

- Work in groups of 4.

- The group with the most correct answers will be the winner.

Suggested answers

- Give a small present to the winner.

Time Expressions: yesterday, in the morning, in the afternoon, in the evening, on Sundays, on / at the weekends, at night, in the winter, in March, in 2022, …

ƠN

- Lead to the new lesson.

B. New lesson (35’)

QU Y

❖ Activity 1: Presentation (10’)

a) Objective: Introduce Prepositions of time and Possessive adjectives. b) Content: - Listen and repeat.

- Introduce the grammar point: Prepositions of time and Possessive adjectives.

KÈ

c) Expected outcomes: Ss know how to use Prepositions of time and Possessive adjectives to do some following exercises. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Listen and repeat - Look.

- Play audio (CD1 – Track 31) and have Ss listen and read the speech bubbles.

- Listen, then read.

DẠ

- Have Ss look at the picture (using DCR).

225

- Listen and repeat.

FI CI A

- Play the audio again and have Ss listen and repeat.

Grammar box 

Option 1:

- Look and read.

ƠN

- Have Ss look at the grammar explanation and read: Prepositions of time.

QU Y

- Have Ss look at the grammar explanation and read: Possessive adjectives.

KÈ

- Look and read.

- Briefly explain the grammar point.

DẠ

- Ask Ss to give more examples using Prepositions of time and Possessive adjectives. 

Option 2: 226

- Give examples.

*Suggested sample phrases: in the morning, in the afternoon, in the evening, on Sundays, on / at the weekends, at night, in the winter, in March, in 2022, …

- Listen and take notes.

FI CI A

- Show sample phrases, have Ss read them and make comment on the way teacher uses preposition before time expressions.

- Have Ss close books.

- Close all books. - Have Ss give answers.

ƠN

- Give feedback and evaluation.

àLead to the grammar box and explain more: - Look and answer. Prepositions of time.

QU Y

- Give answers.

KÈ

- Next, show sample sentences, have Ss read them and make comment on the way teacher uses possessive adjectives (In each sentence: Identify which is possessive adjective, identify possessive adjective’s position). *Suggested sample sentences: 1. My father worked in that company in 2015.

DẠ

- Open the books and read the grammar box.

2.I study with her son. 3. His piano is quite new. 227

4. Their music performance is very great.

FI CI A

- Have Ss give answers. - Give feedback and evaluation.

àLead to the grammar box and explain more: Possessive adjectives.

ƠN

-Read and comment.

- Have Ss give more examples of Prepositions of time and Possessive adjectives, encourage them to make sentences with their own ideas.

Suggested answers

QU Y

1. Possessive adjectives: my, her, his, their 2. Position: before noun

KÈ

- Give feedback and evaluation.

DẠ

- Open the books and read the grammar box.

228

L FI CI A

- Give examples.

❖ Activity 2: Practice (19’)

a) Objective: Students can use Prepositions of time and Possessive adjectives correctly.

ƠN

b) Content:

- Fill in the blanks with in, on, or at, and the correct possessive adjectives. - Look at the table and write the answers.

QU Y

d) Organization of the activity:

c) Expected outcomes: Students can use Prepositions of time and Possessive adjectives in their speaking.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task b. Fill in the blanks with in, on, or at, and the correct possessive adjectives

- Demonstrate the activity on DCR, using the example.

- Look and listen.

KÈ

- Have Ss fill in the blanks with in, on, or at, and the correct possessive adjectives. - Work individually.

- Have Ss work in pairs to check each other’s work.

- Work in pairs. - Write answers on the board.

DẠ

- Have some Ss share their answers with the whole class.

Answer keys

229

- Work individually.

- Demonstrate the activity on DCR, using the example.

- Look and listen.

ƠN

Task c. Look at the table and write the answers.

FI CI A

- Give feedback, correct Ss’ answers if necessary.

- Work in pairs.

- Have Ss look at the table and write the answers.

- Read or write answers.

QU Y

- Have Ss check answers with their partners. - Call Ss to read or write answers.

DẠ

KÈ

- Check Ss’ answers, give feedback.

230

Answer keys

FI CI A

a) Objective: Students master the grammar point they study in the lesson.

❖ Activity 3: Production (6’)

b) Content: Speaking: Ask and answer using the information in the table.

c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have learnt in speaking and writing.

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Divide class into pairs.

- Work in pairs.

- Have Ss ask and answer using the information in the table.

ƠN

Task d. In pairs: Ask and answer using the information in the table

- Then, encourage Ss to add their own ideas to practice.

QU Y

- Have some pairs demonstrate the activity in front of the class.

- Have conversation in pairs. - Present.

- Give feedback and evaluation.

- Listen.

C. Consolidation and homework assignments (5’)

KÈ

*Consolidation

DẠ

- Prepositions of time

231

FI CI A

- Possessive Adjectives

. * Homework:

ƠN

- Make 2 sentences, use prepositions of time and possessive adjectives. - Do the exercises in WB: Grammar (page 17).

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 19). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

QU Y

- Prepare: Lesson 2.3 – Pronunciation and Speaking (page 25 – SB).

D. Reflection

a. What I liked most about this lesson today:

KÈ

……………………………………………………………………………… ………… x. What I learned from this lesson today: ……………………………………………………………………………… …………

DẠ

c. What I should improve for this lesson next time: ……………………………………………………………………………… …………

232

L FI CI A OF ƠN

Date:……………………………………. .

School: ………………………………………..

QU Y

Class: Period: ……………………………......... …………………………….................... .

UNIT 3: MUSIC AND ARTS

Lesson 2.3 – Pronunciation and Speaking (Page 25)

I. OBJECTIVES

KÈ

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- recognize and practice intonation at the end of statements.

DẠ

- practice a conversation about a plan to go to a music show. - talk about music show. - invite a friend to speak. 233

1.2. Competences

1.3. Attributes - love music. - relax with music.

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

- improve listening and speaking skills.

ƠN

2. Students’ aids: Student’s book, workbook, notebook, handouts.

III. ASSESSMENT EVIDENCE

Assessment Tools Performance Products - Ss’ performance and - T’s observation. - Listen to the sentences and notice: intonation falls answers. at the end of statements.

QU Y

Performance Tasks

KÈ

- Listen and cross out the sentence doesn’t follow the note in Task a.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Read the sentences with the sound feature noted in Task a to a partner.

- Ss’ answers.

DẠ

- Practice the conversation - Ss’ performance. between two students. Swap the roles and repeat. 234

T’s observation, T’s feedback.

- Ss’ performance / - Ask and answer about the different music shows, Presentation. then choose four artists to see. Complete the notes. - Answer: Which bands or - Ss’ performance / Presentation. singers will you see at

FI CI A

- T’s observation, T’s feedback.

Festibeat?

IV. PROCEDURES A. Warm up: (5’)

ƠN

b) Content: Music.

c) Expected outcomes: Ss have good preparation for the new lesson. d) Organization of the activity:



STUDENTS’ ACTIVITIES

QU Y

TEACHER’S ACTIVITIES Option 1:

- Play a short video clip about a music show of a famous singer / band in Vietnam or in the world (or a song).

KÈ

- Have Ss listen and watch. - Lead to the new lesson.

DẠ

*Suggested clip: Link: https://www.youtube.com/watch?v=x4D1jt0aThg

235

- Listen and watch.

- Give answers.

- Listen.

L FI CI A OF

 Option 2: - Prepare and play mp3 files of sounds of some musical instrument.

- Give feedback, show correct answers.

- Listen.

- Introduce the new lesson.

- Listen and give names of musical instruments.

ƠN

- Have Ss listen and guess the name of musical instrument.

B. New lesson (35’)

QU Y

❖ Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce: Intonation falls at the end of the statements. b) Content:

- recognize: Intonation falls at the end of the statements.

- listen and check, find mistakes. - practice.

KÈ

c) Expected outcomes: Ss practice: “Intonation falls at the end of the statements” and use it naturally in their speaking. d) Organization of the activity: STUDENTS’ ACTIVITIES

DẠ

TEACHER’S ACTIVITIES

Task a + b. Listen to the sentences and focus on how the intonation falls.

236

L - Ask Ss to listen and focus on how the intonation falls.

- Listen.

- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature.

FI CI A

- Play the recording (CD1, track 32) using DCR.

Task c + d. Listen and cross out the sentence that doesn’t follow the sound feature noted in Task a.

ƠN

- Listen again and repeat.

QU Y

- Play the recording (CD 1 – Track 33) using DCR, have Ss listen and cross out the option that doesn’t follow the sound feature in “a”.

- Listen and cross out.

- Call Ss to give answers.

- Give answers.

KÈ

Answer keys

- Listen again and check.

- Play the recording again and check answers as a whole class.

DẠ

- Then have Ss practice saying the examples with a partner, using the pronunciation feature. 237

- Work in pairs.

- Present.

- Call some Ss to read the sentences in front of the class. - Ask Ss to make some more statements and practice reading them with the right sound feature of the lesson.

FI CI A

- Make sentences and practice reading them.

❖ Activity 2: While-speaking (21’) a) Objective: Students can talk about music shows.

b) Content:

ƠN

- Practice the conversation between two students. Swap the roles and repeat. - Ask and answer about the different music shows, then choose four artists to see. Complete the notes. - Answer: Which bands or singers will you see at Festibeat?

d) Organization of the activity:

c) Expected outcomes: Ss produce the new language successfully and have a good role play.

STUDENTS’ ACTIVITIES

QU Y

TEACHER’S ACTIVITIES PRACTICE

Practice the conversation. Swap the roles and repeat

KÈ

- Demonstrate the activity by practicing the role-play with a student. - Have pairs practice the conversation.

- Remind Ss the way to invite partners to speak.

DẠ

- Have Ss swap roles and repeat, using the ideas on the right. - Have some pairs demonstrate the activity in front of the class. 238

- Observe, listen.

- Work in pairs to practice the conversation.

- Swap roles and continue the task.

- Present.

FI CI A

- Give feedback and evaluation.

SPEAKING: It’s Show Time!

- Observe and listen.

- Have Ss work in groups of 3.

QU Y

- Have students ask and answer about the different music shows, then choose four artists to see. Complete the notes. - Observe, give help if necessary.

ƠN

- Demonstrate the activity having 2 Ss practice reading the conversation.

Task a. There's a music festival in your town this weekend. In threes: Ask and answer about the different music shows, then choose four artists to see. Complete the notes.

- Have some students share the ideas with the class.

- Work in groups of 3 to ask and answer about the different music shows and complete the notes. - Present.

- Give feedback and evaluation.

KÈ

Task b. Swap roles. Student A, now you’re the patient. Answer the doctor’s questions and write down their advice. - Have students discuss which bands or singers they will see.

- Discuss.

DẠ

- Observe, give help if necessary. - Have some students share their ideas with the class. 239

- Present.

- Give feedback and evaluation.

FI CI A

❖ Activity 3: Production (6’) a) Objective: Help Ss relax after class.

b) Content: List some famous music shows on TV in Vietnam, and choose a show that you would like to see. Explain for your choice.

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity:

STUDENTS’ ACTIVITIES

ƠN

TEACHER’S ACTIVITIES

Extra Task. List some famous music shows on TV in Vietnam, and then choose a show that you would like to see. Explain for your choice. - Have Ss close all books and notebooks.

- Close all books and notebooks.

QU Y

- Divide class into 4 groups to list some famous music shows in Vietnam.

- Have Ss choose a show that they would like to see and explain for their choice.

- Call some Ss to share their answers with the whole class.

- Take part in the class’s activity.

- Give answers.

KÈ

- Give feedback and evaluation. - Listen. Suggested answers

DẠ

- Famous music shows on TV in Vietnam: Rock Viet, Rap Viet, The voice, Song ca cùng thần tượng, Hát với ngôi sao, Giọng ải giọng ai, … 240

C. Consolidation and homework assignments (5’)

FI CI A

* Consolidation:

* Homework:

- Make 2 statements and practice reading them, paying attention to: Intonation falls at the end of the statements.

ƠN

- Prepare: Lesson 3.1 – Listening and Reading (page 26).

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook

(pages 18 & 19).

QU Y

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

D. Reflection

a. What I liked most about this lesson today:

KÈ

……………………………………………………………………………… ………… y. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

……………………………………………………………………………… …………

241

L FI CI A

Date:…………………………………..

Class: …………………………….....................

Period: ………………………….........

ƠN

School: ………………………………………..

UNIT 3: MUSIC AND ARTS

Lesson 3.1 - Listening and Reading (Page 26)

QU Y

I. OBJECTIVES

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about a movie you like.

- talk about different types of movie.

KÈ

- practice listening and understanding general and specific information about things relating to a film. - read a film description. 1.2. Competences

- improve communication, collaboration, analytical and critical thinking skills.

DẠ

1.3. Attributes - love movies and appreciate the film industry. - choose suitable movies to watch and relax. 242

II. TEACHING AIDS AND LEARNING MATERIALS

III. ASSESSMENT EVIDENCE

- Ss’ answers.

QU Y

- Fill in the blanks using the words in the box. Listen to an English teacher and check your answers. - Listen again and circle the correct answer.

KÈ

- Read the description and choose the best title. - Read and fill in the blanks.

- T’s feedback.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers / presentation.

- T’s observation/ DCR and T’s feedback.

DẠ

-Speaking: Would you like to watch this movie? Why (not)?

Assessment Tools

ƠN

- Speaking: Name three movies you like and say why you like them. What are the different types of movie you can watch?

Performance Products - Ss’ answers.

Performance Tasks

2. Students’ aids: Student’s book, workbook, notebook.

FI CI A

IV. PROCEDURES 243

A. Warm up: (5’)

FI CI A

c) Expected outcomes: Ss have general ideas about the topic “movies”, which they are going to listen and read in the new lesson.

d) Organization of the activity: TEACHER’S ACTIVITIES Option 1: Let’s Talk!

- Use the “Let’s talk!” part in the textbook– page 26 for warm-up activity.

ƠN



STUDENTS’ ACTIVITIES

- Ask Ss to work in pairs to name three movies - Work in pairs to discuss. they like and say why they like them. - Call Ss to share their answers with the whole class

- Present.

QU Y

- Give feedback and evaluation.

- Ask Ss: What are different types of movies can you watch?

- Discuss. - Answer.

- Call Ss to give answers, comment.

KÈ

- Lead to the new lesson.  Option 2: Matching

DẠ

- Have Ss match each picture / poster with its name of the film.

244

- Look and match.

L FI CI A

- Check and give correct answers.

- Call Ss to give answers.

- Give answers.

ƠN

- Extra question: What do you know about these films? (Ss can choose a film they know to talk about it.) - Give feedback and evaluation.

- Listen.

B. New lesson (35’)

Answer keys 1.B 2.F 3.A 4.C 5.E 6.D

QU Y

- Lead to the new lesson.

❖ Activity 1: Listening (17’)

a) Objective: Students can develop their listening skill.

b) Content: Listen to an English teacher talking about film description.

KÈ

c) Expected outcomes: Students can practice listening and understanding general + specific information about film description. d) Organization of the activity:

STUDENTS’ ACTIVITIES

DẠ

TEACHER’S ACTIVITIES

Task a. Fill in the blanks using the words in the box. Listen to an English teacher and check your answers 245

- Play audio (CD1 - Track 34) using DCR. - Have Ss listen and fill in the blanks with the words in the box.

- Listen and take notes.

- Read.

- Have Ss read the uncompleted sentences and guess the answers.

FI CI A

- Briefly explain the meaning of the words in the box.

- Listen and fill in the blanks with the words in the box.

- Call Ss to give answer, explain.

Answer keys

ƠN

- Play the audio again and check the answer as a whole class using DCR.

QU Y

Task b. Now, listen and circle the correct - Read. answers - Listen and circle the correct - Have Ss read through the content of Task answers. b first. - Exchange answers.

- Have Ss listen and circle the correct answers.

- Give answers.

- Play the audio again (CD1 - Track 34) using DCR.

Answer keys

KÈ

- Have Ss check answers with their partners. - Call Ss to give answers, explain.

DẠ

- Check answers as a whole class using DCR.

246

a) Objective: Students can develop their reading skill. b) Content: - Read the description and choose the best title.

- Read and fill in the blanks.

FI CI A

❖ Activity 3: Reading (18’)

c) Expected outcomes: Students can read a film description for gist and details, and they can talk about their favorite film.

ƠN

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Read the description and choose the best title. - Have Ss read Task a and guess the answer.

- Read and guess. - Scan the text for general idea.

QU Y

- Ask Ss to read the description quickly and circle the correct answer. - Give answer.

- Call 1 S to give answer.

Answer keys

KÈ

- Check answers as a whole class using DCR.

DẠ

- Read and underline the key words.

Task b. Now, read and fill in the blanks - Read the text again for details.

- Have Ss read the content in Task b and underline the key words. 247

- Exchange answers. - Give answers.

- Have Ss check their answers with a partner.

FI CI A

Answer keys

- Have Ss read the text again and fill in the blanks.

- Call Ss to give answers.

- Check answers as a whole class using DCR.

ƠN

- Discuss in pairs.

- Present.

QU Y

Task c. Speaking: In pairs: Would you like to watch this movie? Why / Why not? - Have Ss discuss the questions in pairs.

- Call some Ss to share their answers with the whole class.

KÈ

- Give feedback and evaluation.

- For class with high level students: Give Ss an extra task: Describe your favorite film.

DẠ

- Call Ss some Ss to share their answers with the whole class. - Give feedback and evaluation.

248

- Discuss in pairs.

- Present.

C. Consolidation and homework assignments (5’)

FI CI A

*Consolidation:

- Vocabulary: Film description: plot, conclusion, star, setting, characters, acting, dramatic.

*Homework

- Practice describing your favorite film.

- Do the exercises in WB: Lesson 3 – Listening and Reading (page 18).

ƠN

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 20).

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 3 – Writing and Speaking (page 27 – SB).

QU Y

D. Reflection

a. What I liked most about this lesson today:

……………………………………………………………………………… ………… z. What I learned from this lesson today: ……………………………………………………………………………… …………

KÈ

c. What I should improve for this lesson next time:

DẠ

……………………………………………………………………………… …………

249

L FI CI A

Date:……………………………………. .

School: ………………………………………..

ƠN

Class: Period: ……………………………......... …………………………….................... .

UNIT 3: MUSIC AND ARTS

Lesson 3.2 – Speaking and Writing (Page 27)

QU Y

I. OBJECTIVES

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- study format of writing a movie description. - talk about their favorite movies.

- write a short description of a movie they like.

KÈ

1.2. Competences

- improve communication, collaboration, writing and critical thinking skills . 1.3. Attributes

DẠ

- love movies.

II. TEACHING AIDS AND LEARNING MATERIALS 250

2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

- Make notes about your favorite movie using the questions.

- Ss’ answers.

QU Y

- Writing: Read about writing a movie description. Then, read the description of The Dark Knight again and underline the plot summary.

Assessment Tools

ƠN

- Speaking: You're talking about your favorite movies. In pairs: Ask your partner the following questions.

Performance Products - Ss’ answers / presentation.

Performance Tasks

FI CI A

- T’s feedback.

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

- T’s feedback/Peers’ feedback.

- Write a short description of - Ss’ answers. a movie you like.

- T’s observation and feedback.

KÈ

- Ss’ answers. - Reorder the movie description. Use the skill box to help you.

DẠ

IV. PROCEDURES A. Warm up: (5’)

251

FI CI A

c) Expected outcomes: Ss know some film types that they are going to talk and write about in new the lesson. d) Organization of the activity:

STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES Option 1: Types of films

ƠN

- Give a list of film types and their equivalent movie names. - Have Ss look and guess the meaning of these film types.

- Have Ss give answers.

- Work in pairs: Look and guess.

- Give answers.

- Give feedback and show correct answers.

- Listen.

QU Y

- Lead to the new lesson.

KÈ

Answer keys

 Option 2: Chatting

DẠ

- Ask Ss some questions:

1. What is your favorite movie? 2. What kind of movie is it? 252

- Answer teacher’s questions.

4. What is it about?

FI CI A

5. What do many people / critics say about it?

3. Who does it start?

- Have some Ss share their answers with the whole class.

- Give feedback and evaluation. - Lead to the new lesson.

ƠN

- Listen.

B. New lesson (35’)

❖ Activity 1: Pre-Writing (Speaking) (10’)

a) Objective: Ss prepare for what they are going to write about.

QU Y

b) Content:

- Speaking: You're talking about your favorite movies. In pairs: Ask your partner the following questions. - Make notes about your favorite movie using the questions.

c) Expected outcomes: Ss know more vocabularies about kinds of films and apply the language from speaking to their writing.

KÈ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

DẠ

Task a. You're talking about your favorite movies. In pairs: Ask your partner the following questions. - Divide the class into pairs.

- Work in pairs.

- Have students ask and answer using the questions. 253

L FI CI A

- Have some students share their ideas with the class.

- Give answers.

- Give feedback and evaluation.

- Have students make notes about their favorite movie using the questions.

- Go round and give help if necessary.

- Present.

- Have some pairs read their answers. - Give feedback and evaluation.

- Make notes.

ƠN

Task b. Make notes about your favorite movie using the questions

QU Y

❖ Activity 2: While - Writing (20’)

a) Objective: Students can develop their writing skill. b) Content: - Read about writing a movie description. Then, read the description of The Dark Knight again and underline the plot summary.

- Reorder the movie description. Use the skill box to help you. - Write a short description of a movie you like.

KÈ

c) Expected outcomes: Students can write a film description, using right format and rich vocabularies.

d) Organization of the activity: STUDENTS’ ACTIVITIES

DẠ

TEACHER’S ACTIVITIES

Task a. Read about writing a movie description. Then, read the description of The Dark Knight 254

- Listen.

FI CI A

-Briefly explain the Writing skill box.

again (page 26) and underline the plot summary

-Work in pairs.

- Have Ss check their answers with a partner.

- Exchange their answers with a partner.

- Call Ss to give answers.

- Give answers.

- Have Ss read the description of The Dark Knight again (page 26), then underline the plot summary.

- Check answer as a whole class using DCR.

QU Y

ƠN

Answer keys

KÈ

Task b. Reorder the movie description. Use the skill box to help you.

- Read and reorder the movie description.

- Exchange answers. - Give answers. Answer keys

- Have Ss read the sentences, then reorder the movie description.

DẠ

- Have Ss check their answers with a partner. - Call Ss to give answers. 255

FI CI A

- Check answer as a whole class using DCR.

- Do the writing part.

*Let’s Write: Now, write a short description of a movie you like. Use the feedback form to help you

ƠN

- Look and listen.

- Draw Ss’ attention to the feedback form.

-Write. Suggested writing

QU Y

- Have Ss use their notes in speaking part and the instruction in the Writing box to write a short description of a movie they like.

- Go round, observe and give help if necessary.

KÈ

- Have some Ss write their letter on the board.

DẠ

❖ Activity 3: Post - Writing (5’)

a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings. 256

FI CI A

c) Expected outcomes: Students know whether their writings follow the model and use the correct structures and language, whether their writings are interesting and understandable or not. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Give feedback, correct Ss’ mistakes.

- Use the feedback form to give evaluation. Focus on: - Look, listen and correct mistakes. + the format, the structures. + the understandability.

ƠN

+ the coherence and cohesion.

C. Consolidation and homework assignments (5’) * Consolidation:

KÈ

QU Y

- Writing Skill:

* Homework

DẠ

- Remember how to write a movie description. - Finish the writing part. - Do the exercises in WB: Lesson 3 – Writing (page 19). 257

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 21).

FI CI A

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 3 – Review (pages 88, 89 – SB).

a. What I liked most about this lesson today:

D. Reflection

ƠN

……………………………………………………………………………… ………… aa. What I learned from this lesson today: ……………………………………………………………………………… …………

c. What I should improve for this lesson next time:

DẠ

KÈ

QU Y

……………………………………………………………………………… …………

Date:…………………………………..

School: ……………………………………….. 258

Period: …………………………..........

UNIT 3: MUSIC AND ARTS Lesson 4 – Review (Pages 88, 89)

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

I. OBJECTIVES

FI CI A

Class: …………………………….....................

ƠN

- review words about music types (classical music, rock, country music, pop, hip hop, folk music, reggae, etc.) and talk about them.

- review grammar: Present simple for facts; prepositions of time; possessive adjectives. - review how to make plans to go to a music event. - pronoun some sounds correctly: /s/, /a/, /ɔ/, /æ/, / z/.

QU Y

1.2. Competences

- improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes

- have positive attitude in English language learning so that they actively participate in all classroom activities.

KÈ

- review the old lesson and have good preparation for any assessment.

II. TEACHING AIDS AND LEARNING MATERIALS

DẠ

FI CI A

- T’s feedback/Peers’ feedback.

- Listening: You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B, or C).

Assessment Tools

Performance Products - Ss’ answers.

ƠN

Performance Tasks

III. ASSESSMENT EVIDENCE

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers. - Grammar: Underline the mistakes and write the correct answers on the lines. + Write sentences using the prompts. - Ss’ answers/ -Pronunciation: sound presentation. and stress.

- T’s feedback/Peers’ feedback.

QU Y

- Ss’ answers. - Reading: Read the paragraph. Choose the best word (A, B, or C) for each space.

DẠ

KÈ

- Vocabulary: Number the pictures.

IV. PROCEDURES A. Warm up: (5’) 260

- T’s observation, T’s feedback/Peers’ feedback

FI CI A

c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity:



STUDENTS’ ACTIVITIES

Option 1: Sing a song (Karaoke)

- Play the clip of the song with lyrics.

- Look and sing together.

ƠN

- Choose a simple English song and find its beat

TEACHER’S ACTIVITIES

à Lead to the new lesson.

- Have the whole class sing the song together.

*Suggested song: The farmer in the dell.

QU Y

- Link: https://www.youtube.com/watch?v=tYoYuqBFsRU - Give answers.

KÈ

- Listen.

 Option 2: What song is it?

DẠ

- Prepare the sound files / video clips of some songs. T chooses songs that are popular with teenagers.

261

- Play the files / clips, have Ss listen and give names of the songs.

FI CI A

- Listen and give names of the - If Ss give an incorrect answer, T continues to play songs. the song. If Ss can give a correct answer, T stops and move to another song. - Give feedback.

Suggested song list: 1 Baby once more time (Britney Spears)

3 Dance Monkey (Tones and I) 4 Lily ( Allen Walker)

6 Lemon Tree (Fools Garden) 7 Senorita (Shaw Mendes)

QU Y

8 Maps (Maron 5)

5 Despacito ( Luis Fonsi)

ƠN

2 My hear will go on (Celine Dion)

àLead to the new lesson.

9 Happy new year (Abba)

10 Happy birthday to you ( many versions)

B. New lesson (35’)

KÈ

❖ Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content:

DẠ

- Listen to five short conversations. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity: 262

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

FI CI A

You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B, or C).

- Read in silence.

- Demonstrate the activity by using the example.

- Listen and then give answers.

- Have Ss read through the listening part.

- Play the audio (CD 2 – Track 36).

❖ Activity 2: Reading (7’)

Answer keys

- Check answers as a whole class using DCR.

ƠN

- Have Ss check answers with pairs and then give answers.

QU Y

a) Objective: Students can improve their reading skill. b) Content:

- Read the paragraph. Choose the best word (A, B, or C) for each space.

c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.

KÈ

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

DẠ

Read the paragraph. Choose the best word (A, B, or C) for each space - Demonstrate the activity by using the example.

- Observe and listen. - Work individually. 263

FI CI A

- Give answers, explain.

- Have Ss read the article and choose the correct answer, underline the supporting ideas for their answers. - Call Ss to give answers, explain.

Answer keys

- Give feedback and evaluation.

❖ Activity 3: Vocabulary (7’)

ƠN

a) Objective: Ss can review vocabulary about music types. b) Content: Number the pictures.

d) Organization of the activity:

c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

Number the pictures

- Read the phrases and observe the pictures.

- Ask Ss to work in pairs to number the pictures.

- Work in pairs.

- Have Ss read the phrases and observe the pictures.

KÈ

- Have Ss give answers, tell the meaning of - Give answers. the words /phrase again. Answer keys - Check answers as a whole class using DCR.

DẠ

❖ Activity 4: Grammar (10’)

a) Objective: Ss can review the use of English: Present simple for facts; prepositions of time; possessive adjectives. 264

- Underline the mistakes and write the correct answers on the lines.

FI CI A

- Write sentences using the prompts.

b) Content:

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing. d) Organization of the activity:

STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES Task a. Underline the mistakes and write the correct answers on the lines. - Have Ss retell the way to use present simple tense for facts.

ƠN

- Review old knowledge.

- Work individually.

- Ask Ss to work individually to underline the mistakes and write the correct answers on the lines.

- Work in pairs.

- Call Ss to give answers, explain for their choice.

- Give answers.

QU Y

- Have Ss work in pairs to check each other’s work.

Answer keys

KÈ

- Check answers as a whole class using DCR.

- Do the task. - Exchange answers.

- Write answers on the board.

DẠ

Answer keys

Task b. Write sentences using the prompts 265

- Have Ss write sentences using the prompts.

FI CI A

- Ask Ss to work in pairs to check each other’s work. - Have Ss write answers on the board.

- Check Ss’ answers, give feedback.

❖ Activity 5: Pronunciation (4’)

ƠN

a) Objective: Ss can review the word stress and vowels. b) Content:

- Circle the word that has the underlined part pronounces differently from the others.

- Circle the word that has different stress from the rest.

c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity:

STUDENTS’ ACTIVITIES

QU Y

TEACHER’S ACTIVITIES Task a. Circle the word that has the underlined part pronounced differently from the others.

- Listen.

- Have Ss distinguish the sound /s/, /a/, /ɔ/, /æ/, / z/.

KÈ

- Ask Ss to work individually to circle the answer. - Have Ss work in pairs to check each other’s work.

- Work individually. - Work in pairs.

- Give answers.

- Call Ss to give answers, pronounce the words again.

DẠ

Answer keys

266

- Ask Ss to work individually.

- Work in pairs.

- Give answers. Answer keys

- Remind Ss some basic rules of putting stress on words with 2 or 3 syllables.

- Work individually.

ƠN

Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions.

- Listen.

FI CI A

- Give feedback, correct Ss’ pronunciation if necessary.

- Have Ss work in pairs to check each other’s work.

QU Y

- Call Ss to give answers, pronounce the words again.

KÈ

- Give feedback, correct Ss’ pronunciation if necessary.

DẠ

C. Consolidation and homework assignments (5’) * Consolidation: * Grammar of Unit 3: Present simple for facts; prepositions of time; possessive adjectives. 267

* Homework: - Review vocabulary, grammar of unit 3. - Do the exercises in WB: Review of Unit 3 (page 64).

D. Reflection a. What I liked most about this lesson today:

- Prepare: Unit 4 – New words and Reading (page 28 – SB).

FI CI A

* Vocabulary of Unit 3: Words about music types (classical music, rock, country music, pop, hip hop, folk music, reggae, etc.).

ƠN

……………………………………………………………………………… ………… bb. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

QU Y

……………………………………………………………………………… …………

KÈ

School: ………………………………………..

Date:……………………………………. .

DẠ

Class: Period: ……………………………......... …………………………….................... .

UNIT 4: COMMUNITY SERVICES Lesson 1.1 - Vocabulary and Reading (Page 28) 268

I. OBJECTIVES

FI CI A

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- know some words about charity activities and volunteer work (car wash, bake sale, craft fair, talent show, fun run, volunteer, charity event, right). - talk about planning a charity event.

- read an article about children’s right to understand general and specific information. - use “should”, “Let’s” and “How about” to make suggestions.

ƠN

1.2. Competences

- improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes

- be active to take part in social activities. - help other people.

QU Y

2. Students’ aids: Student’s book, workbook, notebook.

KÈ

III. ASSESSMENT EVIDENCE Performance Tasks

DẠ

- Number the pictures. - Listen and repeat.

Performance Products - Ss’ answers. - Ss’ answers/ presentation.

269

Assessment Tools - T’s feedback/Peers’ feedback. - T’s observation / feedback.

- Read again and write Yes, No or Doesn’t Say.

IV. PROCEDURES A. Warm up: (5’)

- T’s observation / feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

FI CI A

- Ss’ answers/ presentation.

- Read the article and choose the best headline.

- T’s feedback/Peers’ feedback.

ƠN

- Discuss and add more events to the box.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Circle the correct definitions for the underlined words. Listen and repeat.

QU Y

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce some words about charity activities and volunteer work (car wash, bake sale, craft fair, talent show, fun run, volunteer, charity event, right).

KÈ

c) Expected outcomes: Ss have general ideas about the topic of the new lesson: “Community services”. d) Organization of the activity:

Option 1:

DẠ



STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

- Use the “New words” part a.– page 28 for the - Work in pairs to number the warm-up activity. pictures. 270

- Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson. - Play the audio (CD1 – Track 35), have Ss listen and repeat.

- Listen.

 Option 2: - Divide class into 4 groups.

Answer keys

ƠN

- Correct Ss’ pronunciation if necessary.

FI CI A

- Give answers.

- Show pictures and words using DCR, have Ss number the pictures (in pairs).

QU Y

- Give questions: What can you do to help other people? - Have Ss in each group list some activities they can do to help other people in 2 minutes.

- Take part in the class’s activity in groups.

- Have 4 representatives of 4 groups write answers on the board.

KÈ

- Check Ss’ answers.

- Give answers. - Give feedback and announce the winner (The Possible answers group with most correct answers and interesting ideas will be the winner). Activities to help other people

DẠ

- Lead to the new lesson: Community Services. - raise money for the poor - provide classes / education for street children 271

- help old people / small children cross the street

FI CI A

- provide meals for homeless people

- clear up the streets / neighborhood / beach

-…

B. New lesson (35’)

- donate old clothes / books / school things to poor children,

ƠN

❖ Activity 1: Pre-Reading (Vocabulary) (13’)

a) Objective: Ss know some words about charity activities and volunteer work.

b) Content:

- Vocabulary study: Number the picture: words about charity activities and volunteer work (car wash, bake sale, craft fair, talent show, fun run, volunteer, charity event, right).

QU Y

- Circle the correct definitions for the underlined words. Listen and repeat. - Speaking: Discuss and add more events to the box. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations.

d) Organization of the activity: STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES Task a. Match the words and phrases with the pictures. Listen and repeat.

DẠ

 Option 1 (If the teacher hasn’t used this part for the Warm-up activity) - Demonstrate the activity on DCR, using the - Look and listen. example. 272

- Work individually.

- Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class.

FI CI A

- Work in pairs.

- Give answers.

- Listen and repeat.

- Play audio (CD1 – Track 35). Have Ss listen and repeat.

Answer keys

ƠN

- Correct Ss’ pronunciation.

 Option 2: Matching (If the teacher has used part a. for the Warm-up activity)

- Work in pairs.

QU Y

- Have Ss review the words they have known in the warm-up activity by looking at the pictures and saying names of the phrases they have learnt. (T uses different pictures - Give answers. from those in the textbook.) - Read.

- Call Ss to give answers (read or write).

Answer keys

- Check answers as a whole class.

KÈ

- Call some Ss to read the words again.

DẠ

- Correct Ss’ pronunciation if necessary.

1. bake sale 2. craft fair 3. talent show 273

- Have Ss look at the pictures and phrases, then number the pictures.

4. fun run

FI CI A

5. car wash

Task b. Circle the correct definitions for the underlined words. Listen and repeat.

- Read and do the task.

- Divide the class into pairs and have them check their answers with their partners.

- Work in pairs.

- Check answers as a whole class.

- Play audio (CD 1 – Track 36). Have students listen and repeat.

ƠN

- Have students read the sentences and circle the correct definitions.

- Listen and repeat.

QU Y

Answer keys

Task c. Discuss and add more events to the box - Have Ss discuss in pairs and add more events to the box.

- Discuss in pairs.

KÈ

- Present.

- Have Ss share their ideas in front of the class.

- Give feedback and evaluation.

DẠ

❖ Activity 2: While - Reading (16’)

a) Objective: Students can develop their reading skill. 274

b) Content: Read the article, then choose the best headline and write Yes, No or Doesn’t Say.

FI CI A

c) Expected outcomes: Students can read an article about children’s right and understand general and specific information. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

ƠN

- Have Ss read 2 headlines and guess the answer.

Task a. Read the article and choose the best headline.

- Ask Ss to scan the article, then choose the -Work individually. best headline.

- Remind Ss to underline or highlight the keywords or supporting ideas for their answers.

- Give feedback.

QU Y

- Have some Ss share their answers with the class (read), explain for their answers.

- Check answers. Answer keys

KÈ

- Give feedback and correct Ss’ answers if necessary.

- Read answers, explain.

DẠ

Task b. Now, read and write Yes, No or Doesn’t Say.

- Read and underline.

- Have Ss read the sentences, underline key - Write answers. words. 275

- Check answers.

FI CI A

- Give answers.

- Have Ss read the article again and write Yes, No or Doesn’t Say, underline or highlight the supporting ideas. - Have Ss check answers with their partners.

Answer keys

- Call Ss to give answers, explain.

❖ Activity 3: Post - Reading (6’)

ƠN

- Give feedback and evaluation.

a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill.

QU Y

b) Content: Speaking: Which of the two events would you like to take part in? c) Expected outcomes: Students can talk about their favorite charity event. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task c. In pairs: Which of the two events would you like to take part in?

KÈ

- Have Students work in pairs to talk about their favorite charity event.

- Discuss in pairs.

- Go round and give help if necessary.

DẠ

- Call some Ss to share their ideas with the whole class.

- Present.

- Give feedback and evaluation. - Listen. 276

FI CI A

C. Consolidation and homework assignments (5’)

* Consolidation:

- Words about charity activities and volunteer work (car wash, bake sale, craft fair, talent show, fun run, volunteer, charity event, right).

* Homework: - Learn the new words by heart.

ƠN

- Practice talking about charity activities.

- Do the exercises in WB: New words + Reading (page 20).

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 22). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

QU Y

- Prepare: Unit 4 - Lesson 1.2 – Grammar (page 29 – SB).

D. Reflection

a. What I liked most about this lesson today:

KÈ

……………………………………………………………………………… ………… cc. What I learned from this lesson today: ……………………………………………………………………………… …………

DẠ

c. What I should improve for this lesson next time: ……………………………………………………………………………… …………

277

L FI CI A

Date: …………………………………..

Class: …………………………….....................

Period: ………………………….........

ƠN

School: ………………………………………..

UNIT 4: COMMUNITY SERVICES

Lesson 1.2 - Grammar (Page 29)

I. OBJECTIVES

QU Y

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- listen to 2 people asking and answering about community fundraiser ideas. - use “should”, “Let’s” and “How about” to make suggestions.

- talk about charity event. 1.2. Competences

KÈ

- improve speaking, listening skills. - improve the use of English.

1.3. Attributes

DẠ

- be active to take part in social activities. - help other people.

II. TEACHING AIDS AND LEARNING MATERIALS 278

FI CI A

III. ASSESSMENT EVIDENCE

- Circle the correct words.

IV. PROCEDURES

- Ss’ answers.

- Ss’ answers/ presentation.

QU Y

- Ask and answer about charity event.

- Ss’ answers.

- Fill in the blanks with “should”, “Let’s” or “How about”.

Assessment Tools

- T’s feedback. - T’s feedback/Peers’ feedback.

ƠN

- Listen and repeat.

Performance Products - Ss’ performance.

Performance Tasks

- T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback.

A. Warm up: (5’)

KÈ

c) Expected outcomes: Ss review old vocabularies which are very useful for them in the new lesson.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES 279

Option 1: Matching

FI CI A

- Have Ss work in pairs to match the words in A with those in B to make a right phrase about - Do the matching activity. fundraising and charity activities. - Call Ss to give answers.

- Give answers.

- Check Ss’ answers, give feedback.

1b 2a

Answers keys

ƠN

33 4g 5d

- Have Ss make sentences, using the phrases they have just made. - Lead to the new lesson.



6f 7c

QU Y

 Option 2: Game: WORD SQUARE

- Read sentences.

- Give the game: Word Square.

- Have Ss look at the word square and find phrases about fundraising and charity activities.

- Call Ss to give answers. - Check Ss’ answers, give feedback.

KÈ

- Take part in the game.

DẠ

- Give answers.

Answers keys 280

L OF

FI CI A - Lead to the new lesson.

- Listen and write the new lesson.

B. New lesson (35’)

- Read sentences.

ƠN

- Have Ss make sentences, using the phrases they have just found.

❖ Activity 1: Presentation (10’)

b) Content: - Listen and repeat.

QU Y

a) Objective: Introduce: “should”, “Let’s” and “How about” to make suggestions.

- Introduce the grammar points.

c) Expected outcomes: Ss know the new grammar points: “should”, “Let’s” and “How about” to make suggestions and use them in some exercises that follow.

KÈ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Listen and repeat - Look.

- Play audio (CD1 – Track 37) and have Ss listen and read the speech bubbles.

- Listen, then read.

DẠ

- Have Ss look at the picture using DCR.

- Listen and repeat. 281

- Play the audio again and have Ss listen and repeat. 

FI CI A

Grammar box Option 1:

- Have Ss look at the grammar explanation and read what to make suggestions for.

- Look and read.

ƠN

- Have Ss look at the box and read examples of different forms.

QU Y

- Read examples of different forms.

-Explain more about the way to use “should”, “Let’s” and “How about” to make suggestions.

KÈ

- Ask Ss to make more sentences using “should”, “Let’s” and “How about” to make suggestions. - Listen.

- Give feedback and evaluation.

- Give more examples.

Option 2:

DẠ



- Have Ss look at the sentences in the speech bubbles in Task a and read them again. 282

- Have Ss think and answer the question: What are the phrases “should”, “How about” and “Let’s” used for?

ƠN

- Comment.

FI CI A

- Have Ss make comments on the types of verbs used after “should”, “How about” and - Look and read. “Let’s”.

QU Y

- Then, lead to the grammar box, briefly explain the way to use “should”, “How about” and “Let’s”.

- Have Ss read the grammar box again.

- Give answers.

KÈ

Suggested answers

The phrases “should”, “How about” and “Let’s” are used for making suggestions.

- Listen.

- Give feedback and evaluation.

- Read.

DẠ

- Ask Ss to make more examples using “should”, “Let’s” and “How about” to make suggestions.

283

L FI CI A OF ƠN NH

- Give more examples.

- Listen.

❖ Activity 2: Practice (19’)

QU Y

a) Objective: Students can use “should”, “How about” and “Let’s” to do the given exercises. b) Content:

- Fill in the blanks with “should”, “Let’s” or “How about”. - Circle the correct words.

KÈ

c) Expected outcomes: Students can get used to the form and usage of “should”, “Let’s” and “How about” and use them correctly. d) Organization of the activity:

STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

DẠ

Task b. Fill in the blanks with “should”, “Let’s” or “How about”.

284

- Have Ss read through the uncompleted sentences and fill in the blanks with “should”, “Let’s” or “How about”.

- Work individually.

- Work in pairs.

- Have Ss work in pairs to check each other’s work.

- Read answers.

- Have some Ss share their answers with the whole class.

Answer keys

ƠN

- Give feedback, correct Ss’ answers if necessary.

- Look and listen - Work individually

QU Y

Task c. Circle the correct words.

- Demonstrate the activity, using the example.

- Work in pairs

- Have Ss read the sentences and circle the correct words

KÈ

- Have Ss work in pairs to check each other’s work - Have some Ss share their answers with the whole class

DẠ

- Give feedback, correct Ss’ answers if necessary

285

- Look and listen.

FI CI A

- Demonstrate the activity on DCR, using the example.

- Read answers, explain Answer keys

L FI CI A

❖ Activity 3: Production (6’)

a) Objective: Students master the grammar point they study in the lesson.

b) Content: Speaking: Ask and answer about what kind of charity event they should organize

c) Expected outcomes: Ss produce the new language successfully, and they can use “should”, “Let’s” and “How about” to make suggestions in everyday speaking and writing.

TEACHER’S ACTIVITIES

ƠN

d) Organization of the activity:

STUDENTS’ ACTIVITIES

- Divide class into pairs.

Task d. In pairs: Ask and answer about what kind of charity event we should organize.

- Have conversation in pairs.

- Present.

- Have some pairs demonstrate the activity in front of the class.

- Listen.

QU Y

- Have Ss take turns asking their partner about what kind of charity event they should organize.

KÈ

- Give feedback and evaluation.

C. Consolidation and homework assignments (5’)

DẠ

* Consolidation:

286

L FI CI A OF

* Homework:

- Make 3 sentences, use “should”, “Let’s” and “How about” to make suggestions. - Do the exercises in WB: Lesson 1 - Grammar (page 21).

ƠN

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 23).

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

QU Y

- Prepare: Lesson 1.3 – Pronunciation and Speaking (page 30 – SB).

D. Reflection

a. What I liked most about this lesson today:

KÈ

……………………………………………………………………………… ………… dd. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

……………………………………………………………………………… …………

287

L FI CI A OF ƠN NH

School: ………………………………………..

Date:……………………………………. .

QU Y

Class: Period: ……………………………......... …………………………….................... .

UNIT 4: COMMUNITY SERVICES

KÈ

Lesson 1.3 – Pronunciation and Speaking (Page 30)

I. OBJECTIVES

By the end of the lesson, Ss will be able to:

1.1. Language knowledge and skills

DẠ

- put stress on the first word in compound nouns. - ask and answer about charity event (types, activities, names, etc.). - plan a charity event for community. 288

1.2. Competences

1.3. Attributes - be active to take part in social activities. - help other people.

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

- improve listening and speaking skills.

ƠN

2. Students’ aids: Student’s book, workbook, notebook.

Performance Tasks

Performance Products - Ss’ performance and answers.

QU Y

- Listen to the words and focus on the underlined words.

III. ASSESSMENT EVIDENCE

- Listen and cross out the word that doesn’t follow the note in “a”.

KÈ

- Read the words with the correct stress to a partner.

DẠ

- Practice with your own ideas.

- T’s observation.

- Ss’ performance and answers.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ask and answer using the questions and the prompts.

Assessment Tools

289

- Ss’ performance / Presentation.

- T’s observation, T’s feedback/Peers’ feedback.

FI CI A

- Plan a charity event for your community. Discuss and decide who to help, plan the event and complete the poster.

IV. PROCEDURES

A. Warm up: (5’)

ƠN

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review words/ phrases about charity and fund raising events.

c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities. d) Organization of the activity:

TEACHER’S ACTIVITIES Option 1: Word Dictation

QU Y



STUDENTS’ ACTIVITIES

- Prepare sound files of some phrases about charity and fund raising event.

- Play the files, have Ss listen and write down the phrases they can hear on the board. - Check Ss’ answers.

- Listen and write down.

KÈ

- Listen and check.

DẠ

- Have Ss tell the meaning and read the phrases - Tell the meaning and read the again phrases again. - Correct Ss’s pronunciation if necessary.

- Suggested phrases: craft fair, fun run, art show, talent show, bake sale, car wash, book sale, ... 290

FI CI A

- Lead to the new lesson.  Option 2: Charity events and slogans

- Work in pairs, then give answers.

Answer keys

- Have Ss look at the pictures of some charity events, discuss and say the right slogan for each picture.

1. “Read and Help”

ƠN

2. “Paint for the Poor” 3. “Run for Fun”

4. “Bake Sale for Children’s Day

6. “Sing for Children” 7. “Help your Community”

QU Y

- Call Ss to read answers. - Give feedback.

5. “Bubble Time for Charity”

KÈ

- Lead to the new lesson.

- Give answers.

DẠ

- Listen.

B. New lesson (35’) ❖ Activity 1: Pre-Speaking: Pronunciation (10’) 291

a) Objective: Introduce: Stress the first word in compound nouns.

b) Content:

FI CI A

- recognize compound nouns and know how to put stress on compound nouns. - listen and check, find mistakes. - practice.

c) Expected outcomes: Ss distinguish and put stress on the first word in compound nouns in their speaking.

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

ƠN

Task a + b. Listen to the words and focus on the underlined words.

- Listen, take notes.

- Briefly explain compound nouns and give some examples using DCR. - Play the recording (CD1, track 38). - Ask Ss to listen and focus on the underlined words.

- Listen again and repeat.

QU Y

- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature.

KÈ

Task c + d. Listen and cross out the word that doesn’t follow the note in “a”, then read the words with the correct stress to a partner.

DẠ

- Play the recording (CD 1 – Track 39), have - Listen again and cross out the option Ss listen and cross out the option that doesn’t that doesn’t follow the sound feature in “a”. follow the sound feature in “a”. - Give answers.

- Call Ss to give answers. 292

FI CI A

Answer keys

- Play the recording again and check answers - Listen again and check. as a whole class using DCR.

- Work in pairs.

- Read.

- Call some Ss to read the words in front of the class.

- Give answers.

ƠN

- Then have Ss practice saying the examples with a partner, using the correct stress feature.

- Ask Ss to find some more compound nouns and practice putting stress on them. - Give feedback and evaluation.

QU Y

❖ Activity 2: While-speaking (20’) a) Objective: Students can talk about charity event. b) Content:

- Ask and answer using the questions and the prompts.

KÈ

- Plan a charity event for your community. Discuss and decide who to help, plan the event and complete the poster. c) Expected outcomes: Ss produce the new language successfully.

DẠ

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

*PRACTICE

293

- Observe, listen.

FI CI A

- Demonstrate the activity by asking and answering with a student.

- Work in pairs.

- Have pairs ask and answer using the questions and the prompts.

- Have some pairs demonstrate the activity in front of the class.

- Remind Ss to put stress on the first word in compound nouns. - Present.

- Have students practice the conversation with their own ideas. Swap roles.

ƠN

- Give feedback and evaluation.

Task b: Practice with your own ideas.

Task a: Ask and answer using the questions and the prompts.

- Present.

QU Y

- Have some pairs demonstrate the activity in front of the class.

- Practice the conversation with their own ideas. Swap roles.

- Give feedback and evaluation.

*SPEAKING: Charity for the Community

KÈ

Task a. You're planning a charity event for your community. In threes: Discuss and decide who you want to help, then plan your event and complete the poster.

- Divide the class into groups of 3.

DẠ

- Have students discuss who they want to help and plan their events together.

- Work in groups of 3.

- Have students complete the posters. - Complete the posters. 294

FI CI A

- Observe, give help if necessary.

❖ Activity 3: Production (5’) a) Objective: Students report the results to the class. b) Content: Share their answers with the class.

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity:

Task b. Share with the class.

SPEAKING: Charity for the Community

STUDENTS’ ACTIVITIES

ƠN

TEACHER’S ACTIVITIES

- Have some Ss share their plan of the charity event with the class.

- Present. - Listen.

QU Y

- Give feedback and evaluation.

C. Consolidation and homework assignments (5’)

KÈ

* Consolidation:

DẠ

* Homework: - Practice putting stress on compound nouns. - Complete the poster for those who haven’t finished it in class. - Prepare: Unit 4 - Lesson 2 – New words and Listening (page 31 – SB). 295

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook

FI CI A

(pages 22 & 23).

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

a. What I liked most about this lesson today:

D. Reflection

ƠN

……………………………………………………………………………… ………… ee. What I learned from this lesson today: ……………………………………………………………………………… …………

c. What I should improve for this lesson next time:

DẠ

KÈ

QU Y

……………………………………………………………………………… …………

296

Date:………………………………..

Class: …………………………….....................

Period: …………………………......

FI CI A

School: ………………………………………..

UNIT 4: COMMUNITY SERVICES

Lesson 2.1 – New words and Listening (Page 31)

ƠN

I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- know more words about activities to help community. - talk about things to do to help community.

- introduce a topic. 1.2. Competences

QU Y

- practice listening to an interview about how students help community (for general and specific details).

- improve communication, collaboration, and critical thinking skills.

1.3. Attributes

KÈ

- be active to take part in social activities. - help other people.

II. TEACHING AIDS AND LEARNING MATERIALS

DẠ

- Ss’ presentation.

- Speak: What kinds of things could you do to help your local community?

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

- T’s observation and feedback / DCR.

QU Y

- Listen and circle the correct answers.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

ƠN

- Listen to two people talking. What is the purpose of the interview?

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Add more words to the table. Share your ideas with the class.

FI CI A

- Listen and repeat.

Assessment Tools

- Fill in the table.

Performance Products - Ss’ answers.

Performance Tasks

III. ASSESSMENT EVIDENCE

IV. PROCEDURES

KÈ

A. Warm up: (5’)

DẠ

b) Content: Introduce words about activities to help community.

c) Expected outcomes: Ss get to know some new words they are going to study in the lesson. d) Organization of the activity: 298

Option 1: Fill in the table. Listen and repeat.

- Use the “New words” part a.– page 31 for the warm-up activity.

FI CI A



STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

- Work in pairs.

ƠN

- Show words and tables using DCR, have Ss fill in the table (in pairs).

- Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson.

QU Y

- Play the audio (CD1 – Track 40), have Ss listen and repeat.

- Give answers.

- Correct Ss’ pronunciation if necessary. - Listen.

- Listen and repeat.

KÈ

Answer keys

 Option 2: Matching

DẠ

- Have Ss work in pairs and do the matching exercise. - Call Ss to give answers.

- Work in pairs and match.

- Read the words, have Ss listen and repeat.

- Give answers.

299

- Listen and repeat.

- Lead to the new lesson.

ƠN

FI CI A

Answer keys

- Give feedback and evaluation.

B. New lesson (35’)

❖ Activity 1: Pre-Listening (Vocabulary) (12’)

QU Y

a) Objective: Ss get to know words about activities to help community. b) Content:

- Vocabulary study (recycle, raise, plant, donate, clean up). - Speaking: Ask and answer about activities to help community.

c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when talking about activities to help community.

KÈ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Fill in the table. Listen and repeat.

DẠ

 Option 1 (If the teacher hasn’t used this part for the Warm-up activity) - Demonstrate the activity on DCR, using the - Look and listen. example. - Work individually. 300

FI CI A

- Divide class into pairs and have them check - Work in pairs. their answers with their partners. - Give answers. - Call Ss to give answers (read or write).

- Have Ss fill in the table.

- Check answers as a whole class.

- Listen and repeat.

- Play audio (CD1 – Track 40). Have Ss listen and repeat.

Answer keys

ƠN

- Correct Ss’ pronunciation.

QU Y

 Option 2: Odd one out (If the teacher has used part a. for the Warm-up activity)

- Work in pairs.

- Give 5 sets of words.

- Have Ss work in pairs to odd one out (Find a word which doesn’t belong to the group).

- Have Ss give answers and explain for their answers.

- Give answers, explain.

- Read.

KÈ

- Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary.

DẠ

Answer keys

301

- Present.

FI CI A

- Work in pairs.

Suggested answers Task b. In pairs: Add more words to the table. Share your idea with the class.

fund, awareness, …

1. raise:

ƠN

2. recycle: paper, plastic products, - Have Ss work in pairs to add more words to food waste, … the table. 3. plant: vegetables, herbs, … - Go round and give help if necessary. 4. clean up: beaches, rooms, schools, - Have some pairs share their ideas with the … class. 5. donate: blood, money, clothes, … - Give feedback and evaluation. ❖ Activity 2: While - Listening (17’)

QU Y

a) Objective: Students can develop their listening skill. b) Content: Listen to two people talking. What is the purpose of the interview? + Circle the answers. c) Expected outcomes: Students can listen and understand general and sp ecific information about activities to help community.

d) Organization of the activity: STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES Task a. Listen to two people talking. What is the purpose of the interview?

- Have Ss read the phrases, guess the answer.

DẠ

-Work individually.

- Play audio (CD1 - Track 41).

- Listen.

- Have Ss listen and circle the correct answer.

- Circle the correct answers. 302

Answer keys

Task b. Now, listen and circle.

- Read and underline the key words.

FI CI A

- Check answer as a whole class.

- Have Ss read the through the content of task b, underline the key words. - Play the audio again (CD1 - Track 41)

- Call Ss to give answers.

- Check answers. Answer keys

- Have Ss check answers with their partners.

ƠN

- Have Ss listen and circle the correct answers.

- Do the task.

KÈ

QU Y

- Give feedback and show correct answers using DCR.

❖ Activity 3: Post - Listening (6’)

a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill.

DẠ

b) Content: Speaking: What kinds of things could you do to help your local community?

303

c) Expected outcomes: Students can have a free-talk about things to do to help their local community

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Conversation skill

- Look and read.

- Play audio (CD 1 - Track 42), have Ss listen and repeat.

- Listen and repeat.

- Ask Ss to find more ways to introduce a topic.

- Give answers.

QU Y

ƠN

- Have Ss look at the Conversation skill box and read.

Task c. In pairs: What kinds of things could you do to help your local community? - Have Ss work in pairs to discuss.

- Observe and give help if necessary.

KÈ

- Call some pairs to share their ideas with the class.

- Work in pairs.

- Give feedback and evaluation.

DẠ

- Present.

C. Consolidation and homework assignments (5’) 304

* Consolidation:

- Words about activities to help community:

FI CI A

fund, awareness, money…

1. raise:

2. recycle: paper, plastic products, food waste, bottle, cans… vegetables, herbs, trees, flowers…

3. plant:

4. clean up: beaches, rooms, schools, streets, … 5. donate: blood, money, clothes, books, …

- Language to introduce a topic: Let’s talk about … / Let’s begin with …

ƠN

* Homework - Learn the new words by heart.

- Practice talking about how to help the community.

- Do the exercises in WB: New words and Listening (page 22 – WB). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 24).

QU Y

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.2 – Grammar (page 32 – SB).

D. Reflection

a. What I liked most about this lesson today:

DẠ

KÈ

……………………………………………………………………………… ………… ff. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time: ……………………………………………………………………………… ………… 305

L FI CI A OF ƠN NH

Date:………………………………..

Class: …………………………….....................

Period: ……………………….........

QU Y

School: ………………………………………..

UNIT 4: COMMUNITY SERVICES

Lesson 2.2 - Grammar (Page 32)

KÈ

I. OBJECTIVES

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

DẠ

- listen to 2 people asking and answering about activity to help community. - use Past Simple with regular verbs correctly. 1.2. Competences - improve speaking, listening and writing skills. 306

- improve the use of English.

- be active to take part in social activities. - help other people.

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

1.3. Attributes

ƠN

2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

- Listen and repeat.

Performance Products - Ss’ performance.

Performance Tasks

QU Y

- Study the grammar box. - Ss’ task.

- Fill in the blanks with the Past Simple form of verbs in brackets.

KÈ

- Look at the table and write the answers.

- T’s feedback. - T’s observation.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ performance/ presentation.

- T’s observation, T’s feedback/Peers’ feedback.

DẠ

- Ask and answer using the information in Task c (in pairs).

Assessment Tools

307

IV. PROCEDURES

FI CI A

A. Warm up: (5’)

b) Content: Review phrases about helping community / introduce Past Simple with regular verbs. c) Expected outcomes: Ss review old knowledge and have general ideas about the grammar point they are going to study in the new lesson.

ƠN

d) Organization of the activity: TEACHER’S ACTIVITIES Option 1:

- Give some sets of pictures.



STUDENTS’ ACTIVITIES

QU Y

- Have Ss find a word that can goes with the things in each set of pictures. - Call Ss to give answers.

- Work in pairs.

- Give answers.

- Check Ss’ answers, give feedback.

- Have Ss make sentences, using the vocabularies above.

- Make sentences and read them. Answers keys

DẠ

KÈ

- Lead to the new lesson.

308

 Option 2:

- Divide class into 4 groups.

FI CI A

- Give Ss a list of many verbs.

- Do the task.

- Have Ss in each group give the past form of verbs and divide them into 2 groups: regular past form and irregular past form.

- Call Ss to give answers.

- Give answers.

- Lead to the new lesson: Past Simple with regular verbs.

ƠN

- Check Ss’ answers, give feedback and evaluation.

- regular past form: recycle, raise, donate, plant, clean. - irregular past form: go, become, have, give, eat, do.

B. New lesson (35’)

QU Y

*Suggested verb list: go, recycle, become, raise, have, donate, plant, give, eat, clean, do.

Expected answers

❖ Activity 1: Presentation (10’)

a) Objective: Introduce Past Simple with regular verbs. b) Content:

- Listen and repeat.

KÈ

- Introduce the grammar point: Past Simple with regular verbs. c) Expected outcomes: Ss know how to use Past Simple with regular verbs to do some following exercises.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Listen and repeat. - Have Ss look at the picture using DCR.

- Look. 309

- Play the audio again and have Ss listen and repeat.

- Listen and repeat.

Grammar box 

Option 1:

- Look and read.

ƠN

- Have Ss look at the grammar explanation and read: Past Simple with regular verbs.

QU Y

- Have Ss look at the “Past Simple-spelling rules for -ed” and read.

KÈ

- Look and read.

- Briefly explain the grammar point.

DẠ

- Ask Ss to give more past Simple with regular verbs and make sentences with them. 

Option 2:

- Have Ss close books. 310

- Listen, then read.

FI CI A

- Play audio (CD1 – Track 43) and have Ss listen and read the speech bubbles.

*Suggested sentences: 1.Last month, we raised money to help the poor family.

- Close all books.

2.He donated some books 2 weeks ago. 3. I volunteered to work for a local charity organization last year.

- Give feedback and evaluation.

- Look and answer.

ƠN

4. Yesterday my father planted some tress in the garden.

- Have Ss give answers.

FI CI A

- Show sample sentences, have Ss read them - Listen and take notes. and make comment on the bold verbs and the - Give more verbs and make underlined time expressions in these sentences. sentences.

Suggested answers

- The bold verbs are in simple past.

KÈ

QU Y

àLead to the grammar box and explain more: - The underlined time expressions can Past Simple with regular verbs. be put at the beginning or at the end of the sentence.

DẠ

- Next, have Ss look at the spelling rules of verbs ending with “ed” and read aloud.

- Open the books and read the grammar box. 311

- Get Ss to give more past Simple with regular verbs and make sentences with them.

FI CI A

- Give feedback and evaluation.

ƠN

- Look and read.

QU Y

- Give more verbs with regular past simple form and make sentences with them.

❖ Activity 2: Practice (19’)

KÈ

b) Content:

a) Objective: Students can use Past Simple with regular verbs correctly.

- Fill in the blanks with the Past Simple form of the verbs in brackets. - Look at the table and write the answers.

DẠ

c) Expected outcomes: Students can use Past Simple with regular verbs in their speaking. d) Organization of the activity:

312

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

FI CI A

Task b. Fill in the blanks with the Past Simple form of the verbs in brackets. - Demonstrate the activity on DCR, using the example.

- Look and listen.

- Have Ss fill in the blanks with the Past Simple form of the verbs in brackets.

- Work individually.

- Have Ss work in pairs to check each other’s work.

- Work in pairs.

- Write answers on the board.

ƠN

- Have some Ss share their answers with the whole class.

- Give feedback, correct Ss’ answers if necessary.

Answer keys

QU Y

Task c. Look at the table and write the answers.

- Look and listen.

- Demonstrate the activity on DCR, using the example.

- Work individually.

- Have Ss look at the table and write the answers.

- Read or write answers.

- Work in pairs.

Answer keys

KÈ

- Have Ss check answers with their partners. - Call Ss to read or write answers.

DẠ

- Check Ss’ answers, give feedback.

313

L FI CI A OF ƠN

❖ Activity 3: Production (6’)

a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Ask and answer using the information in Task c.

d) Organization of the activity:

c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have learnt in speaking and writing.

STUDENTS’ ACTIVITIES

QU Y

TEACHER’S ACTIVITIES Task d. In pairs: Ask and answer using the information in Task c.

- Divide class into pairs.

- Work in pairs.

KÈ

- Have Ss ask and answer using the information in Task c.

DẠ

- Then, encourage Ss to add their own ideas to practice. - Have some pairs demonstrate the activity in front of the class. 314

- Have conversation in pairs. - Present.

- Listen.

- Give feedback and evaluation.

FI CI A

C. Consolidation and homework assignments (5’) *Consolidation

QU Y

- Spelling rules for “ed” endings

ƠN

- Past Simple with regular verbs

* Homework:

KÈ

- Make 2 sentences using Past Simple with regular verbs. - Do the exercises in WB: Grammar (page 23).

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 25).

DẠ

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 33 – SB). 315

D. Reflection

FI CI A

a. What I liked most about this lesson today:

……………………………………………………………………………… ………… gg. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

QU Y

ƠN

……………………………………………………………………………… …………

School: ………………………………………..

Date:……………………………………. . 316

FI CI A

Class: Period: ……………………………......... …………………………….................... .

UNIT 4: COMMUNITY SERVICES

I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

Lesson 2.3 – Pronunciation and Speaking (Page 33)

ƠN

- distinguish and pronounce verbs in past form endings with “ed”. - ask and answer about activities to help community in the past.

- talk about activities to help community in details. 1.2. Competences

1.3. Attributes

QU Y

- improve listening and speaking skills.

- be active to take part in social activities. - help other people.

II. TEACHING AIDS AND LEARNING MATERIALS

KÈ

DẠ

2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE Performance Tasks

Performance Products 317

Assessment Tools

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- T’s observation.

- Read the words with the - Ss’ performance. correct sound to a partner.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance / Presentation.

- T’s observation, T’s feedback/Peers’ feedback.

QU Y

- Fill in the table with details about what you did to help the community. Then, ask your partner about what they did and complete the table on the right. Swap the roles and repeat.

- T’s feedback/Peers’ feedback.

ƠN

- Practice with their own ideas.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- Ask and answer.

FI CI A

- Listen and cross out the word that has the underlined part pronounced differently from the others.

- Ss’ performance and answers.

- Listen to the words and focus on the underlined letters.

KÈ

IV. PROCEDURES

A. Warm up: (5’)

DẠ

318

c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES Option 1: JUMBLED WORDS

- Give Ss a list of verbs in the Simple Past with “ed” ending (the letters are not in correct order).

- Work in pairs, then give answers.



STUDENTS’ ACTIVITIES

- Have Ss rearrange the letters to make a meaningful verb.

Answer keys

ƠN

1.receclyd 2.toandde

4.lecadne 5.ledptan

3.siarde

1. recycled 2. donated 3. raised 4. cleaned 5. planted

QU Y

- Call Ss to write answers on the board. - Give feedback.

- Listen.

- Lead to the new lesson: How to pronoun verbs in the Simple Past with “ed” ending.  Option 2: Verbs with “ed” ending

- Work in pairs and write.

KÈ

- Divide class into groups of 4.

- Set a limit time (about 2 minutes). Have Ss write as many as possible the verbs in past form ending with “ed”.

DẠ

- Call Ss to write answers. - Mark Ss’ answers.

319

- The group which has the most correct answers will be the winner.

FI CI A

- Lead to the new lesson.

- Listen.

B. New lesson (35’) ❖ Activity 1: Pre-Speaking: Pronunciation (10’)

a) Objective: Introduce different pronunciation /d/, /id/, /t/ of verbs ending “-ed”. b) Content:

- recognize different pronunciation /d/, /id/, /t/ of verbs ending “-ed”.

ƠN

- listen and check, find the word that has the underlined part pronounced differently from the others. - practice.

d) Organization of the activity:

c) Expected outcomes: Ss distinguish and use different pronunciation /d/, /id/, /t/ of verbs ending “-ed” correctly in their speaking.

QU Y

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a + b. Listen to the words and focus on the underlined letters. - Play the recording (CD1, track 44) using DCR.

- Listen.

KÈ

- Ask Ss to listen and focus on the underlined letters.

- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature.

DẠ

- Explain more about the way how to have different pronunciation /d/, /id/, /t/ of verbs ending “-ed”.

320

- Listen again and repeat.

1. The /id/ sound

wanted (sounds like "want-id")

•

waited

•

needed

•

folded

FI CI A

•

If the last letter of the word is spelled with D or T, the ED is pronounced as a separate syllable with an /id/ sound (it rhymes with kid and lid).

- Listen and take notes.

2. The /t/ sound

ƠN

If the last consonant of the word is voiceless, then the ED is pronounced as a T. Be careful not to create an extra syllable or "id" sound. talked (sounds like "talk-t")

•

kissed (the S sound comes from the front of mouth so it would sound like "kiss-t")

•

parked

•

helped

QU Y

•

KÈ

NOTE: As an example, with the word "helped", if you say "help -id" as a twosyllable word, then it is very likely that people will NOT understand the word or what you are saying. (It is pronounced like "help-t").

3. The /d/ sound

DẠ

If the last letter of the words ends in a voiced consonant (or sound), then the ED is pronounced like a D (without creating another syllable). 321

•

closed (the S sounds like a vibrating Z so the word would sound like "cloz-d")

•

opened

played (sounds like "play-d")

FI CI A

•

• lived

- Listen and cross out.

Task c + d. Listen and cross out the word that has the underlined part pronounced differently from the others.

ƠN

- Give answers. - Play the recording (CD 1 – Track 45), have - Listen again and check. Ss listen and cross out the option that is pronounced differently from the others. - Call Ss to give answers.

Answer keys

- Play the recording again and check answers as a whole class using DCR.

QU Y

- Work in pairs.

- Then have Ss practice saying the words with a partner, using the correct pronunciation feature.

- Read.

- Give answers.

KÈ

- Call some Ss to read the words in front of the class.

- Ask Ss to find some more English words with an “ed” ending which contains /t/, /d/ and /id/ sound.

DẠ

- Give feedback and evaluation. ❖ Activity 2: While-speaking (20’)

a) Objective: Students can talk about activities to help community. 322

b) Content:

- Ask and answer.

FI CI A

- Your school went out to help the community. Fill in the table with details about what you did. Then, ask your partner about what they did and complete the table on the right. Swap roles and repeat. c) Expected outcomes: Ss produce the new language successfully.

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

* Ask and answer

- Observe, listen.

- Demonstrate the activity by asking and answering with a student.

ƠN

PRACTICE

- Have pairs ask and answer using the pictures and words in the box.

- Work in pairs.

QU Y

- Remind Ss to pay attention to the time expressions of the Simple Past.

- Have some pairs demonstrate the activity in front of the class. - Present.

SPEAKING: Help The Community

DẠ

KÈ

Task a. Your school went out to help the community. Fill in the table with details about what you did. Then, ask your partner about what they did and complete the table on the right. Swap roles and repeat - Demonstrate the activity by practicing the activity with a student. 323

- Have students complete the table with information about what they did to help the community and ask their partner to complete the table on the right.

- Work in pairs.

- Observe and listen.

FI CI A

- Divide the class into pairs.

- Do the task.

- Have Ss swap roles and repeat. - Observe, give help if necessary.

- Swap roles and repeat. ❖ Activity 3: Production (5’)

ƠN

a) Objective: Students report to the class what they did to help the community. b) Content: Share with the class what they did to help the community.

d) Organization of the activity:

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.

STUDENTS’ ACTIVITIES

QU Y

TEACHER’S ACTIVITIES SPEAKING: Help The Community Task b. Share with the class.

KÈ

- Have students take a look at the table - Check the table. again, make any correction or adjustment if necessary. - Present. - Have some Ss share their findings with - Listen. the class.

- Give feedback and evaluation.

DẠ

C. Consolidation and homework assignments (5’) * Consolidation: How to pronounce verbs in past form endings with “ed”. 1. /t/: Verbs with ending sounds: /s/, /f/, /p/, /ʃ/, /tʃ/, /k/. 324

Hoped /hoʊpt/

•

Coughed /kɔːft/

•

Fixed /fɪkst/

FI CI A

•

E.g:

2. /id/: Verbs with ending sounds: /t/ hay /d/.

•

Wanted /ˈwɑːntɪd/

•

Added /ædɪd/

E.g:

3. /d/ The other verbs Cried /kraɪd/

•

Smiled /smaɪld/

•

Played /pleɪd/

* Homework:

•

ƠN

E.g:

QU Y

- Practice pronouncing verbs with “ed” endings. - Complete the table for those who haven’t finished it in class. - Prepare: Unit 4 - Lesson 3 – Reading and Listening (page 34 – SB).

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook

KÈ

(pages 24 & 25).

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

DẠ

D. Reflection a. What I liked most about this lesson today: ……………………………………………………………………………… ………… 325

c. What I should improve for this lesson next time:

FI CI A

hh. What I learned from this lesson today: ……………………………………………………………………………… …………

DẠ

KÈ

QU Y

ƠN

……………………………………………………………………………… …………

326

Date:…………………………………..

Class: …………………………….....................

Period: ………………………….........

FI CI A

School: ………………………………………..

UNIT 4: COMMUNITY SERVICES

I. OBJECTIVES

1.1. Language knowledge and skills

ƠN

By the end of the lesson, Ss will be able to:

Lesson 3.1 - Listening and Reading (Page 34)

- talk about how to protect the environment.

- review past simple.

- practice listening and understanding general and specific information about voluntary clean-up project.

1.2. Competences

QU Y

- read and understand an email about cleaning up the beach.

- improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes

- be active to take part in social activities. - help other people.

KÈ

- raise awareness of protecting the environment.

II. TEACHING AIDS AND LEARNING MATERIALS

DẠ

Performance Products - Let’s Talk: Look at the - Ss’ answers / picture. Do you know any presentation. beaches that look like this? How does it make you feel? What can we do to stop this from happening? - Listen to Annie talking - Ss’ answers.

III. ASSESSMENT EVIDENCE

Assessment Tools

- Ss’ answers. - Ss’ answers.

QU Y

- Read Jane's email to Dan. Would Jane like to take part in future cleanups? - Now, read and write True or False.

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers / presentation.

- T’s observation/ DCR and T’s feedback.

KÈ

-Speaking: Would you like to take part in a beach clean-up? Why (not)?

- T’s feedback/Peers’ feedback.

ƠN

to Robert. What do you think Annie's job is? - Listen again and circle the correct answer.

FI CI A

Performance Tasks

IV. PROCEDURES

DẠ

A. Warm up: (5’)

328

b) Content: Introduce the situation: Dirty beaches.

FI CI A

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by giving enjoyable and short activities as well as to engage them in the follow-up steps. c) Expected outcomes: Ss have general ideas about the topic “cleaning up the beaches”, which they are going to listen and read in the new lesson. d) Organization of the activity:



STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES Option 1: Let’s Talk!

ƠN

- Use the “Let’s talk!” part in the textbook– page 34 for warm-up activity.

- Work in pairs to discuss.

- Ask Ss to work in pairs to look at the picture and answer the questions:

1. Do you know any beaches that look like this?

QU Y

2. How does it make you feel?

3. What can we do to stop this from happening?

- Present.

- Call Ss to share their answers with the whole class.

KÈ

- Give feedback and evaluation. - Lead to the new lesson.

 Option 2:

DẠ

- Show a video clip about cleaning up the dirty beach. - Have Ss watch and answer some questions: 329

- Watch the video clip, then answer T’s questions.

1. Do you know any beaches that look like this?

3. What can the people in the clip do to make the beach cleaner?

FI CI A

2. How does it make you feel?

- Give answers.

- Listen. - Check and give comment. - Lead to the new lesson.

QU Y

ƠN

*Link: https://www.youtube.com/watch?v=cV2gBU6hKfY

- Call Ss to give answers.

KÈ

B. New lesson (35’)

❖ Activity 1: Listening (17’)

a) Objective: Students can develop their listening skill.

DẠ

b) Content: Listen to a conversation about clean-up activities. c) Expected outcomes: Students can practice listening and understanding general + specific information about clean-up activities. d) Organization of the activity: 330

STUDENTS’ ACTIVITIES

Task a. Listen to Annie talking to Robert. What do you think Annie's job is? - Briefly explain the meaning of the three options.

FI CI A

TEACHER’S ACTIVITIES

- Listen and take notes. - Read.

- Have Ss read the question.

- Listen and circle the correct answer.

- Have Ss listen and circle the correct answer.

- Give answer, explain.

ƠN

- Play audio (CD1 - Track 46).

- Call Ss to give answer, explain

- Play the audio again and check the answer as a whole class using DCR.

Answer keys

- Read.

QU Y

Task b. Now, listen and circle the correct - Listen and circle the correct answers answers. - Have Ss read through the content of Task b first.

- Exchange answers.

- Play the audio again (CD1 - Track 46). - Have Ss listen and circle the correct answers.

KÈ

- Give answers. Answer keys

- Have Ss check answers with their partners.

- Call Ss to give answers, explain.

DẠ

- Check answers as a whole class using DCR.

331

L a) Objective: Students can develop their reading skill. b) Content:

FI CI A

❖ Activity 3: Reading (18’)

- Read Jane's email to Dan. Would Jane like to take part in future clean-ups? - Now, read and write True or False.

d) Organization of the activity:

STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

ƠN

c) Expected outcomes: Students can read an email about cleaning up the beach for gist and detail, and they can talk about their environmental clean-up activities.

Task a. Read Jane's email to Dan. Would Jane like to take part in future clean-ups?

- Read and guess.

QU Y

- Have Ss read Task a.

- Scan the email for general idea.

- Ask Ss to read the email quickly and circle the correct answer.

- Give answer.

- Call 1 S to give answer.

Answer keys

DẠ

KÈ

- Check answers as a whole class using DCR.

- Read and underline the key words.

Task b. Now, read and write True or False. 332

- Read the text again for details.

- Have Ss read the email again and write True or False.

- Exchange answers.

FI CI A

- Have Ss read the content in Task b and underline the key words.

- Give answers.

- Have Ss check their answers with a partner.

Answer keys

- Call Ss to give answers.

ƠN

- Check answers as a whole class using DCR.

- Discuss in pairs.

QU Y

- Present.

Task c. Speaking: In pairs: Would you like to take part in a beach clean-up? Why (not)? - Have Ss discuss the questions in pairs.

- Discuss in pairs.

- Present.

KÈ

- Call some Ss to share their answers with the whole class. - Give feedback and evaluation.

DẠ

- For class with high level students: Give Ss an extra task: List some activities you can do in a beach clean-up project. - Call Ss some Ss to share their answers with the whole class. 333

FI CI A

- Give feedback and evaluation.

C. Consolidation and homework assignments (5’) *Consolidation:

*Homework

ƠN

- Practice talking about your environmental clean-up.

- Vocabulary: cleaner, volunteer, reporter, clean-up, environment, environmental, take part in, trash, pick up, organize.

- Do the exercises in WB: Listening and Reading (page 24).

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 26). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

QU Y

- Prepare: Lesson 3 – Writing and Speaking (page 35 – SB).

D. Reflection

a. What I liked most about this lesson today:

KÈ

……………………………………………………………………………… ………… ii. What I learned from this lesson today: ……………………………………………………………………………… …………

DẠ

c. What I should improve for this lesson next time: ……………………………………………………………………………… …………

334

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Date:…………………………………….

ƠN

School: ………………………………………..

Class: Period: …………………………......... …………………………….....................

UNIT 4: COMMUNITY SERVICES

I. OBJECTIVES

QU Y

Lesson 3.2 – Speaking and Writing (Page 35)

By the end of the lesson, Ss will be able to:

1.1. Language knowledge and skills

- know format of writing an email to describe past experiences.

KÈ

- talk about environmental problems. - write an email to a friend describing their experience of an environmental clean-up.

1.2. Competences

DẠ

- improve communication, collaboration, writing and critical thinking skills . 1.3. Attributes - be active to take part in social activities. - help other people. 335

FI CI A

II. TEACHING AIDS AND LEARNING MATERIALS

- raise awareness of protecting the environment.

III. ASSESSMENT EVIDENCE

ƠN

QU Y

- Speaking: Look at the pictures of places in Greenview City. Can you see similar problems near where you live? Where? Why is there so much trash?

Performance Products - Ss’ answers / presentation.

Assessment Tools

- T’s feedback/Peers’ feedback.

Performance Tasks

2. Students’ aids: Student’s book, workbook, notebook.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers. - Writing: Read about writing emails to describe past experiences. Then, read Jane’s email again and circle the information, answering "what?," "when?," "where?," and "who?".

- T’s feedback/Peers’ feedback.

DẠ

KÈ

- Choose a place in Greenview City. Use your own ideas to fill in the tables about a clean-up there.

336

- Write full sentences using - Ss’ answers. the prompts. Then, number the sentences (1–4) to match them with the order in the skill box. - Now, write an email to a - Ss’ answers.

FI CI A

- T’s feedback/Peers’ feedback.

- T’s observation and feedback.

ƠN

friend describing your experience of an environmental clean-up. Use the Feedback form to help you. Write 60 to 80 words.

A. Warm up: (5’)

IV. PROCEDURES

QU Y

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Jumbled sentences / talking about the environmental problems. c) Expected outcomes: Ss know about the topic that they are going to talk and write about in new the lesson.

d) Organization of the activity: STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES Option 1: Speaking part a.

- Use the Speaking part a (page 35) for warm up activity. - Have Ss look the pictures of places in Greenview City using DCR, discuss and answer the questions:

DẠ

- Work in pairs: Look and discuss.

337

3. Why is there so much trash?

FI CI A

1. Can you see similar problems near where you live? 2. Where?

- Give answers. - Have Ss give answers. - Give feedback and evaluation.

- Listen.

- Lead to the new lesson.

ƠN

 Option 2: Jumbled sentences - Have Ss close all books.

- Close all books.

- Read the sentences and rearrange them in time order.

QU Y

1. There were plastic bags and trash everywhere.

- Give Ss some sentences relating to cleaningup the beach. These sentences are not correct in time order.

2. I arrived at the Pebble beach in Somerton on Tuesday morning.

3. We worked for eight hours and picked up over 5 tons of trash! 4. It was really dirty and the smell was horrible

KÈ

- Work in pairs. - Read answers. - Listen.

- Have Ss rearrange the sentences in time order.

Answer keys

DẠ

2. I arrived at the Pebble beach in Somerton on Tuesday morning.

- Call Ss to read answers.

338

FI CI A

- Give feedback, show correct answers and 4. It was really dirty and the smell lead to the new lesson: Writing an email about was horrible. environmental clean-up. 1. There were plastic bags and trash everywhere. 3. We worked for eight hours and picked up over 5 tons of trash!

B. New lesson (35’) ❖ Activity 1: Pre-Writing (Speaking) (8’)

a) Objective: Ss prepare for what they are going to write about.

ƠN

b) Content:

- Speaking: Look at the pictures of places in Greenview City. Can you see similar problems near where you live? Where? Why is there so much trash? - Choose a place in Greenview City. Use your own ideas to fill in the tables about a clean-up there. c) Expected outcomes: Ss have more ideas and language for their writing.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. In pairs: Look at the pictures of places in Greenview City. Can you see similar problems near where you live? Where? Why is there so much trash?

KÈ

- Divide the class into pairs. - Work in pairs.

- Have students ask and answer using the questions.

- Go round and support Ss if necessary.

DẠ

- Have some students share their ideas with the class. - Give feedback and evaluation. 339

- Present.

- Have students choose a place in Greenview City, then use their own ideas to fill in the tables about a clean-up there.

L FI CI A

Task b. Now, choose a place in Greenview City. Use your own ideas to fill in the tables about a clean-up there.

- Fill in the tables.

- Go round and give help if necessary. - Present.

- Have some pairs read their answers. ❖ Activity 2: While - Writing (22’)

ƠN

- Give feedback and evaluation.

a) Objective: Students can develop their writing skill.

b) Content: - Read about writing emails to describe past experiences. Then, read Jane’s email again and circle the information, answering "what?," "when?," "where?," and "who?".

QU Y

- Write full sentences using the prompts. Then, number the sentences (1 – 4) to match them with the order in the skill box. - Now, write an email to a friend describing your experience of an environmental clean-up. Write 60 to 80 words. c) Expected outcomes: Students can write an email to a friend describing their experience of an environmental clean-up, using right format and rich vocabularies.

d) Organization of the activity: STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES

DẠ

Task a. Read about writing emails to describe past experiences. Then, read Jane’s email again (page 34) and circle the information, answering "what?," "when?," "where?," and "who?" 340

- Have Ss check their answers with a partner.

-Work in pairs.

FI CI A

- Have Ss read Jane’s email again (page 34) and circle the information, answering "what?," "when?," "where?," and "who?

- Listen.

- Exchange their answers with a partner.

-Briefly explain the Writing skill box using DCR and have some Ss read it aloud.

- Give answers.

Answer keys

KÈ

QU Y

- Check answer as a whole class using DCR.

ƠN

- Call Ss to give answers.

DẠ

Task b. Write full sentences using the prompts. Then, number the sentences (1–4) to match them with the order in the skill box.

- Read the prompts and write full sentences.

- Number the sentences (1–4).

- Exchange answers. 341

- Read answers. Answer keys

FI CI A

- Have students write full sentences using the prompts. - Then, have students number the sentences (1–4) to match them with the order in the skill box.

- Have students check their answers with a partner.

ƠN

- Check answer as a whole class using DCR.

- Look and listen.

- Do the writing part.

QU Y

- Have students read the prompts.

-Write. Suggested writing

KÈ

*Let’s Write: Now, write an email to a friend describing your experience of an environmental clean-up. Write 60 to 80 words. - Draw Ss’ attention to the feedback form using DCR.

DẠ

- Have Ss use their notes in speaking part and the instruction in the Writing box to write an email to a friend describing their experience of an environmental clean-up. 342

- Go round, observe and give help if necessary.

FI CI A

- Have some Ss write their email on the board.

❖ Activity 3: Post - Writing (5’)

a) Objective: Help Ss realize their mistakes in writing and correct them.

ƠN

b) Content: Correcting Ss’ writings.

d) Organization of the activity:

c) Expected outcomes: Students know whether their writings follow the model and use the correct structures and language, whether their writings are interesting and understandable or not.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

- Give feedback, correct Ss’ mistakes.

- Use the feedback form to give evaluation. Focus on: - Look, listen and correct mistakes. + the format, the structures

+ the understandability

+ the coherence and cohesion

KÈ

+ the spelling

C. Consolidation and homework assignments (5’)

DẠ

* Consolidation: - Writing Skill:

343

L FI CI A OF

* Homework

ƠN

- Remember how to write an email to describe past experiences. - Finish the writing part.

- Do the exercises in WB: Lesson 3 – Writing (page 25).

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 27). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

QU Y

- Prepare: Unit 4 – Review pages 92, 93.

D. Reflection

a. What I liked most about this lesson today:

KÈ

……………………………………………………………………………… ………… jj. What I learned from this lesson today: ……………………………………………………………………………… …………

DẠ

c. What I should improve for this lesson next time: ……………………………………………………………………………… …………

344

L FI CI A OF ƠN

Date:………………………………..

School: ………………………………………..

Period: ………………………..........

QU Y

Class: …………………………….....................

UNIT 4: COMMUNITY SERVICES Lesson 4 – Review (Pages 92, 93)

I. OBJECTIVES

KÈ

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

DẠ

- review words about charity and fund raising activities (donate clothes, bake sale, car wash, clean up parks, craft fair, raise money, plant trees, etc.) and talk about them. - review grammar: Past simple form of regular verbs, making suggestions. - review how to plan charity events. - pronoun some sounds correctly: “ed” endings, /ʌ/, /ei/, /ɔ/, / ʊ /. 345

- put stress on words with two and three syllables.

1.2. Competences

FI CI A

- improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes

- have positive attitude in English language learning so that they actively participate in all classroom activities.

- review the old lesson and have good preparation for any assessment.

II. TEACHING AIDS AND LEARNING MATERIALS

ƠN

III. ASSESSMENT EVIDENCE

Performance Products - Ss’ answers.

QU Y

Performance Tasks

- T’s feedback/Peers’ feedback.

KÈ

- Listening: You will hear a boy talking to his friend about different kinds of community service. Listen and complete questions 1– 5. You will hear the conversation twice.

Assessment Tools

- Ss’ answers.

DẠ

- Reading: Look and read. Choose the correct answer (A, B, or C).

346

- T’s feedback/Peers’ feedback.

IV. PROCEDURES

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

FI CI A

- Ss’ answers

- T’s observation, T’s feedback/Peers’ feedback.

QU Y

-Pronunciation: Circle the word that has the underlined part pronounced differently from the others. + Circle the word that differs from the other three in the position of primary stress in each of the following questions.

- T’s feedback/Peers’ feedback.

ƠN

- Grammar: Fill in the blanks with the Past Simple form of the verbs in brackets. + Underline the mistake in each sentence. Write the correct word on the line.

- Ss’ answers.

- Vocabulary: Fill in the blanks with the words from the box.

A. Warm up: (5’)

KÈ

b) Content: Slogan competition / Poster designing competition.

DẠ

c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES 347



Option 1: Slogan competition

- Divide class into groups of 4 or 5.

FI CI A

- Have Ss close their books. - Choose a charity activity (It can be: craft fair, tree planting day, car wash, soup kitchen, …).

- Work in groups to write slogan.

- Have Ss in groups their share their answers with the whole class.

- Give answers.

- Give feedback and announce the winner.

- Vote for the best slogan.

ƠN

- Have Ss in the class vote for the best slogan.

- Have Ss work in groups to think and write a slogan for the activity.

- Give an applause or a present to the winner.

- Lead to the new lesson.

- Listen.

 Option 2: Poster designing competition

QU Y

- Divide class into groups of 4 or 5. - Have Ss close their books.

- Choose a charity activity (It can be: craft fair, tree planting day, car wash, soup kitchen, …).

- Have Ss work in groups to design a poster for the activity.

KÈ

- Have Ss in groups their share their products with the whole class.

- Work in groups to design posters.

- Hang the poster on the board.

- Have Ss in the class vote for the best poster.

- Give feedback and announce the winner.

- Vote for the best posters.

DẠ

- Give applause or a present to the winner. - Lead to the new lesson. - Listen. 348

FI CI A

*Note: In order for this activity to be carried out smoothly, T can have Ss prepare at home, then show their products in front of the class.

B. New lesson (35’) ❖ Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill.

b) Content:

- You will hear a boy talking to his friend about different kinds of community service. Listen and complete questions 1– 5. You will hear the conversation twice.

ƠN

c) Expected outcomes: Ss listen in details and get familiar with the listening test format.

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

You will hear a boy talking to his friend about different kinds of community service. Listen and complete questions 1– 5. You will hear the conversation twice. - Have Ss read through the listening part.

- Demonstrate the activity on DCR by using the example. - Play the audio (CD 2 – Track 37).

- Read in silence.

- Listen and then give answers.

KÈ

- Have Ss check answers with pairs and then give answers.

DẠ

- Check answers as a whole class.

349

Answer keys

L FI CI A

❖ Activity 2: Reading (7’) a) Objective: Students can improve their reading skill. b) Content: - Look and read. Choose the correct answer (A, B, or C).

c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.

ƠN

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Look and read. Choose the correct answer (A, B, or C).

- Demonstrate the activity using DCR by using the example.

QU Y

- Have Ss look and read, then choose the correct answer, underline the supporting ideas for their answers.

- Observe and listen.

- Work individually.

- Call Ss to give answers, explain.

- Give answers, explain.

- Give feedback and evaluation.

DẠ

KÈ

Answer keys

❖ Activity 3: Vocabulary (7’)

a) Objective: Ss can review vocabulary about community services. b) Content: Fill in the blanks with the words from the box. 350

c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Have Ss read the phrases and observe the pictures. - Ask Ss to work in pairs to fill in the blanks with the words from the box.

- Give answers.

Answer keys

QU Y

- Check answers as a whole class using DCR.

❖ Activity 4: Grammar (10’)

- Work in pairs.

ƠN

- Have Ss give answers, tell the meaning of the words /phrase again.

- Read the phrases and observe the pictures.

Fill in the blanks with the words from the box

a) Objective: Ss can review the use of English: Past simple form of regular verbs + making suggestions. b) Content:

- Fill in the blanks with the Past Simple form of the verbs in brackets. - Underline the mistake in each sentence. Write the correct word on the line.

KÈ

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing. d) Organization of the activity: STUDENTS’ ACTIVITIES

DẠ

TEACHER’S ACTIVITIES

Task a. Fill in the blanks with the Past Simple form of the verbs in brackets.

351

- Ask Ss to work individually to fill in the blanks with the Past Simple form of the verbs in brackets.

- Work individually.

- Review old knowledge.

FI CI A

- Have Ss retell the way to use past simple form of regular verbs.

- Work in pairs.

- Have Ss work in pairs to check each other’s work.

- Give answers.

Answer keys

- Call Ss to give answers, explain for their choice.

ƠN

- Check answers as a whole class using DCR.

QU Y

- Do the task.

Task b. Underline the mistake in each sentence. Write the correct word on the line.

KÈ

- Have Ss read the sentences, underline the mistake in each sentence. - Encourage Ss to correct the mistakes.

- Ask Ss to work in pairs to check each other’s work.

DẠ

- Have Ss write answers on the board. - Check Ss’ answers, give feedback.

352

- Exchange answers. - Write answers on the board. Answer keys

L FI CI A

❖ Activity 5: Pronunciation (4’)

a) Objective: Ss can review the word stress and vowels, last consonant of “ed” endings.

b) Content:

- Circle the word that has the underlined part pronounces differently from the others.

ƠN

- Circle the word that differs from the other three in the position of primary stress in each of the following questions. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity:

TEACHER’S ACTIVITIES

QU Y

Task a. Circle the word that has the underlined part pronounced differently from the others. - Have Ss distinguish the sound: /“ed” endings, /ʌ/, /ei/, /ɔ/, / ʊ /.

STUDENTS’ ACTIVITIES

- Listen.

- Work individually.

- Have Ss work in pairs to check each other’s work.

- Give answers.

- Ask Ss to work individually to circle the answer.

- Work in pairs.

KÈ

Answer keys

- Call Ss to give answers, pronounce the words again.

DẠ

- Give feedback, correct Ss’ pronunciation if necessary.

353

- Work individually.

FI CI A

Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions.

- Listen.

- Work in pairs.

- Remind Ss some basic rules of putting stress on words with 2 or 3 syllables.

- Give answers.

Answer keys

- Ask Ss to work individually.

- Call Ss to give answers, pronounce the words again.

ƠN

- Have Ss work in pairs to check each other’s work.

KÈ

QU Y

- Give feedback, correct Ss’ pronunciation if necessary.

C. Consolidation and homework assignments (5’) * Consolidation:

* Grammar of Unit 4: Past simple form of regular verbs, making suggestions.

DẠ

* Vocabulary of Unit 4: Words about charity and fund raising activities (donate clothes, bake sale, car wash, clean up parks, craft fair, raise money, plant trees, …).

354

* Homework:

FI CI A

- Do the exercises in WB: Review of Unit 4 (page 65).

- Review vocabulary, grammar of unit 4. - Prepare: Unit 5 – New words and Listening (page 36 – SB).

D. Reflection a. What I liked most about this lesson today:

ƠN

……………………………………………………………………………… ………… kk. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

QU Y

……………………………………………………………………………… …………

355

Date:……………………………..

Class: …………………………….....................

Period: ………………………......

UNIT 5: FOOD and DRINKS

FI CI A

School: ………………………………………..

Lesson 1.1 – New words and Listening (Page 36)

ƠN

I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- know more words about ingredients and measurements (spaghetti, lemon, tomato, onion, tablespoon, teaspoon, grams, milliliters, sugar, oil, flour, milk). - talk about what food they need to buy.

QU Y

- Listen to and understand a talk between a boy and his mom (for general and specific details). - ask for repetition to check an amount or quantity. 1.2. Competences

1.3. Attributes

- improve communication, collaboration, and critical thinking skills.

KÈ

- help family with the housework.

- eat healthily.

II. TEACHING AIDS AND LEARNING MATERIALS

DẠ

2. Students’ aids: Student’s book, workbook, notebook.

- Listen and repeat.

- Ss’ presentation. - Ss’ presentation.

- T’s feedback/Peers’ feedback

ƠN

- Practice saying units of measurement with the ingredients using the numbers below.

Assessment Tools

- T’s feedback/Peers’ feedback

- Number the picture.

Performance Products - Ss’ answers.

Performance Tasks

FI CI A

III. ASSESSMENT EVIDENCE

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

QU Y

- Listen and write the amounts or quantities they need.

- Listen to Logan talking to - Ss’ answers. his mom. Where are they?

- Ss’ answers/ presentation.

- T’s observation and feedback.

- Speak: What do you usually buy at the supermarket?

KÈ

IV. PROCEDURES

A. Warm up: (5’)

DẠ

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce words about ingredients and measurements / Make a shopping list. 357

c) Expected outcomes: Ss get to know some new words they are going to study in the lesson.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES 

STUDENTS’ ACTIVITIES

Option 1: Number the pictures. Listen and repeat.

- Use the “New words” part a.– page 36 for the warm-up activity.

- Work in pairs to number the pictures.

QU Y

- Call Ss to give answers.

ƠN

- Show words and pictures using DCR, have Ss look and number the pictures (in pairs).

- Give feedback and show correct answers. - Lead to the new lesson.

- Play the audio (CD1 – Track 47), have Ss listen and repeat.

- Give answers.

KÈ

- Correct Ss’ pronunciation if necessary.

- Listen.

- Listen and repeat.

DẠ

Answer keys

 Option 2: Make a shopping list. 358

- Let Ss imagine they are going to prepare dinner for a family of about 4-5 people.

FI CI A

- Have Ss work in groups of 4 to make a shopping list for things to buy to prepare dinner. - Remind Ss to add quantity of the things they intend to buy.

- Work in groups of 4.

- Have some groups share their answers with the whole class. - Give feedback and evaluation.

ƠN

- Lead to the new lesson.

- Give answers.

B. New lesson (35’)

QU Y

- Listen.

❖ Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words about ingredients and measurements. b) Content:

KÈ

- Vocabulary study (spaghetti, lemon, tomato, onion, tablespoon, teaspoon, grams, milliliters). - Speaking: Say units of measurements with the ingredients using the given numbers.

c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when talking about food and its quantities.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

359

Task a. Number the pictures. Listen and repeat.

FI CI A

 Option 1 (If the teacher hasn’t used this part for the Warm-up activity)

- Look and listen. - Demonstrate the activity on DCR, using the - Work individually. example. - Have Ss number the pictures.

- Work in pairs. - Divide class into pairs and have them check - Give answers. their answers with their partners. - Call Ss to give answers (read or write).

- Listen and repeat.

ƠN

- Check answers as a whole class using DCR.

QU Y

- Correct Ss’ pronunciation.

- Play audio (CD1 – Track 47). Have Ss listen and repeat.

Answer keys

KÈ

 Option 2: Ingredients and Measurements (If the teacher has used part a. for the Warm-up activity)

DẠ

- Give many words about ingredients and measurements (or pictures, if so, T uses different pictures from those in Task a).

360

- Work in pairs.

FI CI A

- Have Ss work in pairs to divide the given words / pictures into 2 groups: ingredients and measurements. - Give answers, explain.

- Read. - Have Ss give answers and tell the meaning of words / phrases again.

Answer keys

- Call some Ss to read the words again.

QU Y

- Correct Ss’ pronunciation if necessary.

ƠN

- Check answers as a whole class.

- Work in pairs.

KÈ

Task b. In pairs: Practice saying units of measurement with the ingredients using the numbers below.

- Have Ss work in pairs to say units of measurement with the ingredients using the numbers in the table.

DẠ

- Present. Sample answers

361

- Go round and give help if necessary.

- Give feedback and evaluation. ❖ Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill.

b) Content:

FI CI A

- Have some pairs demonstrate the activity in front of the class.

- Listen to Logan talking to his mom. Where are they? - Listen and write the amounts or quantities they need.

ƠN

c) Expected outcomes: Students can listen and understand general and specific information about making a shopping list.

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

Task a. Listen to Logan talking to his mom. Where are they? - Have Ss read the phrases, guess the answer.

-Work individually.

- Play audio (CD1 - Track 48).

- Listen.

- Have Ss listen and circle the correct answer.

- Circle the correct answers. Answer keys

DẠ

KÈ

- Check answers as a whole class using DCR.

362

Task b. Now, listen and write the amounts or quantities they need.

- Do the task.

- Play the audio again (CD1 - Track 48). - Have Ss listen and write the amounts or quantities they need.

- Exchange answers.

- Ask Ss to pay attention to the way to say numbers.

FI CI A

- Have Ss read the through the content of Task b.

- Read.

Answer keys

ƠN

- Have Ss check answers with their partners. - Call Ss to give answers.

QU Y

- Give feedback and show correct answers using DCR.

❖ Activity 3: Post - Listening (6’)

KÈ

a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: Speaking: What do you usually buy at the supermarket? c) Expected outcomes: Students can think of their shopping list in the supermarket.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Conversation skill - Look and read. 363

- Listen and repeat.

FI CI A

- Play audio (CD 1 - Track 49), have Ss listen and repeat.

- Have Ss look at the Conversation skill box and read.

- Give answers.

ƠN

- Ask Ss to find more ways to ask for repetition.

Task c. In pairs: What do you usually buy at the supermarket?

- Have Ss work in pairs to discuss.

- Observe and give help if necessary.

QU Y

- Call some pairs to share their ideas with the class.

- Work in pairs.

- Give feedback and evaluation.

- Present.

KÈ

C. Consolidation and homework assignments (5’) * Consolidation:

- Words about ingredients and measurements: spaghetti, lemon, tomato, onion, tablespoon, teaspoon, grams, milliliters, sugar, oil, flour, milk.

DẠ

- Language to ask for repetition to check an amount or quantity: Sorry, how much? / Sorry, how many?

364

* Homework

FI CI A

- Practice talking about what to buy at the supermarket.

- Learn the new words by heart. - Do the exercises in WB: New words and Listening (pages 26, 27 – WB).

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 28).

- Prepare: Lesson 1.2 – Grammar (page 37 – SB).

ƠN

D. Reflection

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

a. What I liked most about this lesson today:

QU Y

……………………………………………………………………………… ………… ll. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

……………………………………………………………………………… …………

365

L FI CI A

Date:…………………………………..

Class: …………………………….....................

Period: ………………………….........

School: ………………………………………..

ƠN

UNIT 5: FOOD and DRINKS

Lesson 1.2 - Grammar (Page 37)

I. OBJECTIVES

By the end of the lesson, Ss will be able to:

QU Y

1.1. Language knowledge and skills - listen to 2 people asking and answering about food and quantities. - use “How much” and “How many” to ask about food /drinks and quantities. - talk about ingredients.

1.2. Competences

KÈ

- improve speaking, listening skills. - improve the use of English. 1.3. Attributes

- help family with the cooking.

DẠ

- eat healthily.

II. TEACHING AIDS AND LEARNING MATERIALS 366

FI CI A

III. ASSESSMENT EVIDENCE

- Look at the table of ingredients you need. Read the answers and write the questions.

- Ss’ answers. - Ss’ answers.

QU Y

- Speak: What ingredients - Ss’ answers/ presentation. are in your fridge? How much/many?

IV. PROCEDURES

- Circle the correct words.

Assessment Tools

- T’s feedback. - T’s feedback/Peers’ feedback.

ƠN

- Listen and repeat.

Performance Products - Ss’ performance.

Performance Tasks

- T’s feedback/Peers’ feedback.

- T’s observation, T’s feedback/Peers’ feedback.

A. Warm up: (5’)

KÈ

c) Expected outcomes: Ss review old grammar points which are very useful for them in the new lesson.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES 367

- Give Ss some nouns of food and drinks.

- Work in pairs.

- Have Ss work in pairs to divide them into 2 groups: Countable and uncountable nouns.

Option 1: Countable and uncountable nouns.

FI CI A



- Give answers.

- Call Ss to give answers. - Check Ss’ answers, give feedback.

ƠN

Answers keys *Suggested nouns: apple, sugar, lemon, tomato, - Countable nouns: apple, lemon, juice, salt, egg, spaghetti, cake, lemonade, beef, tomato, egg, cake … - Uncountable nouns: sugar, juice, salt, spaghetti, lemonade, beef

- Make sentences.

- Have Ss make sentences, using the words given by the teacher.

QU Y

- Lead to the new lesson.  Option 2: Heaviness

KÈ

- Bring to class a small scale, prepare some real objects or food / drinks (apple, milk, lemon, sugar, …). - Have Ss weigh each object, write its heaviness on the board and practice reading it. - Observe and support if necessary.

- Check Ss’ answers, give feedback.

DẠ

- If T can’t use a real scale and real objects / food / drinks, try pictures. *Illustration 368

- Weigh things, then write answers and read them.

L FI CI A OF

- Lead to the new lesson.

- Listen and write the new lesson.

ƠN

B. New lesson (35’) ❖ Activity 1: Presentation (10’)

b) Content: - Listen and repeat.

QU Y

- Introduce the grammar points.

a) Objective: Introduce: “How much” and “How many”.

c) Expected outcomes: Ss know the new grammar points “How much” and “How many” and use them in some exercises that follow. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Listen and repeat. - Look.

- Play audio (CD1 – Track 50) and have Ss listen and read the speech bubbles.

- Listen, then read.

- Play the audio again and have Ss listen and repeat.

- Listen and repeat.

DẠ

KÈ

- Have Ss look at the picture using DCR.

Grammar box



Option 1: 369

- Look and read.

ƠN

FI CI A

- Have Ss look at the box and read examples of different forms.

- Have Ss look at the grammar explanation and read “How much”, “How many”.

- Read examples of different forms.

-Explain more about countable and uncountable nouns.

QU Y

- Ask Ss to make more sentences using “How much”, “How many” to ask about amount and quantity of food. - Give feedback and evaluation.

Option 2:



- Listen.

- Give more examples.

DẠ

KÈ

- Have Ss look at the sentences in the speech bubbles in Task a and read them again.

- Look and read. 370

FI CI A

- Have Ss make comments on the types of noun (plural or singular) used after “How much” and “How many”. - Give feedback. - Then, lead to the grammar box, briefly explain the way to use “How much” and “How many”.

- Have Ss read the grammar box again.

ƠN

- Comment.

QU Y

- Ask Ss to make more sentences using “How much”, “How many” to ask about amount and quantity of food.

DẠ

KÈ

- Give feedback and evaluation.

371

- Listen. ❖ Activity 2: Practice (19’)

FI CI A

- Give more examples.

a) Objective: Students can use “How much”, “How many” to do the given exercises. b) Content: - Circle the correct words.

ƠN

- Look at the table of ingredients you need. Read the answers and write the questions.

d) Organization of the activity:

c) Expected outcomes: Students can get used to the form and usage of “How much”, “How many” and use them correctly.

QU Y

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task b. Circle the correct words.

- Look and listen.

- Have Ss read the sentences and circle the correct words.

- Work individually.

- Have Ss work in pairs to check each other’s work.

- Read answers.

KÈ

- Demonstrate the activity on DCR, using the example.

- Have some Ss share their answers with the whole class.

DẠ

- Give feedback, correct Ss’ answers if necessary.

372

- Work in pairs.

Answer keys

FI CI A

Task c. Look at the table of ingredients - Look and listen. you need. Read the answers and write the questions. - Work individually. - Demonstrate the activity on DCR using the - Work in pairs. example.

- Have students write the questions.

- Read answers.

- Have pairs check each other's work.

ƠN

Answer keys

- Have some students share their answers with the class.

QU Y

❖ Activity 3: Production (6’)

a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: What ingredients are in your fridge? How much/many?

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point in the lesson in everyday speaking and writing.

KÈ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task d. In pairs: What ingredients are in your fridge? How much/many?

DẠ

- Divide class into pairs. - Have conversation in pairs. 373

- Have Ss take turns asking their partner about what ingredients are in their fridge. How much/many?

Suggested answers

ƠN

* Consolidation:

- Give feedback and evaluation.

C. Consolidation and homework assignments (5’)

FI CI A

- Listen.

- Have some pairs demonstrate the activity in front of the class.

- Present.

QU Y

* Homework:

- Make 2 questions using How much/many. - Do the exercises in WB: Grammar (page 27).

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 29).

KÈ

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

- Prepare: Lesson 1.3 – Pronunciation and Speaking (page 38 – SB).

DẠ

D. Reflection a. What I liked most about this lesson today: ……………………………………………………………………………… ………… 374

c. What I should improve for this lesson next time:

FI CI A

mm. What I learned from this lesson today: ……………………………………………………………………………… …………

……………………………………………………………………………… …………

Date:…………………………………..

Class: …………………………….....................

Period: ………………………….........

ƠN

School: ………………………………………..

UNIT 5: FOOD and DRINKS

I. OBJECTIVES

QU Y

Lesson 1.3 – Pronunciation and Speaking (Page 38)

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - pronounce the cluster /sp/ correctly.

- ask and answer about ingredients and recipes.

KÈ

- ask for repetition.

- prepare ingredients to make lemon pancake, spaghetti and beans. 1.2. Competences

- improve listening and speaking skills.

DẠ

1.3. Attributes - help family with the cooking. - eat healthily. 375

II. TEACHING AIDS AND LEARNING MATERIALS

2. Students’ aids: Student’s book, workbook, notebook.

- Listen to the /sp/ sound. Find and note down three more words with the same sound.

ƠN

- Listen to the words and focus on the underlined letters.

Performance Products - Ss’ performance and answers. - Ss’ performance and answers.

Performance Tasks

III. ASSESSMENT EVIDENCE

FI CI A

Assessment Tools

- T’s observation.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance / Presentation.

- T’s observation, T’s feedback/Peers’ feedback.

QU Y

- Read the words in Task c - Ss’ performance. with the sound notes in Task a.

- Ask and answer using the recipes.

DẠ

KÈ

- Speak: Ask and answer about the ingredients to make lemon pancakes, spaghetti and beans.

IV. PROCEDURES A. Warm up: (5’) 376

FI CI A

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce /sp/ cluster / guess food dish from the ingredients. c) Expected outcomes: Ss have good preparation for the new lesson. d) Organization of the activity:



STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

Option 1: /sp/ cluster

The special spaghetti for the sportsmen in Spanish is very spicy.

ƠN

- Give class a sentence:

- Listen.

- Have Ss practice reading this sentence, try to read it as fluently as possible.

- Read.

- T reads this sentence as a model, ask Ss to pay attention to the words with the letters “sp”.

QU Y

- Call some Ss to read again.

- Give feedback, and give a small present for the best Ss that can read this sentence smoothly and correctly.

- Listen.

- Lead to the new lesson: the /sp/ sound.

KÈ

 Option 2: Ingredients and dishes - Have Ss close all books.

- Close books.

- Give some groups of ingredients.

DẠ

- Have Ss look at the ingredients and guess the name of the dish. - Call Ss to read answers. 377

- Work in pairs, then give answers.

- Give feedback.

- Lead to the new lesson.

FI CI A

*Illustration:

Answer keys

Dish 1:Beef Noodles Dish 2:Apple Pie  Option 3: Introduce /sp/ sound

Dish 3: Lemon Pancake

ƠN

- Play the video clip. - Have Ss watch, listen and repeat, then listen again and sing together.

- Watch the video clip, listen and repeat, then sing together.

QU Y

*Link: https://www.youtube.com/watch?v=tHFNNAh4FII

KÈ

- Lead to the new lesson: the /sp/ sound.

B. New lesson (35’)

❖ Activity 1: Pre-Speaking: Pronunciation (10’)

DẠ

a) Objective: Introduce: /sp/ sound. b) Content: - recognize /sp/ sound and know how to pronounce it. 378

- listen and check, find more words with the same sound.

- practice.

FI CI A

c) Expected outcomes: Ss distinguish /sp/ sound and know how to pronounce it correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Briefly explain cluster /sp/ using DCR.

Task a + b. Listen to the words and focus on the underlined letters.

- Listen, take notes.

- Play the recording (CD1, track 51).

ƠN

- Ask Ss to listen and focus on the underlined letters.

- Listen again and repeat.

- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature.

QU Y

Task c + d. Listen to the /sp sound. Find and note down three more words with the same sound.

KÈ

- Listen to the /sp sound, then find and note down three more words with - Play the recording (CD 1 – Track 52), have the same sound. Ss listen to the /sp sound, then find and note down three more words with the same sound. - Give answers. - Call Ss to give answers. - Give feedback and evaluation.

- Practice.

- Then have Ss practice saying the words they have just added.

DẠ

- Call some Ss to read the words in front of the class. - Ask some Ss to make sentences with the words containing /sp / sound. 379

- Read. - Make sentences.

Suggested answers

Some more words with /sp/ sound: space, sport, speak, Spanish, spam, spell, spin, spoil, splash, split, spider, special, …

FI CI A

- Give feedback and evaluation.

❖ Activity 2: While-speaking (20’)

a) Objective: Students can talk about ingredients of many different dishes. b) Content:

- Ask and answer, using the recipes.

ƠN

- Student B, turn to page 119, File 3. Student A, you’re helping your friend cook lemon pancakes. Look at the recipe for lemon pancakes and answer Student B's questions. Then, swap roles and talk about the ingredients and recipe of the dish: spaghetti and beans.

d) Organization of the activity:

c) Expected outcomes: Ss produce the new language successfully.

*PRACTICE

QU Y

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Ask and answer using the recipes.

- Observe, listen.

- Have pairs take turns to ask and answer using the recipes.

- Work in pairs.

KÈ

- Demonstrate the activity by asking and answering with a student.

- Remind Ss to pronounce words with /sp/ sound correctly.

- Have some pairs demonstrate the activity in front of the class.

DẠ

- Give feedback and evaluation.

380

- Present.

*SPEAKING: What Do We Need?

- Demonstrate the activity by practicing the role-play with a student.

FI CI A

Task a. In pairs: Student B, turn to page 119, File 3. Student A, you’re helping your friend cook lemon pancakes. Look at the recipe for lemon pancakes and answer Student B's questions.

- Observe, listen.

- Have Student A stay on the page and Student B turn to page 119, File 3 and do the task.

- Observe, give help if necessary.

QU Y

- Have students do the role-play.

- Work in pairs.

- Remind Ss to use languages to ask for repetition.

ƠN

- Divide the class into pairs.

- Role play.

- Give feedback and evaluation.

KÈ

Task b. Swap roles. Student A, ask Student B what you need to make spaghetti and beans, then write the recipe in your notebook. - Have pairs swap roles. - Swap roles.

DẠ

- Have pairs ask and answer about what they need to make spaghetti and beans, then write the recipe in their notebook.

- Work in pairs.

381

- Observe, give support.

- Make comment and evaluation.

- Role play.

FI CI A

- Have pairs do the role-play in front of the class.

❖ Activity 3: Production (5’)

ƠN

a) Objective: Check Ss’ writings.

b) Content: Share their recipes with the class.

d) Organization of the activity:

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.

QU Y

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

SPEAKING: What do we need?

Extra Task: Share the recipes with the class. - Write / present answers.

- Have some Ss write their recipes on the board.

KÈ

(If time is not enough, T may capture the recipes Ss have written and show them on the screen.)

- Check Ss’ answers.

DẠ

- Have other Ss in class make comment and vote for the best recipe. - Give feedback and evaluation. - Announce the winner. 382

- Make comment and vote for the best recipe.

C. Consolidation and homework assignments (5’)

FI CI A

* Consolidation:

- How to make /sp/ sound: This cluster is a combination of the /s/ and /p/ sounds. Begin with the /s/ sound — it should be a voiceless stream of air from your mouth. Be careful not to include an “e” sound before the /s/ begins. As you produce /s/, the tip of your tongue should be close to, but not completely touching, the top of your mouth. To make the /p/, press your upper and lower lips together, briefly stopping the air. Then, release the air.

ƠN

- Words with /sp / sound: space, sport, speak, Spanish, spam, spell, spin, spoil, splash, split, spider, special …

* Homework:

- Make 2 sentences with words containing the /sp/ sound. - Complete the recipe for those who haven’t finished it in class. - Prepare: Unit 5 - Lesson 2 – New words and Reading (page 39 – SB).

(pages 28 & 29).

QU Y

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook

KÈ

D. Reflection

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

a. What I liked most about this lesson today:

DẠ

……………………………………………………………………………… ………… nn. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time: 383

KÈ

QU Y

ƠN

FI CI A

……………………………………………………………………………… …………

DẠ

School: ………………………………………..

Date:……………………………………. .

384

UNIT 5: FOOD and DRINKS

FI CI A

Class: Period: ……………………………......... …………………………….................... .

I. OBJECTIVES By the end of the lesson, Ss will be able to:

ƠN

1.1. Language knowledge and skills

Lesson 2.1 - Vocabulary and Reading (Page 39)

- know some words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti). - talk about containers and quantities of food and drinks in their kitchen.

1.2. Competences

QU Y

- read a paragraph about Pete and his mom mentioning different containers and quantities of food and drinks to understand general and specific information.

- improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes

KÈ

- eat healthily.

- help family with the cooking.

II. TEACHING AIDS AND LEARNING MATERIALS

DẠ

385

III. ASSESSMENT EVIDENCE

- Say which of these you have in your kitchen.

- Read the paragraph about Pete. What did his mom want him to do?

- Ss’ answers.

L - T’s observation / feedback.

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- What different containers do they mention in the reading? What other ones do you know?

FI CI A

- Ss’ answers.

QU Y

- Read the paragraph and complete the table.

- Ss’ answers/ presentation.

- Listen and repeat.

- T’s feedback/Peers’ feedback.

ƠN

- Fill in the blanks.

Assessment Tools

Performance Products - Ss’ answers.

Performance Tasks

KÈ

IV. PROCEDURES

A. Warm up: (5’)

DẠ

386

FI CI A

b) Content: Introduce some words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti). c) Expected outcomes: Ss have general ideas about the topic of the new lesson: containers and quantities of food and drinks. d) Organization of the activity: TEACHER’S ACTIVITIES Option 1:



STUDENTS’ ACTIVITIES

- Show pictures and words using DCR, have Ss fill in the blanks (in pairs). - Call Ss to give answers.

ƠN

- Use the “New words” part a.– page 39 for the - Work in pairs to fill in the blanks. warm-up activity.

- Give answers.

- Give feedback and show correct answers using DCR. - Lead to the new lesson.

QU Y

- Play the audio (CD1 – Track 53), have Ss listen and repeat.

- Listen.

- Correct Ss’ pronunciation if necessary.

DẠ

KÈ

Answer keys

 Option 2: Containers

387

- Call Ss to give answers.

- Give answers.

- Work in pairs.

FI CI A

- Show pictures, have Ss do the matching activity in pairs.

- Give feedback. - Introduce the new lesson: containers and quantities of food and drinks.

*Illustration:

Suggested answers

B. New lesson (35’)

2A 3F 4C 5E 6B

QU Y

ƠN

❖ Activity 1: Pre-Reading (Vocabulary) (12’)

KÈ

b) Content:

a) Objective: Ss know some words about containers and quantities of food and drinks.

- Vocabulary study: Fill in the blanks: Words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti).

DẠ

- Listen and repeat. - Speaking: Say which of these you have in your kitchen. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. 388

d) Organization of the activity: STUDENTS’ ACTIVITIES

TEACHER’S ACTIVITIES

FI CI A

Task a. Fill in the blanks. Listen and repeat.  Option 1 (If the teacher hasn’t used this part for the Warm-up activity.)

- Demonstrate the activity on DCR, using the - Look and listen. example. - Have Ss look at the pictures and phrases, then fill in the blanks.

- Work individually.

- Call Ss to give answers (read or write).

- Give answers.

- Check answers as a whole class using DCR.

ƠN

- Divide class into pairs and have them check - Work in pairs. their answers with their partners.

- Listen and repeat. Answer keys

QU Y

- Play audio (CD1 – Track 53). Have Ss listen and repeat.

KÈ

- Correct Ss’ pronunciation.

- Work in groups.

DẠ

 Option 2: Brainstorming (If the teacher has used part a. for the Warm-up activity.)

389

…

*Illustration:

FI CI A

- Have Ss review the words they have known - Give answers. in the warm-up activity by thinking of other - Read. food and drinks that can go with words of Expected answers containers and quantities. - A bag of: chocolate, candies, sugar, - Call Ss to give answers (read or write). … - Check answers as a whole class. - A bunch of: banana, grapes, - Call some Ss to read the words again. flowers, … - Correct Ss’ pronunciation if necessary. - A box of: chocolate, candies, pens,

ƠN

- A bottle of: cooking oil, water, soda, … - A carton of: milk, yoghurt, juice, …

- A can of: fish, soda, candies, …

Task b. Say which of these you have in your kitchen.

QU Y

- Have students say which foods they have in - Work in pairs. their kitchen. - Have Ss share their answers in front of the class.

- Present.

- Give feedback and evaluation.

KÈ

Sample answers

❖ Activity 2: While - Reading (17’)

a) Objective: Students can develop their reading skill.

DẠ

b) Content: - Read the paragraph about Pete. What did his mom want him to do? - Read the paragraph and complete the table. 390

c) Expected outcomes: Students can read a paragraph and understand more about containers and quantities of food and drinks.

FI CI A

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Read the paragraph about Pete. What did his mom want him to do?

- Have Ss read 3 options and guess the answer.

- Remind Ss to underline or highlight the keywords or supporting ideas for their answers.

ƠN

- Ask Ss to scan the paragraph, then choose -Work individually. the best answer.

- Have some Ss share their answers with the class (read), explain for their answers.

QU Y

- Give feedback. - Give feedback and correct Ss’ answers if necessary.

- Read answers, explain.

- Check answers.

Answer keys

Task b. Now, read the paragraph and complete the table.

KÈ

- Have Ss look at the paragraph and the table.

- Work in pairs to compete the table Write answers.

- Have Ss work in pairs to compete the table.

- Read answers.

- Elicit answers from different pairs.

DẠ

Answer keys

- Give feedback and evaluation.

391

L FI CI A OF

❖ Activity 3: Post - Reading (6’)

ƠN

a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill.

b) Content: Speaking: What different containers do they mention in the reading? What other ones do you know? c) Expected outcomes: Students can talk about other containers and quantities of food and drinks.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task c. In pairs: What different containers do they mention in the reading? What other ones do you know?

KÈ

- Have Students work in pairs to answer the - Discuss in pairs. questions. - Go round and give help if necessary. - Present.

- Call some Ss to share their ideas with the whole class.

DẠ

- Give feedback and evaluation. - Listen.

392

C. Consolidation and homework assignments (5’)

FI CI A

* Consolidation:

- Words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti).

* Homework: - Learn the new words by heart.

- Practice talking about containers and quantities of food and drinks.

ƠN

- Do the exercises in WB: New words + Reading (Pages 28, 29).

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 30). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

QU Y

- Prepare: Unit 5 - Lesson 2.2 – Grammar (page 40 – SB).

D. Reflection

a. What I liked most about this lesson today:

KÈ

……………………………………………………………………………… ………… oo. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

……………………………………………………………………………… …………

393

L FI CI A

Date: ………………………………..

Class: …………………………….....................

Period: ……………………….........

School: ………………………………………..

UNIT 5: FOOD and DRINKS

ƠN

Lesson 2.2 - Grammar (Page 40)

I. OBJECTIVES

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

QU Y

- listen to and understand a short conversation between 2 people talking in a supermarket. - use indefinite and definite articles correctly. 1.2. Competences

- improve speaking, listening and writing skills.

KÈ

1.3. Attributes

- improve the use of English.

- help family with the cooking and shopping.

- choose healthy food for meals.

DẠ

2. Students’ aids: Student’s book, workbook, notebook.

- Listen and repeat.

- Study the grammar box. - Ss’ task. - Ss’ answers. - Unscramble the

- T’s feedback.

ƠN

sentences. - Ss’ answers.

- Read the paragraph and fill in the blanks with the correct articles.

Assessment Tools

Performance Products - Ss’ performance.

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback.

QU Y

- What did your mom buy - Ss’ performance/ from the supermarket last presentation. week? In pairs: Choose three things and tell your partner where she put them.

- T’s observation.

Performance Tasks

FI CI A

III. ASSESSMENT EVIDENCE

KÈ

IV. PROCEDURES

A. Warm up: (5’)

DẠ

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review countable and uncountable nouns / Review articles: a / an

/ the.

395

c) Expected outcomes: Ss review old knowledge and have general ideas about the grammar point they are going to study in the new lesson.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES 

STUDENTS’ ACTIVITIES

Option 1: Countable and uncountable nouns.

- Show a picture of an opened fridge.

- Work in groups.

- Have Ss look at the food and drinks inside the fridge and divide them into 2 groups: countable and uncountable nouns.

- Lead to the new lesson.

- Listen.

- Check Ss’ answers, correct Ss’s answers if necessary.

ƠN

- Give answers.

- Call Ss to give answers.

Answers keys

- Countable nouns: watermelon, bananas, oranges, apples, eggs - Uncountable nouns: oil, water, juice, beef, pork, beer, milk

QU Y

*Illustration:

KÈ

 Option 2: Review articles: a / an / the - Give Ss some sentences with no articles inside.

DẠ

- Have Ss work in pairs to put articles “a, an or the” in suitable positions in these sentences. - Call Ss to give answers. - Do the task. 396

- Give answers.

FI CI A

- Lead to the new lesson: Indefinite and definite articles.

- Check Ss’ answers, give feedback and evaluation.

Answer keys

*Suggested sentences:

1. My mom uses an apple to make apple pies.

1. My mom uses apple to make apple pies. 2. Please put this box of chocolate on table.

2. Please put this box of chocolate on the table.

3. I have bag of candies and bottle of cola. 4 There is carton of milk in fridge.

3. I have a bag of candies and a bottle of cola.

ƠN

4 There is a carton of milk in the fridge.

B. New lesson (35’)

❖ Activity 1: Presentation (10’)

b) Content: - Listen and repeat.

QU Y

a) Objective: Introduce Indefinite and definite articles.

- Introduce the grammar point: Indefinite and definite articles.

c) Expected outcomes: Ss know how to use Indefinite and definite articles to do some following exercises.

KÈ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Listen and repeat - Look.

- Play audio (CD1 – Track 54) and have Ss listen and read the speech bubbles.

- Listen, then read.

DẠ

- Have Ss look at the picture using DCR.

- Listen and repeat. 397

FI CI A

Grammar box

- Play the audio again and have Ss listen and repeat.

- Look and read.

ƠN

- Have Ss look at the grammar explanation and read: Indefinite and definite articles.

QU Y

- Have Ss look and read the sentences in the box.

- Look and read.

- Briefly explain the grammar point using DCR.

- Ask Ss to make sentences with Indefinite and definite articles.

KÈ

- Listen and take notes.

- Make sentences, using Indefinite and definite articles.

DẠ

❖ Activity 2: Practice (19’)

a) Objective: Students can use Indefinite and definite articles correctly. b) Content: 398

- Unscramble the sentences. - Read the paragraph and fill in the blanks with the correct articles.

FI CI A

c) Expected outcomes: Students can use Past Simple with regular verbs in their speaking. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task b. Unscramble the sentences. - Demonstrate the activity on DCR, using the example.

ƠN

- Look and listen.

- Have Ss unscramble the sentences.

- Work individually.

- Have Ss work in pairs to check each other’s work.

- Work in pairs.

- Write answers on the board.

- Have some Ss share their answers with the whole class.

Answer keys

KÈ

QU Y

- Give feedback, correct Ss’ answers if necessary.

Task c. Read the paragraph and fill in the blanks with the correct articles. - Look and listen.

DẠ

- Demonstrate the activity on DCR, using the example. - Have students read the paragraph and fill in the blanks. 399

- Work individually. - Work in pairs.

- Read or write answers.

- Call Ss to read or write answers.

FI CI A

Answer keys

- Have Ss check answers with their partners.

❖ Activity 3: Production (6’)

ƠN

- Check Ss’ answers, give feedback.

a) Objective: Students master the grammar point they study in the lesson.

QU Y

b) Content: Speaking: What did your mom buy from the supermarket last week? In pairs: Choose three things and tell your partner where she put them. c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have learnt in speaking and writing.

d) Organization of the activity:

STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES

Task d. What did your mom buy from the supermarket last week? In pairs: Choose three things and tell your partner where she put them. - Work in pairs.

DẠ

- Divide class into pairs. - Have Ss ask and answer.

400

*Consolidation

QU Y

- Indefinite and definite articles

ƠN

C. Consolidation and homework assignments (5’)

FI CI A

- Then, have Ss choose three things and tell their partners where the mother puts them. - Have conversation in pairs. - Have some pairs demonstrate the activity - Present. in front of the class. - Listen. - Give feedback and evaluation. Suggested conversation

* Homework:

- Make 2 sentences using Indefinite and definite articles. - Do the exercises in WB: Grammar (page 29).

KÈ

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 31).

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

DẠ

- Prepare: Lesson 2.3 – Pronunciation and Speaking (page 41 – SB).

D. Reflection 401

a. What I liked most about this lesson today:

c. What I should improve for this lesson next time:

FI CI A

……………………………………………………………………………… ………… pp. What I learned from this lesson today: ……………………………………………………………………………… …………

KÈ

QU Y

ƠN

……………………………………………………………………………… …………

Date:…………………………………..

School: ………………………………………..

Period: ………………………….........

DẠ

Class: …………………………….....................

UNIT 5: FOOD and DRINKS 402

Lesson 2.3 – Pronunciation and Speaking (Page 41)

FI CI A

I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- distinguish and use sound changes of “a bunch of”, “ a bag of” correctly.

- talk about grocery arrangement in the kitchen. - talk about food, drinks and their positions in the kitchen. 1.2. Competences

ƠN

- improve listening and speaking skills. 1.3. Attributes - help family with the cooking.

- choose healthy food for meals.

- keep kitchen and home orderly and tidy.

QU Y

2. Students’ aids: Student’s book, workbook, notebook, pens, pencils, crayons.

KÈ

III. ASSESSMENT EVIDENCE Performance Tasks

DẠ

- Listen to the sound changes and focus on the underlined words.

Performance Products - Ss’ performance and answers.

403

Assessment Tools - T’s observation.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance / Presentation.

KÈ

- Join another pair and look at their kitchens. Did you put any of the same ingredients in the same places?

FI CI A

- T’s feedback/Peers’ feedback.

QU Y

- Draw both kitchen diagrams in your notebook. Choose 7 items from the list and draw them in your kitchen. In pairs: Student A, ask Student B what food they have and where it is, then draw it on your partner's kitchen. Swap roles and repeat. Did you draw your partner’s kitchen correctly?

- Ss’ performance.

- Take turns saying where to put the groceries.

- T’s feedback/Peers’ feedback.

ƠN

- Practice saying the sentence with the sound changes noted in “a” with a partner.

- Ss’ answers.

- T’s observation, T’s feedback/Peers’ feedback.

- Listen and cross out the sentence that doesn’t follow the note in “a”.

IV. PROCEDURES

DẠ

A. Warm up: (5’)

404

- T’s observation, T’s feedback/Peers’ feedback.

FI CI A

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review: a bunch of, a bag of / Review vocabularies about food and drinks. c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities.

d) Organization of the activity: TEACHER’S ACTIVITIES 

STUDENTS’ ACTIVITIES

Option 1: a bunch of / a bag of

ƠN

- Give some pictures of food and drinks, have Ss work in pairs to decide which can go with “a bunch of” and which can go with “ a bag of”.

- Work in pairs, then give answers.

- Call Ss to read answers or write answers on the board.

QU Y

- Give feedback.

DẠ

KÈ

- Lead to the new lesson: The sound changes in a bunch of and a bag of.

 Option 2: Review vocabularies about food and drinks 405

Answer keys

- Have Ss close all books.

FI CI A

- Show a picture of food and drinks, have Ss give names.

ƠN

- Work in pairs and write.

- Give feedback.

Answer keys

Name of food and drinks: milk, banana, rice, spaghetti, candies, eggs, butter, chocolate, beans

KÈ

QU Y

- Lead to the new lesson.

- Call Ss to write answers.

DẠ

- Listen.

B. New lesson (35’) ❖ Activity 1: Pre-Speaking: Pronunciation (10’) 406

a) Objective: Introduce sound changes of “a bunch of”, “ a bag of”.

FI CI A

- recognize sound changes of “a bunch of”, “ a bag of”.

b) Content: - listen and check, find the sentence that doesn’t follow the note in “a”. - practice.

c) Expected outcomes: Ss distinguish and use sound changes of “a bunch of”, “ a bag of” correctly in their speaking.

d) Organization of the activity:

STUDENTS’ ACTIVITIES

Task a + b. Listen to the sound changes and focus on the underlined words. - Play the recording (CD1, track 55).

- Listen.

- Ask Ss to listen and focus on the sound changes of the underlined words.

ƠN

TEACHER’S ACTIVITIES

QU Y

- Play the recording again, have Ss listen and - Listen again and repeat. repeat with a focus on the pronunciation feature.

Task c + d. Listen and cross out the sentence that doesn’t follow the note in “a” .

KÈ

- Play the recording (CD 1 – Track 56), have Ss listen and cross out the option that is - Listen and give answers. doesn’t follow the note in “a”. Answer keys

- Call Ss to give answers.

DẠ

- Play the recording again and check answers as a whole class using DCR. - Give feedback and evaluation. 407

a) Objective: Students can talk about grocery arrangement in the kitchen.

FI CI A

b) Content:

❖ Activity 2: While-speaking (20’)

- Take turns saying where to put the groceries.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

PRACTICE

ƠN

d) Organization of the activity:

* Take turns saying where to put the groceries. - Demonstrate the activity using the example.

QU Y

- Observe, listen.

- Divide the class into pairs.

- Work in pairs.

- Have pairs take turns saying where to put the shopping. - Present.

- Observe, give help if necessary.

KÈ

- Have some pairs demonstrate the activity in front of the class.

- Give feedback and evaluation

DẠ

SPEAKING: What Do You Have In Your Kitchen? Task a. Draw both kitchen diagrams in your notebook. Choose 7 items from the 408

FI CI A

list and draw them in your kitchen. In pairs: Student A, ask Student B what food they have and where it is, then draw it on your partner's kitchen. Swap roles and repeat. Did you draw your partner’s kitchen correctly? - Demonstrate the activity by practicing the example with a student.

- Divide the class into pairs.

- Observe and listen.

- Have pairs draw the food items on their own kitchen. - Have students do the activity.

- Swap roles and repeat.

QU Y

❖ Activity 3: Production (5’)

- Do the task.

- Observe, give help if necessary.

- Work in pairs.

ƠN

- Have pairs draw the kitchens into their notebooks.

a) Objective: Students check their work. b) Content: Join another pair and look at their kitchens. Did you put any of the same ingredients in the same places?

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.

KÈ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

SPEAKING: What Do You Have In Your Kitchen?

DẠ

Task b. Join another pair and look at their kitchens. Did you put any of the same ingredients in the same places? 409

- Join another pair and compare their drawings.

- Have some pairs demonstrate the activity in front of the class.

- Present.

- Give feedback and evaluation.

- Listen.

FI CI A

C. Consolidation and homework assignments (5’)

- Have pairs join another pair and compare their kitchens.

ƠN

* Consolidation: Sound changes of “a bunch of”, “ a bag of”

* Homework:

- Practice: sound changes of “a bunch of”, “ a bag of”. - Complete the kitchen drawing for those who haven’t finished it in class.

QU Y

- Prepare: Unit 5 - Lesson 3 – Reading and Listening (page 42 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 30 & 31).

KÈ

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

D. Reflection

a. What I liked most about this lesson today:

DẠ

……………………………………………………………………………… ………… qq. What I learned from this lesson today:

410

……………………………………………………………………………… …………

FI CI A

c. What I should improve for this lesson next time:

ƠN

……………………………………………………………………………… …………

Date:………………………………..

Class: …………………………….....................

Period: ……………………….........

QU Y

School: ………………………………………..

UNIT 5: FOOD and DRINKS

Lesson 3.1 - Listening and Reading (Page 42)

KÈ

I. OBJECTIVES

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- talk about unusual foods in Vietnam.

DẠ

- practice listening and understanding a recording about an unusual dish in Hà Giang Province (for general and specific information). - read and understand a food blog post. 411

1.2. Competences

1.3. Attributes - choose healthy food for meals.

FI CI A

- improve communication, collaboration, analytical and critical thinking skills.

- respect the culture and customs of other provinces all over the country.

II. TEACHING AIDS AND LEARNING MATERIALS

ƠN

2. Students’ aids: Student’s book, workbook, notebook.

Performance Tasks

Performance Products - Ss’ answers / presentation.

QU Y

- Let’s Talk: What unusual foods can you think of? What's the strangest?

III. ASSESSMENT EVIDENCE

KÈ

- A tour guide is talking to a group of tourists in Hà Giang Province. Where are the people?

- Listen and choose the best word(s) to complete the sentences.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

DẠ

- Read the blog post and match the pictures to the underlined words.

Assessment Tools

412

- Now, read and fill in the - Ss’ answers. blanks. -Speaking: Which strange - Ss’ answers / foods do you want to try? presentation.

- T’s feedback/Peers’ feedback.

FI CI A

- T’s observation/ DCR and T’s feedback.

IV. PROCEDURES A. Warm up: (5’)

ƠN

b) Content: Introduce an unusual dish: Dried worms. c) Expected outcomes: Ss have general ideas about the topic “unusual foods in Vietnam”, which they are going to listen and read in the new lesson.

d) Organization of the activity:

TEACHER’S ACTIVITIES Option 1: Let’s Talk!

QU Y



STUDENTS’ ACTIVITIES

What unusual foods can you think of? What's the strangest? - Use the “Let’s talk!” part in the textbook– page 42 for warm-up activity.

- Work in pairs to discuss.

KÈ

- Ask Ss to work in pairs to answer the question: What unusual foods can you think of? What's the strangest?

- Call Ss to share their answers with the whole class.

DẠ

- Give feedback and evaluation. - Lead to the new lesson.

413

- Present.

 Option 2:

- Watch the video clip, then answer T’s questions.

FI CI A

- Show a video clip about an unusual dish: Dried worms. - Have Ss watch and answer some questions:

2. Do you know where in Vietnam is this dish famous? 3. Do you like insects? - Call Ss to give answers.

1. Do you know the name of this dish? Have you ever tried it?

- Give answers.

- Listen.

ƠN

- Check and give comment. - Lead to the new lesson.

*Link:

QU Y

https://www.youtube.com/watch?v=ux3vd0zIg78

KÈ

B. New lesson (35’)

❖ Activity 1: Listening (17’) a) Objective: Students can develop their listening skill.

DẠ

b) Content: Listen to a conversation about an unusual dish in Hà Giang Province: A tour guide is talking to a group of tourists in Hà Giang Province. Where are the people? Then, listen and choose the best answer. c) Expected outcomes: Students can practice listening and understanding general + specific information about an unusual dish. 414

d) Organization of the activity:

STUDENTS’ ACTIVITIES

FI CI A

TEACHER’S ACTIVITIES Task a. A tour guide is talking to a group of tourists in Hà Giang Province. Where are the people? - Have Ss read the question.

- Listen and take notes.

- Play audio (CD1 - Track 57).

- Read.

- Have Ss listen and circle the correct answer.

- Listen and circle the correct answer.

ƠN

- Call Ss to give answer, explain.

- Give answer, explain. Answer keys

- Play the audio again and check the answer as a whole class using DCR.

QU Y

Task b. Now, listen and choose the best word(s) to complete the sentences.

- Have Ss read through the content of Task b first. - Play the audio again (CD1 - Track 57).

KÈ

- Have Ss listen and choose the best word(s) to complete the sentences. - Have Ss check answers with their partners.

- Read.

- Listen and choose the best word(s) to complete the sentences.

- Exchange answers.

- Call Ss to give answers, explain.

- Give answers.

- Check answers as a whole class using DCR.

DẠ

Answer keys

415

L FI CI A OF

❖ Activity 3: Reading (18’) a) Objective: Students can develop their reading skill. b) Content:

ƠN

- Read the blog post and match the pictures to the underlined words. - Now, read and fill in the blanks.

d) Organization of the activity:

c) Expected outcomes: Students can read a blog post about an unusual dish for gist and detail, and they can talk about strange foods they want to try.

QU Y

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Read the blog post and match the pictures to the underlined words. - Have Ss read Task a.

KÈ

- Ask Ss to look at the pictures, then read the blog post quickly to guess the meaning of the underlined words. - Have Ss match the pictures to the underlined words.

- Read and guess the meaning of the underlined words.

- Do the matching.

- Call Ss to give answer.

DẠ

- Check the answers as a whole class using DCR.

416

- Give answer. Answer keys

L FI CI A

Task b. Now, read and fill in the blanks.

- Read and underline the key words.

- Have Ss read the content in Task b and underline the key words.

- Read the text again for details.

- Have Ss check their answers with a partner.

- Exchange answers.

ƠN

- Have Ss read the blog post again and fill in the blanks.

- Give answers.

- Call Ss to give answers.

Answer keys

QU Y

- Check the answers as a whole class using DCR.

- Discuss in pairs.

KÈ

- Present.

Task c. Speaking: In pairs: Which strange foods do you want to try?

- Have Ss discuss the questions in pairs.

DẠ

- Call some Ss to share their answers with the whole class. - Give feedback and evaluation. 417

L FI CI A

C. Consolidation and homework assignments (5’) *Consolidation:

- Vocabulary: insects, fry, spices, garlic, crunchy, taste, tasty.

*Homework - Find out more special and unusual foods in Vietnam.

- Do the exercises in WB: Listening and Reading (page 30).

ƠN

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 32).

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 3 – Writing and Speaking (page 43 – SB).

QU Y

D. Reflection

a. What I liked most about this lesson today:

KÈ

……………………………………………………………………………… ………… rr. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

……………………………………………………………………………… …………

418

L FI CI A OF ƠN

Date: …………………………………..

School: ………………………………………..

Period: ………………………….........

QU Y

Class: …………………………….....................

UNIT 5: FOOD and DRINKS

Lesson 3.2 – Speaking and Writing (Page 43)

I. OBJECTIVES

KÈ

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

- know format of writing food blog posts.

DẠ

- talk about local dishes. - write a food blog post. 1.2. Competences 419

- improve communication, collaboration, writing and critical thinking skills .

- choose healthy food for meals. - respect the culture and customs of their locals.

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

1.3. Attributes

ƠN

2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

Assessment Tools - T’s feedback/Peers’ feedback.

QU Y

- Speaking: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is your hometown famous for any other dishes? Which ones?

Performance Products - Ss’ answers / presentation.

Performance Tasks

- T’s feedback/Peers’ feedback.

- Ss’ answers. - Writing: Read about writing food blog posts. Then, read Long's blog and circle the six points listed below.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

DẠ

KÈ

- Choose one of the foods in the pictures or your own idea, then make notes.

420

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s observation and feedback.

FI CI A

- Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words.

- Number the sentences (1– - Ss’ answers. 6). Use the skill box to help you.

IV. PROCEDURES A. Warm up: (5’)

b) Content: Review old vocabulary.

ƠN

c) Expected outcomes: Ss know about the topic that they are going to talk and write about in new the lesson.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Option 1: Fill in the blanks.

- Work in pairs: fill in the blanks.

KÈ

- Have Ss work in pairs to fill in the blanks, using the words from the box. (T may use handouts or show the exercise on the screen). - Have Ss give answers.

- Give answers.

- Give feedback and evaluation. - Lead to the new lesson.

- Listen.

DẠ

Answer keys 1 chef 2 insects 421

3 fry

 Option 2: Kim’s Game

FI CI A

5 crunchy

4 tasty

- Close all books and notebooks.

- Have Ss close all books and notebooks. - Show pictures of unusual dishes and things relating to cooking, have Ss see them in 30 seconds and try to remember all.

ƠN

- Look and remember.

- After 30 seconds, call Ss to list what they have - Read answers. seen. - Listen.

QU Y

- Lead to the new lesson.

- Check Ss’ answers, give feedback and evaluation.

KÈ

B. New lesson (35’)

❖ Activity 1: Pre-Writing (Speaking) (8’)

a) Objective: Ss prepare for what they are going to write about.

DẠ

b) Content: - Speaking: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is your hometown famous for any other dishes? Which ones? 422

c) Expected outcomes: Ss have more ideas and language for their writing.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. In pairs: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is your hometown famous for any other dishes? Which ones?

- Work in pairs.

- Go round and support Ss if necessary.

ƠN

- Divide the class into pairs. - Have students discuss in pairs using the questions.

- Present.

QU Y

- Have some students share their ideas with the class. - Give feedback and evaluation.

- Choose one of the foods in the pictures or your own idea, then make notes.

Task b. Choose one of the foods in the pictures or your own idea, then make notes.

- Look and make notes.

KÈ

- Have students look at the pictures, choose one of them or use their own dishes to make notes: - Exchange.

- Present.

DẠ

- Go round and give help if necessary. - Have Ss exchange their answers. - Have some pairs read their answers. 423

- Give feedback and evaluation.

❖ Activity 2: While - Writing (22’)

FI CI A

a) Objective: Students can develop their writing skill.

b) Content: - Read about writing food blog posts. Then, read Long's blog and circle the six points listed below. - Number the sentences (1–6). Use the skill box to help you.

- Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words. c) Expected outcomes: Students can write a food blog post, using right format and rich vocabularies.

ƠN

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Read about writing food blog posts. Then, read Long's blog and circle the six points listed below.

QU Y

-Briefly explain the Writing skill box and have some Ss read it aloud.

- Listen.

- Have Ss check their answers with a partner.

-Work in pairs.

- Have Ss read Long’s blog again (page 42) and circle the six points listed in the writing box.

- Check the answers as a whole class using DCR.

- Give answers.

KÈ

- Call Ss to give answers.

- Exchange their answers with a partner.

DẠ

Answer keys

424

L FI CI A OF ƠN

- Read the prompts and number the sentences (1–6).

- Have students read the prompts.

Task b. Number the sentences (1–6). Use the skill box to help you.

- Exchange answers.

QU Y

- Have students number the sentences (1– 6), using the skill box to help. - Read answers. - Have students check their answers with a partner.

DẠ

KÈ

- Check the answers as a whole class using DCR.

425

Answer keys

*Let’s Write: Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words.

FI CI A

- Look and listen.

- Do the writing part.

- Draw Ss’ attention to the feedback form. -Write.

- Have some Ss write their email on the board.

ƠN

- Go round, observe and give help if necessary.

- Have Ss use their notes in speaking part and the instruction in the Writing box to write a food blog post.

❖ Activity 3: Post - Writing (5’)

QU Y

a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings.

c) Expected outcomes: Students know whether their writings follow the model and use the correct structures and language, whether their writings are interesting and understandable or not.

d) Organization of the activity: STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES

- Give feedback, correct Ss’ mistakes.

DẠ

- Use the feedback form to give evaluation. Focus on: - Look, listen and correct mistakes. + the format, the structures + the understandability

Suggested writing

+ the coherence and cohesion 426

+ the spelling

ƠN

FI CI A

You'll Love Grilled Frog! In Ho Chi Minh City, it's common to see people eat ếch nướng. It's a frog and we usually grill it on a barbecue. We cook the whole frog, and eat it with fried rice. It tastes like a mix of chicken and fish. The meat is soft and it's healthy, too. If you come to Ho Chi Minh City, you have to try it!

C. Consolidation and homework assignments (5’) * Consolidation:

KÈ

QU Y

- Writing Skill:

* Homework

- Remember how to write a food blog post.

DẠ

- Finish the writing part. - Do the exercises in WB: Writing (page 31). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 33). 427

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

FI CI A

- Prepare: Unit 5 – Review pages 94, 95.

D. Reflection a. What I liked most about this lesson today:

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……………………………………………………………………………… ………… ss. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time:

DẠ

KÈ

QU Y

……………………………………………………………………………… …………

428

Date:………………………………..

Class: …………………………….....................

Period: ………………………..........

UNIT 5: FOOD and DRINKS

FI CI A

School: ………………………………………..

I. OBJECTIVES

ƠN

Lesson 4 – Review (Pages 94, 95)

By the end of the lesson, Ss will be able to:

1.1. Language knowledge and skills

- review words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, etc.) and talk about them.

QU Y

- review grammar: Indefinite and definite articles; much and many; countable and uncountable nouns. - review how to make shopping list.

- pronoun some sounds correctly: “s” endings, /ei/ and /æ/. - put stress on nouns with two and three syllables.

1.2. Competences

KÈ

- improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes

DẠ

- have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for the first semester test.

429

II. TEACHING AIDS AND LEARNING MATERIALS

2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

- Ss’ answers.

QU Y

- Reading: Read the text. Choose the best word (A, B, or C) for each space.

- Vocabulary: Match the - Ss’ answers. words with the descriptions. - Ss’ answers. - Grammar: Fill in the

KÈ

blanks with a, an, the, much, or many. - Ss’ answers/ presentation.

DẠ

-Pronunciation: Circle the word that has the underlined part pronounced differently from the others.

Assessment Tools

- T’s feedback/Peers’ feedback.

ƠN

- Listening: You will hear Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation twice.

Performance Products - Ss’ answers.

Performance Tasks

FI CI A

430

- T’s feedback/Peers’ feedback.

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback.

FI CI A

+ Circle the word that differs from the other three in the position of primary stress in each of the following questions.

IV. PROCEDURES

A. Warm up: (5’)

b) Content: Review vocabulary.

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c) Expected outcomes: Ss are ready for the new lesson.

d) Organization of the activity: TEACHER’S ACTIVITIES 

Option 1: Leave Me Out!

STUDENTS’ ACTIVITIES

QU Y

- Give some words about food and container with incorrect spelling. - Do the task.

- Call Ss to give answers, then pronounce the words and give meaning.

- Give answers.

- Have Ss look at each incorrect word and leave out 1 letter to make the word correct.

KÈ

- Correct Ss’ pronunciation if necessary. - Listen.

- Lead to the new lesson.

Answer keys

DẠ

*Illustration:

1. bunch

1. bunnch

2. tablespoon

2. tablespoony

3. rutter

3. brutter

4. carton 431

5. fridge

5. fryidge

6. spaghetti

FI CI A

6. spagheetti

- Take part in the games.

ƠN

- Prepare some real objects / food such as a banana, a carton of milk, a bar of chocolate, some candies, a tablespoon, a teaspoon, a tomato, an egg, a lemon, …

 Option 2: Touch and Guess - T can divide class into 2 groups to play this game or let the whole class take part the game.

- Put these things in a bag or a box in order that Ss can’t see them.

QU Y

- Have some Ss volunteer to touch the things in the box / bag, then explain the objects in English. - Have the whole class guess and give name of the things in the box / bag. - Score marks or give present to each Ss who has the right answer.

- Lead to the new lesson.

- Listen.

DẠ

KÈ

*Illustration: Possible things in the box / bag

432

4. cartion

L FI CI A

B. New lesson (35’) ❖ Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content:

- You will hear Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation twice.

d) Organization of the activity: TEACHER’S ACTIVITIES

ƠN

c) Expected outcomes: Ss listen in details and get familiar with the listening test format. STUDENTS’ ACTIVITIES

QU Y

- Read in silence.

- Play the audio (CD 2 – Track 38).

- Listen and then give answers.

KÈ

- Have Ss check answers with pairs and then give answers.

DẠ

- Check answers as a whole class using DCR.

❖ Activity 2: Reading (7’) 433

Answer keys

b) Content:

FI CI A

- Read the text. Choose the best word (A, B, or C) for each space.

a) Objective: Students can improve their reading skill.

c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Demonstrate the activity on DCR by using the example.

- Observe and listen. - Work individually.

- Have Ss look and read, then choose the correct answer, underline the supporting ideas for their answers. - Call Ss to give answers, explain.

ƠN

Read the text. Choose the best word (A, B, or C) for each space.

- Give answers, explain. Answer keys

KÈ

QU Y

- Give feedback and evaluation.

❖ Activity 3: Vocabulary (7’) a) Objective: Ss can review vocabulary about community services.

b) Content: Match the words with the descriptions.

DẠ

c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity: 434

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Match the words with the descriptions.

- Read the phrases and words.

- Ask Ss to work in pairs to match the words with the descriptions.

- Work in pairs to match.

FI CI A

- Have Ss read the phrases and words.

❖ Activity 4: Grammar (10’)

ƠN

- Have Ss give answers, tell the meaning of - Give answers. the words /phrase again. Answer keys - Check answers as a whole class using DCR.

QU Y

a) Objective: Ss can review the use of English: How much / How many / indefinite and definite articles. b) Content:

- Fill in the blanks with a, an, the, much, or many. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing.

d) Organization of the activity: STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES

Task a. Fill in the blanks with a, an, the, much, or many. - Work individually.

- Have Ss work in pairs to check each other’s work.

- Work in pairs.

DẠ

- Ask Ss to work individually to fill in the blanks with a, an, the, much, or many.

435

- Give answers.

- Check answers as a whole class using DCR.

ƠN

FI CI A

Answer keys

- Call Ss to give answers, explain for their choice.

QU Y

❖ Activity 5: Pronunciation (4’)

a) Objective: Ss can review the word stress and vowels, last consonant of “s” endings. b) Content:

- Circle the word that has the underlined part pronounces differently from the others.

KÈ

- Circle the word that differs from the other three in the position of primary stress in each of the following questions. c) Expected outcomes: Ss produce the new language successfully.

d) Organization of the activity: STUDENTS’ ACTIVITIES

DẠ

TEACHER’S ACTIVITIES

Task a. Circle the word that has the underlined part pronounced differently from the others. 436

- Ask Ss to work individually to circle the answer.

- Work individually.

- Have Ss work in pairs to check each other’s work.

- Give answers.

- Listen.

FI CI A

- Have Ss distinguish the sound: /“s” endings, /ei/ and /æ/.

- Work in pairs.

Answer keys

- Call Ss to give answers, pronounce the words again.

ƠN

- Give feedback, correct Ss’ pronunciation if necessary.

QU Y

Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions.

- Listen. - Work individually. - Work in pairs.

- Remind Ss some basic rules of putting stress on nouns with 2 or 3 syllables. - Ask Ss to work individually.

- Give answers.

- Have Ss work in pairs to check each other’s work.

KÈ

Answer keys

- Call Ss to give answers, pronounce the words again.

DẠ

- Give feedback, correct Ss’ pronunciation if necessary.

437

L FI CI A

C. Consolidation and homework assignments (5’)

* Consolidation:

* Grammar of Unit 5: Indefinite and definite articles; much and many; countable and uncountable nouns.

ƠN

* Vocabulary of Unit 5: Words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, …).

* Homework:

- Review vocabulary, grammar of unit 5.

- Do the exercises in WB: Review of Unit 5 (page 66).

QU Y

- Do exercises in Tiếng Anh 7 i-Learn Smart World Notebook: Review Units 1-5 (pages 34 & 35). - Do the Semester 1 Test in Tiếng Anh 7 i-Learn Smart World Notebook (pages 68 & 69).

- Have good preparation for the first semester test.

KÈ

- Prepare: Unit 6 – New words and Listening (page 44 – SB).

D. Reflection

a. What I liked most about this lesson today:

DẠ

……………………………………………………………………………… ………… tt. What I learned from this lesson today: ……………………………………………………………………………… ………… 438

c. What I should improve for this lesson next time:

DẠ

KÈ

QU Y

ƠN

FI CI A

……………………………………………………………………………… …………

439

Date:………………………………..

FI CI A

School: ……………………………………….. Class: …………………………….....................

Period: ………………………..........

I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

UNIT 5: FOOD and DRINKS Lesson 4 – Review (Pages 94, 95)

ƠN

- review words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, etc.) and talk about them.

- review grammar: Indefinite and definite articles; much and many; countable and uncountable nouns. - review how to make shopping list.

- pronoun some sounds correctly: “s” endings, /ei/ and /æ/. 1.2. Competences

QU Y

- put stress on nouns with two and three syllables. - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes

- have positive attitude in English language learning so that they actively participate in all classroom activities.

KÈ

- review the old lesson and have good preparation for the first semester test. II. TEACHING AIDS AND LEARNING MATERIALS

1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR

DẠ

phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. 440

FI CI A

- T’s feedback/Peers’ feedback.

ƠN

- Listening: You will hear Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation twice. - Reading: Read the text. - Ss’ answers. Choose the best word (A, B, or C) for each space.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

- T’s observation, T’s feedback/Peers’ feedback.

KÈ

QU Y

- Vocabulary: Match the words with the descriptions. - Grammar: Fill in the blanks with a, an, the, much, or many. -Pronunciation: Circle the word that has the underlined part pronounced differently from the others. + Circle the word that differs from the other three in the position of primary stress in each of the following questions.

Assessment Tools

Performance Products - Ss’ answers.

Performance Tasks

III. ASSESSMENT EVIDENCE

IV. PROCEDURES

DẠ

A. Warm up: (5’)

441

FI CI A

b) Content: Review vocabulary.

c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity:

STUDENTS’ ACTIVITIES

- Do the task.

- Give answers.

QU Y

ƠN

 Option 1: Leave Me Out! - Give some words about food and container with incorrect spelling. - Have Ss look at each incorrect word and leave out 1 letter to make the word correct. - Call Ss to give answers, then pronounce the words and give meaning. - Correct Ss’ pronunciation if necessary. - Lead to the new lesson. *Illustration: 1. bunnch 2. tablespoony 3. brutter 4. cartion 5. fryidge 6. spagheetti

TEACHER’S ACTIVITIES

DẠ

KÈ

- Listen. Answer keys 1. bunch 2. tablespoon 3. rutter 4. carton 5. fridge 6. spaghetti

- Take part in the games.

FI CI A

- Listen.

ƠN

- Have the whole class guess and give name of the things in the box / bag. - Score marks or give present to each Ss who has the right answer. - Lead to the new lesson. *Illustration: Possible things in the box / bag

B. New lesson (35’) ❖ Activity 1: Listening (7’)

DẠ

KÈ

QU Y

a) Objective: Help Ss improve their listening skill. b) Content: - You will hear Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation twice. c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES You will hear Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation twice. - Have Ss read through the listening part. - Read in silence. - Demonstrate the activity on DCR by using the example. - Listen and then give answers. - Play the audio (CD 2 – Track 38). - Have Ss check answers with pairs and then Answer keys give answers. - Check answers as a whole class using DCR.

443

b) Content:

FI CI A

a) Objective: Students can improve their reading skill.

❖ Activity 2: Reading (7’)

- Read the text. Choose the best word (A, B, or C) for each space.

c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.

ƠN

STUDENTS’ ACTIVITIES

- Observe and listen. - Work individually.

TEACHER’S ACTIVITIES Read the text. Choose the best word (A, B, or C) for each space. - Demonstrate the activity on DCR by using the example. - Have Ss look and read, then choose the correct answer, underline the supporting ideas for their answers. - Call Ss to give answers, explain. - Give feedback and evaluation.

d) Organization of the activity:

QU Y

- Give answers, explain. Answer keys

❖ Activity 3: Vocabulary (7’)

a) Objective: Ss can review vocabulary about community services.

KÈ

b) Content: Match the words with the descriptions. c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity:

DẠ

TEACHER’S ACTIVITIES Match the words with the descriptions. - Have Ss read the phrases and words. - Ask Ss to work in pairs to match the words with the descriptions. 444

STUDENTS’ ACTIVITIES - Read the phrases and words. - Work in pairs to match.

FI CI A

- Have Ss give answers, tell the meaning of - Give answers. the words /phrase again. Answer keys - Check answers as a whole class using DCR.

❖ Activity 4: Grammar (10’)

a) Objective: Ss can review the use of English: How much / How many / indefinite and definite articles.

ƠN

b) Content: - Fill in the blanks with a, an, the, much, or many.

d) Organization of the activity:

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing.

DẠ

KÈ

QU Y

TEACHER’S ACTIVITIES Task a. Fill in the blanks with a, an, the, much, or many. - Ask Ss to work individually to fill in the blanks with a, an, the, much, or many. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, explain for their choice. - Check answers as a whole class using DCR.

445

STUDENTS’ ACTIVITIES

- Work individually. - Work in pairs. - Give answers. Answer keys

L FI CI A

❖ Activity 5: Pronunciation (4’)

a) Objective: Ss can review the word stress and vowels, last consonant of “s” endings. b) Content:

- Circle the word that has the underlined part pronounces differently from the others.

STUDENTS’ ACTIVITIES

ƠN

TEACHER’S ACTIVITIES Task a. Circle the word that has the underlined part pronounced differently from the others. - Have Ss distinguish the sound: /“s” endings, /ei/ and /æ/. - Ask Ss to work individually to circle the answer. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary.

- Listen.

KÈ

QU Y

- Work individually. - Work in pairs. - Give answers. Answer keys

DẠ

- Listen. - Work individually. - Work in pairs.

- Give answers. Answer keys

FI CI A OF

ƠN

C. Consolidation and homework assignments (5’) * Consolidation:

- Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary.

* Grammar of Unit 5: Indefinite and definite articles; much and many; countable and uncountable nouns.

* Vocabulary of Unit 5: Words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, …).

QU Y

* Homework: - Review vocabulary, grammar of unit 5. - Do the exercises in WB: Review of Unit 5 (page 66). - Do exercises in Tiếng Anh 7 i-Learn Smart World Notebook: Review Units 1-5 (pages 34 & 35). - Do the Semester 1 Test in Tiếng Anh 7 i-Learn Smart World Notebook (pages 68 & 69). - Have good preparation for the first semester test. - Prepare: Unit 6 – New words and Listening (page 44 – SB).

DẠ

KÈ

D. Reflection a. What I liked most about this lesson today: ……………………………………………………………………………… ………… uu. What I learned from this lesson today: ……………………………………………………………………………… ………… c. What I should improve for this lesson next time: 447

Date:……………………………….. Period: ………………………..........

School: ……………………………………….. Class: …………………………….....................

ƠN

FI CI A

……………………………………………………………………………… …………

I. OBJECTIVES

QU Y

UNIT 5: FOOD and DRINKS Lesson 4 – Review (Pages 94, 95)

By the end of the lesson, Ss will be able to:

1.1. Language knowledge and skills

KÈ

- review words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, etc.) and talk about them. - review grammar: Indefinite and definite articles; much and many; countable and uncountable nouns. - review how to make shopping list.

- pronoun some sounds correctly: “s” endings, /ei/ and /æ/.

DẠ

- put stress on nouns with two and three syllables. 1.2. Competences - improve speaking, listening, reading and writing skills. 448

- improve the use of English.

1.3. Attributes

FI CI A

- have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for the first semester test. II. TEACHING AIDS AND LEARNING MATERIALS

1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR

phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts.

ƠN

2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE

Performance Products - Ss’ answers.

Performance Tasks

Assessment Tools - T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

- T’s observation, T’s feedback/Peers’ feedback.

QU Y

DẠ

KÈ

- Vocabulary: Match the words with the descriptions. - Grammar: Fill in the blanks with a, an, the, much, or many. -Pronunciation: Circle the word that has the underlined part

449

- T’s feedback/Peers’ feedback.

FI CI A

pronounced differently from the others. + Circle the word that differs from the other three in the position of primary stress in each of the following questions. IV. PROCEDURES

A. Warm up: (5’)

b) Content: Review vocabulary.

ƠN

d) Organization of the activity:

TEACHER’S ACTIVITIES

DẠ

KÈ

QU Y

STUDENTS’ ACTIVITIES

- Do the task. - Give answers. - Listen. Answer keys 1. bunch 2. tablespoon 3. rutter 4. carton 5. fridge 6. spaghetti

FI CI A

- Take part in the games.

- Listen.

QU Y

ƠN

- T can divide class into 2 groups to play this game or let the whole class take part the game. - Prepare some real objects / food such as a banana, a carton of milk, a bar of chocolate, some candies, a tablespoon, a teaspoon, a tomato, an egg, a lemon, … - Put these things in a bag or a box in order that Ss can’t see them. - Have some Ss volunteer to touch the things in the box / bag, then explain the objects in English. - Have the whole class guess and give name of the things in the box / bag. - Score marks or give present to each Ss who has the right answer. - Lead to the new lesson. *Illustration: Possible things in the box / bag

B. New lesson (35’) ❖ Activity 1: Listening (7’)

DẠ

KÈ

- Read in silence.

FI CI A

- Listen and then give answers. Answer keys

correct answer (A, B, or C) You will hear the conversation twice. - Have Ss read through the listening part. - Demonstrate the activity on DCR by using the example. - Play the audio (CD 2 – Track 38). - Have Ss check answers with pairs and then give answers. - Check answers as a whole class using DCR.

ƠN

❖ Activity 2: Reading (7’)

a) Objective: Students can improve their reading skill. b) Content:

- Read the text. Choose the best word (A, B, or C) for each space. c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.

QU Y

d) Organization of the activity:

DẠ

KÈ

❖ Activity 3: Vocabulary (7’) 452

STUDENTS’ ACTIVITIES

- Observe and listen. - Work individually.

- Give answers, explain. Answer keys

a) Objective: Ss can review vocabulary about community services.

b) Content: Match the words with the descriptions.

FI CI A

c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity:

❖ Activity 4: Grammar (10’)

ƠN

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Match the words with the descriptions. - Have Ss read the phrases and words. - Read the phrases and words. - Ask Ss to work in pairs to match the - Work in pairs to match. words with the descriptions. - Have Ss give answers, tell the meaning of - Give answers. the words /phrase again. Answer keys - Check answers as a whole class using DCR.

QU Y

a) Objective: Ss can review the use of English: How much / How many / indefinite and definite articles. b) Content:

- Fill in the blanks with a, an, the, much, or many.

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing.

KÈ

d) Organization of the activity:

DẠ

STUDENTS’ ACTIVITIES

- Work individually. - Work in pairs. - Give answers. Answer keys

FI CI A

- Check answers as a whole class using DCR.

ƠN

❖ Activity 5: Pronunciation (4’)

a) Objective: Ss can review the word stress and vowels, last consonant of “s” endings.

b) Content:

QU Y

c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity:

DẠ

KÈ

STUDENTS’ ACTIVITIES

- Listen. - Work individually. - Work in pairs. - Give answers. Answer keys

QU Y

ƠN

FI CI A

Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Remind Ss some basic rules of putting - Give answers. stress on nouns with 2 or 3 syllables. Answer keys - Ask Ss to work individually. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary.

- Listen. - Work individually. - Work in pairs.

C. Consolidation and homework assignments (5’) * Consolidation: * Grammar of Unit 5: Indefinite and definite articles; much and many; countable and uncountable nouns.

* Vocabulary of Unit 5: Words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, …).

DẠ

KÈ

FI CI A

D. Reflection a. What I liked most about this lesson today: ……………………………………………………………………………… ………… vv. What I learned from this lesson today: ……………………………………………………………………………… …………

DẠ

KÈ

QU Y

ƠN

c. What I should improve for this lesson next time: ……………………………………………………………………………… …………

456

TỔ TRƯỞNG

NGƯỜI LẬP KẾ HOẠCH

DẠ

KÈ

QU Y

ƠN

PHÓ HIỆU TRƯỞNG

FI CI A

* Ghi chú: Tùy theo tình hình thực tế tại mỗi địa phương, kế hoạch dạy học chi tiết này có thể được chủ động điều chỉnh sao cho phù hợp nhất.

School: ………………………………………..

Date: ………………………………….. 457

Period: ………………………….........

FI CI A

UNIT 5: FOOD and DRINKS Lesson 3.2 – Speaking and Writing (Page 43)

Class: …………………………….....................

I. OBJECTIVES By the end of the lesson, Ss will be able to:

1.1. Language knowledge and skills - know format of writing food blog posts. - talk about local dishes.

ƠN

- write a food blog post. 1.2. Competences

- improve communication, collaboration, writing and critical thinking skills .

1.3. Attributes - choose healthy food for meals.

QU Y

- respect the culture and customs of their locals.

projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook.

KÈ

III. ASSESSMENT EVIDENCE Performance Tasks

DẠ

- Speaking: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is your hometown

Performance Products - Ss’ answers / presentation.

458

Assessment Tools - T’s feedback/Peers’ feedback.

IV. PROCEDURES A. Warm up: (5’)

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

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- T’s feedback/Peers’ feedback.

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- Ss’ answers.

- T’s observation and feedback.

famous for any other dishes? Which ones? - Choose one of the foods in the pictures or your own idea, then make notes. - Writing: Read about writing food blog posts. Then, read Long's blog and circle the six points listed below. - Number the sentences (1– 6). Use the skill box to help you. - Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words.

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c) Expected outcomes: Ss know about the topic that they are going to talk and write about in new the lesson.

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d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES - Work in pairs: fill in the blanks.

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Option 1: Fill in the blanks. - Have Ss work in pairs to fill in the blanks, using the words from the box. (T may use handouts or show the exercise on the screen). - Have Ss give answers. - Give feedback and evaluation. - Lead to the new lesson.

- Give answers. - Listen. Answer keys

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- Close all books and notebooks.

- Look and remember. - Read answers. - Listen.

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 Option 2: Kim’s Game - Have Ss close all books and notebooks. - Show pictures of unusual dishes and things relating to cooking, have Ss see them in 30 seconds and try to remember all. - After 30 seconds, call Ss to list what they have seen. - Check Ss’ answers, give feedback and evaluation. - Lead to the new lesson.

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1 chef 2 insects 3 fry 4 tasty 5 crunchy

B. New lesson (35’) ❖ Activity 1: Pre-Writing (Speaking) (8’)

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a) Objective: Ss prepare for what they are going to write about. b) Content: - Speaking: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is your hometown famous for any other dishes? Which ones? - Choose one of the foods in the pictures or your own idea, then make notes.

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c) Expected outcomes: Ss have more ideas and language for their writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. In pairs: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is 460

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- Present.

- Look and make notes.

- Exchange.

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Task b. Choose one of the foods in the pictures or your own idea, then make notes. - Have students look at the pictures, choose one of them or use their own dishes to make notes:

- Work in pairs.

your hometown famous for any other dishes? Which ones? - Divide the class into pairs. - Have students discuss in pairs using the questions. - Go round and support Ss if necessary. - Have some students share their ideas with the class. - Give feedback and evaluation.

- Present.

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- Go round and give help if necessary. - Have Ss exchange their answers. - Have some pairs read their answers. - Give feedback and evaluation.

❖ Activity 2: While - Writing (22’) a) Objective: Students can develop their writing skill.

b) Content: - Read about writing food blog posts. Then, read Long's blog and circle the six points listed below. - Number the sentences (1–6). Use the skill box to help you.

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- Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words.

c) Expected outcomes: Students can write a food blog post, using right format and rich vocabularies.

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d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

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-Briefly explain the Writing skill box and have some Ss read it aloud. - Have Ss read Long’s blog again (page 42) and circle the six points listed in the writing box. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check the answers as a whole class using DCR.

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Task a. Read about writing food blog posts. Then, read Long's blog and circle the six points listed below. - Listen.

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-Work in pairs. - Exchange their answers with a partner. - Give answers. Answer keys

- Read the prompts and number the sentences (1–6).

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Task b. Number the sentences (1–6). - Exchange answers. Use the skill box to help you. - Have students read the prompts. - Read answers. - Have students number the sentences (1– Answer keys 6), using the skill box to help. - Have students check their answers with a partner. - Check the answers as a whole class using DCR.

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- Look and listen.

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-Write.

- Draw Ss’ attention to the feedback form. - Have Ss use their notes in speaking part and the instruction in the Writing box to write a food blog post. - Go round, observe and give help if necessary. - Have some Ss write their email on the board.

- Do the writing part.

*Let’s Write: Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words.

❖ Activity 3: Post - Writing (5’)

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a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings.

c) Expected outcomes: Students know whether their writings follow the model and use the correct structures and language, whether their writings are interesting and understandable or not.

d) Organization of the activity:

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TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: - Look, listen and correct mistakes. + the format, the structures + the understandability Suggested writing + the coherence and cohesion + the spelling You'll Love Grilled Frog! In Ho Chi Minh City, it's common to see people eat ếch nướng. It's a frog and we 463

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C. Consolidation and homework assignments (5’) * Consolidation: - Writing Skill:

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usually grill it on a barbecue. We cook the whole frog, and eat it with fried rice. It tastes like a mix of chicken and fish. The meat is soft and it's healthy, too. If you come to Ho Chi Minh City, you have to try it!

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* Homework - Remember how to write a food blog post. - Finish the writing part. - Do the exercises in WB: Writing (page 31). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 33). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 5 – Review pages 94, 95.

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D. Reflection a. What I liked most about this lesson today: ……………………………………………………………………………… ………… ww. What I learned from this lesson today: ……………………………………………………………………………… ………… 464

Date:………………………………..

School: ……………………………………….. Class: …………………………….....................

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c. What I should improve for this lesson next time: ……………………………………………………………………………… …………

Period: ………………………..........

I. OBJECTIVES

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UNIT 5: FOOD and DRINKS Lesson 4 – Review (Pages 94, 95)

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills

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- review how to make shopping list.

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- pronoun some sounds correctly: “s” endings, /ei/ and /æ/. - put stress on nouns with two and three syllables. 1.2. Competences 465

- improve speaking, listening, reading and writing skills.

- improve the use of English.

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1.3. Attributes

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2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE

Performance Products - Ss’ answers.

Performance Tasks

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- Vocabulary: Match the - Ss’ answers. words with the descriptions. - Ss’ answers. - Grammar: Fill in the blanks with a, an, the, much, or many.

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Assessment Tools - T’s feedback/Peers’ feedback.

- T’s feedback/Peers’ feedback.

- T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback.

- T’s observation, T’s feedback/Peers’ feedback.

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- Ss’ answers/ presentation.

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A. Warm up: (5’)

c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity:

STUDENTS’ ACTIVITIES

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TEACHER’S ACTIVITIES

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- Do the task. - Give answers. - Listen. Answer keys 1. bunch 2. tablespoon 3. rutter 4. carton 5. fridge 6. spaghetti

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- Take part in the games.

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 Option 2: Touch and Guess - T can divide class into 2 groups to play this game or let the whole class take part the game. - Prepare some real objects / food such as a banana, a carton of milk, a bar of chocolate, some candies, a tablespoon, a teaspoon, a tomato, an egg, a lemon, … - Put these things in a bag or a box in order that Ss can’t see them. - Have some Ss volunteer to touch the things in the box / bag, then explain the objects in English. - Have the whole class guess and give name of the things in the box / bag. - Score marks or give present to each Ss who has the right answer. - Lead to the new lesson. *Illustration: Possible things in the box / bag

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- Listen.

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B. New lesson (35’) ❖ Activity 1: Listening (7’)

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You will hear Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation twice. - Have Ss read through the listening part. - Read in silence. - Demonstrate the activity on DCR by using the example. - Listen and then give answers. - Play the audio (CD 2 – Track 38). - Have Ss check answers with pairs and then Answer keys give answers. - Check answers as a whole class using DCR.

❖ Activity 2: Reading (7’)

a) Objective: Students can improve their reading skill.

b) Content:

- Read the text. Choose the best word (A, B, or C) for each space.

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c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format. d) Organization of the activity:

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STUDENTS’ ACTIVITIES

- Observe and listen. - Work individually.

- Give answers, explain. Answer keys

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a) Objective: Ss can review vocabulary about community services.

❖ Activity 3: Vocabulary (7’) b) Content: Match the words with the descriptions.

c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity:

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❖ Activity 4: Grammar (10’)

a) Objective: Ss can review the use of English: How much / How many / indefinite and definite articles.

b) Content:

- Fill in the blanks with a, an, the, much, or many.

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c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing. d) Organization of the activity:

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TEACHER’S ACTIVITIES Task a. Fill in the blanks with a, an, the, much, or many. - Ask Ss to work individually to fill in the blanks with a, an, the, much, or many.

STUDENTS’ ACTIVITIES

- Work individually. - Work in pairs.

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- Give answers. Answer keys

- Have Ss work in pairs to check each other’s work. - Call Ss to give answers, explain for their choice. - Check answers as a whole class using DCR.

❖ Activity 5: Pronunciation (4’)

a) Objective: Ss can review the word stress and vowels, last consonant of “s” endings. b) Content:

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- Circle the word that has the underlined part pronounces differently from the others. - Circle the word that differs from the other three in the position of primary stress in each of the following questions. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity:

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STUDENTS’ ACTIVITIES

- Listen. - Work individually. - Work in pairs. - Give answers. Answer keys

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- Listen. - Work individually. - Work in pairs.

- Give answers. Answer keys

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Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Remind Ss some basic rules of putting stress on nouns with 2 or 3 syllables. - Ask Ss to work individually. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary.

- Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary.

C. Consolidation and homework assignments (5’) * Consolidation:

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* Grammar of Unit 5: Indefinite and definite articles; much and many; countable and uncountable nouns.

* Vocabulary of Unit 5: Words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, …).

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- Do the Semester 1 Test in Tiếng Anh 7 i-Learn Smart World Notebook (pages 68 & 69). - Have good preparation for the first semester test. - Prepare: Unit 6 – New words and Listening (page 44 – SB).

D. Reflection a. What I liked most about this lesson today: ……………………………………………………………………………… ………… xx. What I learned from this lesson today: ……………………………………………………………………………… …………

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c. What I should improve for this lesson next time: ……………………………………………………………………………… …………

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GIÁO ÁN (KẾ HOẠCH DẠY HỌC) MÔN TIẾNG ANH LỚP 7 SÁCH I-LEARN SMART WORLD (KÌ 1) ILSW (473 TRANG)

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63. Unit 6 Review, trang & 101

Ôn tập kiểm tra cuối học kì II • Kiểm tra cuối học

84. Unit 8 review, trang & 105

50. Review Unit 5, trang 94

Unit 9, Lesson 3.2 –Writing, trang 75 1 • To write a postcard to a friend

Listening & Reading, trang

Listening & Reading, trang

Sp eaking, trang

Ôn tập kiểm tra giữa học kì II • Kiểm tra giữa học

Pronuciation & Sp eaking, trang

Grammar, trang

Pronuciation & Sp eaking, trang

trang

Sp eaking, trang

trang

Grammar, trang

Sp eaking, trang

Writing, trang

Listening & Reading, trang

Grammar, trang

Ôn tập kiểm tra cuối học

trang

Pronuciation & Sp eaking, trang

Listening, trang

Unit 5, Lesson 1.1 – Vocab

Unit 4, Lesson 3.2 – Writing, trang 35 1

Review Unit 3, trang 88 & 89 1

Unit 3, Lesson 3.2 – Writing, trang 27 1 • To write a movie description

Unit 2, Lesson 1.2 – Grammar, trang 13 1

Pronunciation & Sp eaking, trang

Unit 1, Lesson 2.1 – Vocab & Listening, trang 7 1

Review Unit 2, trang 86 & 87

KẾ HOẠCH DẠY HỌC MÔN TIẾNG ANH LỚP Sách Tiếng Anh 7 i-Learn Smart World

Unit 3, Lesson 1.1 – Vocab & Reading, trang 20 1

Unit 3, Lesson 1.2 – Grammar, trang 21 1

trang

Unit 2, Lesson 3.2 – Writing, trang 19 1 • To write a request letter