GIÁO ÁN (KẾ HOẠCH DẠY HỌC) MÔN TIẾNG ANH LỚP 7 SÁCH I-LEARN SMART WORLD (KÌ 2) ILSW (441 TRANG)

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 2) ILSW (441 TRANG) WORD VERSION | 2023 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

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TRƯỜNG THCS __________ TỔ: TIẾNG ANH

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

FI CI A

Sở GD&ĐT __________

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

OF

Học kì I: 18 tuần x 3 tiết/tuần = 54 tiết

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

1. Số bài kiểm tra/ 1 học kì theo Thông tư 22/2021/TT-BGDĐT đối với môn

ƠN

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

NH

Số cột (bài) KTTX (Hệ số 1)/1 HK

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

Kế hoạch tổng thể

QU Y

Học kì

Tiếng Anh 7 i-Learn Smart World

DẠ

Y

KÈ

M

I

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 Unit 9: English in the world Unit 10: Energy resources

II

1

Số tiết 9 9 9 9 9 9 54 9 9 9 9 9

6 51

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Ôn tập + Kiểm tra giữa kì và cuối học kì II + Sửa bài 17 tuần x 3 tiết/ tuần

FI CI A

Tổng cộng: 105 tiết

OF

* 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

ƠN

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

Số tiết

NH

Bài học

STT

Oritentation

2.

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

3.

Unit 1, Lesson 1.2 – Grammar, trang 5

1

1

• To learn and use vocab. for hobbies • To practice reading for gist and detail

1

• To review and practice and use Present Simple for habits correctly

M

QU Y

1.

KÈ

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

Y

4.

DẠ

5.

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

1

1

2

Yêu cầu cần đạt Ss will be able… • To obtain the brief introduction of the course • To learn how to make use of i-Learn Smart World resources

• To practice the pronunciation of /eɪ/ sound • To talk about hobbies • To learn and use vocab. for places in town • To practice listening for specific information listening to recognize correct or incorrect information

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• To practice functional English - how to start a friendly conversation

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

8.

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

9.

Unit 1, Lesson 3.2 – Writing, trang 11

1

1

• To practice the intonation for yes/no questions • To make future plans • To practice listening for specific information, reading for gist and for detail • To talk about extreme sports

ƠN

1

• To practice and use Present Continuou for future plans and Preposition of Pla

FI CI A

7.

Unit 1, Lesson 2.2 - Grammar, trang 8

OF

6.

1

NH

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

QU Y

10. Review Unit 1, trang 84 & 85

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

1

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

M

1

Y

KÈ

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

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

1

DẠ

1

3

• To write an invitation email

• To learn vocab. for healthy lifestyle • To practice reading for specific information and detail

• To practice and use indefinite quantifie correctly

• To practice intonation for Wh-question • To talk about what makes a healthy lifestyle

• To learn and use vocab. related to healt problems • To practice listening for gist and for detail • To practice functional English –

Offering help

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

1

1

L

• 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

ƠN

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

FI CI A

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

1

• To learn, practice and use should/ shouldn’t

OF

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

1

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

1

M

QU Y

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

Y

KÈ

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

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

1

DẠ

1

4

• To write a request letter

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

NH

19. Review Unit 2, trang 86 & 87

1

• To learn and use vocab. for types of music • To practice reading for specific information

• To practice and use Present Simple for facts correctly

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

• To learn and use vocab. for more types of music • To practice listening for specific information • To practice functional English – Invitin

someone to speak

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

1

NH

28. Review Unit 3, trang 88 & 89

QU Y

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

31.

M

32.

L

• 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

ƠN

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

29. 30.

1

FI CI A

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

1

• To practice and use Preposition of time and possessive adjectives correctly

OF

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

1

1

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

1

DẠ

Y

KÈ

1

5

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

4

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

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

• To write a movie description

1

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

• 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

1

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

• To practice pronunciation of verbs ending with -ed • To talk about things they did to help th community

NH

ƠN

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

1

• To practice and use Past simple with regular verbs correctly

OF

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

FI CI A

L

• 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

QU Y

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

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

1

1

1

• To practice listening and reading for specific information • To talk about how to help the invironment • To write an email describing past experiences • To review the target language learnt in the unit • To practice test taking skills

KÈ

M

41. Review unit 4, trang 92 & 93

1

DẠ

Y

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

43. Unit 5, Lesson 1.2 – Grammar, trang 37 6

1

• To learn and use vocab. related to food • To practice listening for specific information • To practice functional English – Asking for repetition • To practice and use quantifier and amount (much/ many) correctly

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

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1

1

1

• 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 o food and drinks

ƠN

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

• To practice consonant cluster /sp/ • To talk about what food they need to bu

FI CI A

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

1

OF

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

1

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

1

QU Y

NH

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

51. Dự trữ/ Ôn tập

M

1

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

KÈ

54.

• To write a food blog posts

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

50. Review Unit 5, trang 94 & 95

52. 53.

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

4

DẠ

Y

B. Học kì 2: 17 tuần

STT

Bài học

Số tiết 7

Yêu cầu cần đạt

L

1

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

• To practice sound change • To practice declining invitations and express obligations

1

• To learn and use vocab. related to education • To practice reading for detail

NH

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

• To practice and use have to in Present Simple correctly

ƠN

1

FI CI A

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

1

OF

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

• To learn and use vocab. related to eduaction • To practice listening for specific information • To practice functional English – Declining an invitation

QU Y

59. Unit 6, Lesson 2.2 - Grammar, trang 48 Unit 6, Lesson 2.3 – 60. Pronunciation & Speaking, trang 49

KÈ

M

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

1

1

1

DẠ

Y

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

1

• To practice and use intensifiers (so and really) and because • To practice sentence stress • To talk about how you feel about school • To practice listening and read for detail and specific information • To talk about studying abroad • To write a paragraph about studying abroad, using subordinating conjunctions (but, although) to show contrast • To review the target language learnt in the uni

63. Unit 6 Review, trang 100 & 101 8

• To practice test taking skills

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

1

1

• To practice word stress • To practice describing and identifying personal belongings

ƠN

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

• To practice and use Ordering adjectives, possessive pronouns correctly

OF

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

FI CI A

L

• To learn and use vocab. for personal belongings • To practice listening for specific information • To practice functional English – Asking for confirmation

• To learn and use vocab. related to transportation • To practice reading for main idea and specific information

NH

1

QU Y

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

68. Unit 7, Lesson 2.2 - Grammar, trang 56

KÈ

M

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

1

1

1

DẠ

Y

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

1

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

1 9

• To practice and use not as ….as correctly • To practice consonant cluster /st/ • To practice comparing different types of transportation • To practice listening for detail and reading for gist and specific information • To talk about transportation • To write an opinion paragraph about transportation

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

1

Unit 8, Lesson 1.3 – 75. Pronuciation & Speaking, trang 62

• To practice and use future simple correctly

• To practice word stress • To talk about festival arounf the world

ƠN

1

FI CI A

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

1

• To learn and use vocab. related to festival • To practice reading for gist and specific information

OF

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

L

72. Unit 7 Review, trang 102 & 103

NH

• To learn and use vocab. related to festival • To practice listening for specific information • To practice functional English – Showing interest

QU Y

76. Unit 8, Lesson 2.1 – Vocab & Listening, trang 63

77. Unit 8, Lesson 2.2 - Grammar, trang 64

• Ôn tập kiểm tra giữa học kì II 80. • Kiểm tra giữa học kì II • Sửa bài kiểm tra giữa 81. học kì II 82. Unit 8, Lesson 3.1 – Listening & Reading, trang 66

DẠ

Y

79.

1

1

KÈ

M

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

1

• To practice and use different from, like correctly • To practice the sound / ɪ/ • To practice comparing how different countries celebrating festivals

3

1 10

• To practice listening and reading for gist and specific information

L

• To talk about unsual festival in Vietnam

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

84. Unit 8 review, trang 104 & 105

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

1

1

KÈ

M

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

Y

89. Unit 9, Lesson 2.2 - Grammar, trang 72 Unit 9, Lesson 2.3 – 90. Pronunciation & Speaking, trang 73

DẠ

• To practice and use articles and zero article correctly

NH

1

QU Y

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

1

• To learn and use vocab. related to tourism • To practice reading for detail and specific information

ƠN

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

FI CI A

1

• To write a blog post about their favorite festival

OF

83. Unit 8, Lesson 3.2 – Writing, trang 67

1

1

11

• To practice the sound /ð/ • To talk about tourist attractions and cultures of English speaking countries • To learn and use vocab. related to hoolidays • To practice listening for detail and specific information • To practice functional English – Ending a conversation • To practice and use Past simple with irregular verbs correctly • To practice the sound /ə/ • To talk about holidays in English speaking countries

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

1

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

KÈ

M

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

OF

ƠN

1

1

1

1

1

Y

98. Unit 10, Lesson 2.2 Grammar, trang 80 Unit 10, Lesson 2.3 – 99. Pronunciation & Speaking, trang 81

DẠ

• 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

NH

QU Y

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

• To write a postcard to a friend • To review the target language learnt in the unit • To practice test taking skills

93. Unit 9 Review, trang 108 & 109

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

L

1

FI CI A

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

• To practice listening and reading for specific information • To talk about benefits of speaking English

1

12

• To practice and use more…than and less….than correctly • To practice word stress • To talk about types and sources of energy • 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

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

1

105.

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

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

OF

103. 104.

1

• To write an informal emails

3

ƠN

102. Unit 10 review, trang 110 & 111

L

1

FI CI A

100. Unit 10, Lesson 3.1 – Listening & Reading, trang 82

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

TỔ TRƯỞNG

DẠ

Y

KÈ

M

QU Y

PHÓ HIỆU TRƯỞNG

NH

* 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

NGƯỜI LẬP KẾ HOẠCH

Date:……………………………..

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

Period: ………………………......

FI CI A

UNIT 6: EDUCATION

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School: ………………………………………..

I. OBJECTIVES

ƠN

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

OF

Lesson 1.1 – Vocabulary and Listening (page 44)

1.1. Language knowledge and skills

NH

- know more words relating to school tasks and school activities (essay, project, homework, book report, test, presentation). - talk about things they have to do at school.

QU Y

- listen to and understand a conversation of two students trying to make plans (for general and specific details). - know how to decline an invitation. 1.2. Competences

- improve communication, collaboration, and critical thinking skills.

M

1.3. Attributes

- love school and schooling.

KÈ

- have a balance between studying and relaxing.

Y

II. TEACHING AIDS AND LEARNING MATERIALS

DẠ

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. 14

- Say which things you have to do at school. - Listen to two students trying to make plans. Who is busier? - Listen and fill in the blanks.

IV. PROCEDURES

- Ss’ presentation. - Ss’ answers.

FI CI A

- T’s feedback/Peers’ feedback.

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

- Ss’ answers.

- Ss’ answers/ presentation.

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

QU Y

- Speak: Does your life sound more like Alan's or Lucy's? Why?

- Ss’ presentation.

- T’s feedback/Peers’ feedback.

OF

- Listen and repeat.

Assessment Tools

ƠN

- Match the words with the descriptions.

Performance Products - Ss’ answers.

NH

Performance Tasks

L

III. ASSESSMENT EVIDENCE

A. Warm up: (5’)

KÈ

M

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 school tasks / Introduce the new topic: Education.

DẠ

Y

c) Expected outcomes: Ss get to know some new words they are going to study in the lesson. d) Organization of the activity:

15

Option 1: Match the words with the descriptions. Listen and repeat.

- Use the “New words” part a – page 44 for the warm-up activity.

- Work in pairs to match the words with the descriptions.

- Call Ss to give answers.

NH

ƠN

OF

- Show words and definitions using DCR, have Ss look and match the words with the descriptions (in pairs).

FI CI A



STUDENTS’ ACTIVITIES

L

TEACHER’S ACTIVITIES

QU Y

- Give feedback and show correct answers using DCR.

- Give answers.

- Lead to the new lesson.

- Play the audio (CD1 – Track 58), have Ss listen and repeat. - Listen.

M

- Correct Ss’ pronunciation if necessary.

- Listen and repeat.

DẠ

Y

KÈ

Answer keys

 Option 2: Letter Lingo. - Show 9 pictures. 16

- Have Ss give name of each picture (randomly) and use the red and underlined letter of each answer to form a new English word.

FI CI A

L

- Take part in the class’s activity.

- The first S to give the right key word will be the winner.

- Give answers.

- Lead to the new lesson.

- Listen.

OF

*Illustration:

Answer key

NH

ƠN

Key word: Education

B. New lesson (35’)

QU Y

❖ Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words about school tasks. b) Content:

- Vocabulary study (essay, project, homework, book report, test, presentation).

M

- Speaking: Say which things you have to do at school.

KÈ

c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when talking about school tasks. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

DẠ

Y

Task a. Match the words with the descriptions. Listen and repeat.  Option 1 (If the teacher hasn’t used this part for the Warm-up activity) 17

L

FI CI A

- Demonstrate the activity on DCR, using the - Look and listen. example. - Work individually. - Have Ss match the words with the descriptions. - Work in pairs. - Divide class into pairs and have them check - Give answers. their answers with their partners. - Call Ss to give answers.

- Listen and repeat.

OF

- Check answers as a whole class using DCR.

Answer keys

ƠN

- Play audio (CD1 – Track 58). Have Ss listen and repeat.

NH

- Correct Ss’ pronunciation.

QU Y

- Work in pairs.

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

M

- Give some pictures, have Ss look and give names of the pictures, using new words in Task a. (T uses different pictures from those in Task a.)

KÈ

- Have Ss give answers and tell the meaning of words / phrases again. - Check answers as a whole class.

Y

- Call some Ss to read the words again.

DẠ

- Correct Ss’ pronunciation if necessary.

18

- Give answers, meaning.

- Read.

Answer keys

L

2 essay 3 homework 4 presentation 5 book report

Task b. In pairs: Say which things you have to do at school.

NH

- Have Ss work in pairs to say which things they have to do at school.

ƠN

OF

6 project

FI CI A

1 test

- Go round and give help if necessary.

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

QU Y

- Give feedback and evaluation.

- Work in pairs.

M

- Present.

KÈ

Sample answers

Y

❖ Activity 2: While - Listening (17’)

DẠ

a) Objective: Students can develop their listening skill. b) Content: - Listen to two students trying to make plans. Who is busier? 19

- Listen and fill in the blanks.

FI CI A

L

c) Expected outcomes: Students can listen and understand general and specific information about trying to make plans. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

OF

Task a. Listen to two students trying to make plans. Who is busier? - Have Ss read the question, guess the answer.

-Work individually.

- Play audio (CD1 - Track 59).

ƠN

- Listen.

- Have Ss listen and circle the correct answer.

- Circle the correct answers. Answer keys

QU Y

NH

- Check answer as a whole class using DCR.

- Read, underline the key words.

- Do the task.

- Have Ss read the through the content of Task b, underline the key words.

- Exchange answers.

KÈ

M

Task b. Now, listen and fill in the blanks.

- Play the audio again (CD1 - Track 59).

Answer keys

Y

- Have Ss listen and fill in the blanks.

DẠ

- Have Ss check answers with their partners. - Call Ss to give answers. 20

ƠN

OF

FI CI A

L

- Give feedback and show correct answers using DCR.

❖ Activity 3: Post - Listening (6’)

NH

a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: Speaking: Does your life sound more like Alan's or Lucy's? Why?

QU Y

c) Expected outcomes: Students can express their own ideas about school life and activities after school. d) Organization of the activity:

TEACHER’S ACTIVITIES Conversation skill

STUDENTS’ ACTIVITIES

- Look and read.

KÈ

M

- Have Ss look at the Conversation skill box and read.

- Listen and repeat.

- Ask Ss to find more ways to decline an invitation.

- Give answers.

DẠ

Y

- Play audio (CD 1 - Track 60) using DCR, have Ss listen and repeat.

21

L FI CI A OF

Task c. In pairs: Does your life sound more like Alan's or Lucy's? Why? - Have Ss work in pairs to discuss. - Observe and give help if necessary.

- Give feedback and evaluation.

- Present.

NH

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

ƠN

- Work in pairs.

* Consolidation:

QU Y

C. Consolidation and homework assignments (5’)

- Words relating to school tasks and school activities. (essay, project, homework, book report, test, presentation).

KÈ

M

- Language to ask for declining an invitation: Thanks, but I’m sorry I can’t / Thanks a lot, but I’m sorry, I have to …

* Homework

- Learn the new words by heart.

Y

- Practice talking about things you have to do at school.

DẠ

- Do the exercises in WB: New words and Listening (pages 32, 33). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 36). 22

L

- 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 45 – SB).

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

ƠN

OF

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

DẠ

Y

KÈ

M

QU Y

NH

…………………………………………………………………………… ……………

23

Date:…………………………………..

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

Period: ………………………….........

UNIT 6: EDUCATION

I. OBJECTIVES

ƠN

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

OF

Lesson 1.2 - Grammar (page 45)

FI CI A

L

School: ………………………………………..

1.1. Language knowledge and skills

- listen to 2 people asking and answering about making a plan.

NH

- use “have to”, “has to” for obligation expression.

- talk about things they have to / don’t have to do at home or at school. 1.2. Competences

QU Y

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

- be responsible for school work and housework.

KÈ

M

- have a balance between studying and relaxing.

II. TEACHING AIDS AND LEARNING MATERIALS

DẠ

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, handouts.

24

III. ASSESSMENT EVIDENCE

- Write sentences with have to using the prompts. - Fill in the blanks with have to, has to, don't have to, or doesn't have to.

L

FI CI A

- Listen and repeat.

Assessment Tools

Performance Products - Ss’ performance.

- T’s feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

OF

Performance Tasks

IV. PROCEDURES

QU Y

A. Warm up: (5’)

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

NH

ƠN

- Ss’ answers/ - Speak: What things do/don't you have to do at presentation. home or at school?

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 about school tasks.

M

c) Expected outcomes: Ss review old vocabularies which are very useful for them in the new lesson.

KÈ

d) Organization of the activity: TEACHER’S ACTIVITIES

Option 1: Phone code

Y



STUDENTS’ ACTIVITIES

- Close books and notebooks.

DẠ

- Have Ss close books and notebooks.

- Have Ss look at the phone code and write the - Work in pairs. correct words. 25

- Call Ss to give answers.

- Give answers.

*Codes:

FI CI A

L

- Check Ss’ answers, give feedback. Answers keys 1. essay

2. 8 33 7777 8

2. test

3. 44 666 6 33 9 666 777 55

3. homework

4. 7 777 666 5 33 222 8

4. project

5. 44 2 888 33 8 666

5. have to

QU Y

NH

ƠN

OF

1. 33 7777 7777 2 999

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

M

- Lead to the new lesson.  Option 2: Matching

KÈ

- Make sentences.

- Have Ss close all books and notebooks. - Have Ss do the matching activity.

DẠ

Y

- Call Ss to give answers, tell the meaning of the phrases again. - Check Ss’ answers, give feedback. - Lead to the new lesson.

- Close books and notebooks. 26

FI CI A

- Work in pairs to match.

L

*Illustration

- give answers, tell the meaning of the phrases.

NH

ƠN

OF

- Listen and write the new lesson.

Answers keys

1. write: an essay, a book report

QU Y

2. do: a project, a test, homework 3. take: a test 4. make: a presentation

KÈ

M

5. have: a project, an essay, a book report, a test, homework, a presentation

Y

B. New lesson (35’)

DẠ

❖ Activity 1: Presentation (10’)

a) Objective: Introduce: “have to” and “has to”. b) Content: 27

- Listen and repeat.

L

- Introduce the grammar points.

FI CI A

c) Expected outcomes: Ss know the new grammar points (“have to” and “has to”) and use them in some exercises that follow. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

OF

Task a. Listen and repeat - Look.

- Play audio (CD1 – Track 61) and have Ss listen and read the speech bubbles.

- Listen, then read.

ƠN

- Have Ss look at the picture using DCR.

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

NH

Grammar box

- Listen and repeat.

Option 1:

- Have Ss look at the grammar explanation and read.

M

QU Y

- Look and read.

DẠ

Y

KÈ

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

- Read examples of different forms.

28

L FI CI A - Listen.

ƠN

- Ask Ss to make more sentences using “have to”, “has to” to express obligation. - Give feedback and evaluation.

- Give more examples.

NH



OF

- Explain more about “have to”, “has to” to express obligation.

Option 2:

QU Y

- Have Ss look at the sentences in the speech bubbles in Task a and read them again.

KÈ

M

- Look and read.

Y

- Have Ss make comments on the verb in bold.

DẠ

- Give feedback. - Have Ss look at the examples, read and answer the question: Does teacher often ask 29

- Comment.

NH

ƠN

- Have Ss read the grammar box again.

OF

- Then, lead to the grammar box, briefly explain the way to use “have to” and “has to”.

QU Y

- Ask Ss to make more sentences using “have to”, “has to” to express obligation.

M

- Give feedback and evaluation.

DẠ

Y

KÈ

- Read.

30

FI CI A

L

you to do these activities at school?

L FI CI A

- Give more examples.

- Listen.

OF

❖ Activity 2: Practice (19’)

a) Objective: Students can use “have to”, “has to” to do the given exercises. b) Content:

ƠN

- Write sentences with have to using the prompts.

- Fill in the blanks with have to, has to, don't have to, or doesn't have to.

QU Y

d) Organization of the activity:

NH

c) Expected outcomes: Students can get used to the form and usage of use “have to”, “has to” and use them correctly.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task b. Write sentences with “have to” using the prompts. - Look and listen.

- Have Ss write sentences with “have to” using the prompts.

- Work individually.

KÈ

M

- Demonstrate the activity on DCR, using the example.

- Work in pairs.

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

Y

- Write answers.

DẠ

- Have some Ss share their answers with the whole class. - Give feedback, correct Ss’ answers if 31

Answer keys

FI CI A

L

necessary.

Task c. Fill in the blanks with have to, has to, don't have to, or doesn't have to.

OF

- Look and listen.

- Demonstrate the activity on DCR using the example. - Have students fill in the blanks with have to, has to, don't have to, or doesn't have to.

- Work in pairs.

NH

- Have pairs check each other's work.

ƠN

- Work individually.

- Read answers, explain. Answer keys

QU Y

- Have some students share their answers with the class.

M

❖ Activity 3: Production (6’)

KÈ

a) Objective: Students master the grammar points they study in the lesson. b) Content: Speaking: What things do/don't you have to do at home or at school?

Y

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point in the lesson in everyday speaking and writing.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task d. In pairs: What things do/don't 32

you have to do at home or at school?

FI CI A

- Have Ss take turns asking their partner about what things do/don't they have to do at home or at school?

L

- Divide class into pairs. - Have conversation in pairs.

- Present.

- Give feedback and evaluation.

- Listen.

OF

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

NH

ƠN

Suggested answers

C. Consolidation and homework assignments (5’)

KÈ

M

QU Y

* Consolidation:

* Homework:

- Make 4 sentences using have to / has to / don’t have to / doesn’t have to.

Y

- Do the exercises in WB: Grammar (page 33).

DẠ

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 37).

33

FI CI A

- Prepare: Lesson 1.3 – Pronunciation and Speaking (page 46 – SB).

L

- 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

OF

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

DẠ

Y

KÈ

M

QU Y

NH

…………………………………………………………………………… ……………

School: ………………………………………..

Date: ………………………………….. 34

L

Period: ………………………….........

FI CI A

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

UNIT 6: EDUCATION

Lesson 1.3 – Pronunciation and Speaking (page 46)

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

OF

I. OBJECTIVES

ƠN

- distinguish and use sound changes of “…have to…” correctly. - give thanks and decline an invitation.

NH

- make plans. 1.2. Competences

- improve listening and speaking skills.

QU Y

1.3. Attributes

- be responsible for school work and housework. - have a balance between studying and relaxing.

II. TEACHING AIDS AND LEARNING MATERIALS

KÈ

M

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.

Y

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

DẠ

III. ASSESSMENT EVIDENCE Performance Tasks

- Listen to the sound

Assessment Tools Performance Products - Ss’ performance and - T’s observation. 35

- Read the sentences with the sound changes noted in “a” with a partner.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance / Presentation.

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

M

QU Y

- Make plans with your classmate. In pairs: Student B, turn to page 119, File 4. Student A, write the activities you want to do and invite Student B to join you. Swap roles and repeat. Student A, turn to page 120, File 5 Did you draw your partner’s kitchen correctly?

- Ss’ performance.

ƠN

- Practice with your own ideas.

- T’s feedback/Peers’ feedback.

NH

- Ask and answer.

L

- Ss’ answers.

FI CI A

- Listen and cross out the sentence that doesn’t follow the note in “a”.

answers.

OF

changes of the underlined words.

- Ss’ answers.

KÈ

- Decide a time to meet.

Y

IV. PROCEDURES

DẠ

A. Warm up: (5’)

36

- T’s feedback/Peers’ feedback.

FI CI A

L

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: have to / Review vocabularies about school tasks.

c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities. d) Organization of the activity:



STUDENTS’ ACTIVITIES

OF

TEACHER’S ACTIVITIES Option 1:

- Show 4 sentences with a blank inside each.

- Call Ss to give answers.

- Work in pairs, then give answers.

NH

- Have Ss read these uncompleted sentences and think of a word / phrase that can be filled in all 4 sentences.

ƠN

- Have Ss close all books.

Answer keys

The missing word / phrase: have to

QU Y

- Give feedback and show correct answer.

- Lead to the new lesson: The sound changes in “have to”. *Suggested sentences:

M

1. I _____do my essay.

2. I _____give a presentation tomorrow.

KÈ

3. I _____do my math homework tonight. 4. I _____write a book review next week.

DẠ

Y

 Option 2: Review vocabularies about school tasks - Close books.

- Have Ss close all books. - Give Ss 6 sets of words. Each set contains 3 37

to 4 subordinating words. - Have Ss use the words given to guess key words.

FI CI A

Answer keys

- Call Ss to give answers.

1. mid-term, multiple choice, speaking: TEST

- Give feedback. - Lead to the new lesson.

2. characters, author, plot: BOOK REVIEW

*Illustration:

OF

3. speech, confidence, body language: PRESENTATION

1. mid-term, multiple choice, speaking 2. characters, author, plot

4. team work, deadline, meeting: PROJECT

ƠN

3. speech, confidence, body language 4. team work, deadline, meeting

5. literature, paragraph, thesis statement: ESSAY

5. literature, paragraph, thesis statement

B. New lesson (35’)

NH

6. math, extra exercises, after school: HOMEWORK

QU Y

6. math, extra exercises, after school

L

- Work in groups of 3-4 and guess key words.

❖ Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce sound changes of “have to”. b) Content:

M

- recognize sound changes of “have to”.

KÈ

- listen and check, find the sentence that doesn’t follow the note in “a”. - practice.

Y

c) Expected outcomes: Ss distinguish and use sound changes of “have to” correctly in their speaking.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a + b. Listen to the sound changes 38

- Play the recording (CD1, track 62).

L

and focus on the underlined words. - Listen.

FI CI A

- Ask Ss to listen and focus on the sound changes of the underlined words.

OF

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

ƠN

Task c + d. Listen and cross out the sentence that doesn’t follow the note in “a”.

- Call Ss to give answers.

NH

- Play the recording (CD 1 – Track 63), have Ss listen and cross out the option that doesn’t follow the note in “a”.

- Listen and give answers. Answer keys

QU Y

- Play the recording again and check answers as a whole class using DCR. - Give feedback and evaluation.

❖ Activity 2: While-speaking (22’)

b) Content:

M

a) Objective: Students can give thanks and decline an invitation.

KÈ

- Ask and answer, then practice with your own ideas.

DẠ

Y

- Make plans with your classmate. In pairs: Student B, turn to page 119, File 4. Student A, write the activities you want to do and invite Student B to join you. Swap roles and repeat. Student A, turn to page 120, File 5 Did you draw your partner’s kitchen correctly? c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: 39

STUDENTS’ ACTIVITIES

FI CI A

L

TEACHER’S ACTIVITIES PRACTICE * Ask and answer - Demonstrate the activity using the example.

- Observe, listen.

OF

- Divide the class into pairs. - Have pairs ask and answer about plans.

- Work in pairs.

- Remind Ss to give thanks and decline an invitation politely.

Suggested conversation

QU Y

- Give feedback and evaluation.

- Present.

NH

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

ƠN

- Observe, give help if necessary.

* Practice with your own ideas

M

- Have pairs continue practice asking and answering about making plans, using their own ideas.

KÈ

- Call some pairs to share their ideas with the whole class. - Give feedback and evaluation.

Y

SPEAKING: Do You Want To Go Out?

DẠ

Task a. Make plans with your classmate. In pairs: Student B, turn to page 119, File 4. Student A, write the activities you want 40

- Work in pairs. - Present.

FI CI A

L

to do and invite Student B to join you. Swap roles and repeat. Student A, turn to page 120, File 5 Did you draw your partner’s kitchen correctly?

- Observe and listen.

- Have Ss work in pairs: Student B, turn to page 119, File 4. Student A, write the activities he / she wants to do and invite Student B to join him / her.

- Work in pairs.

- Have Ss swap the roles and repeat.

- Swap roles and repeat.

ƠN

- Observe, give help if necessary.

OF

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

NH

❖ Activity 3: Production (5’)

a) Objective: Students report their results to the class. b) Content: Decide a time to meet.

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

M

SPEAKING: Do You Want To Go Out?

KÈ

Task b. Decide a time to meet. - Have pairs decide a time to meet.

- Give answers.

DẠ

Y

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

C. Consolidation and homework assignments (5’) * Consolidation: Sound changes of “have to” 41

L FI CI A

* Homework: - Practice: sound changes of “have to”.

- Prepare: Unit 6 - Lesson 2 – New words and Reading (page 47 – SB).

OF

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 36 & 37).

ƠN

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

NH

D. Reflection

a. What I liked most about this lesson today:

QU Y

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

DẠ

Y

KÈ

M

…………………………………………………………………………… ……………

42

L FI CI A OF ƠN

School: ………………………………………..

Date: ………………………………….. Period: ………………………….........

NH

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

QU Y

UNIT 6: EDUCATION Lesson 2.1 – New words and Reading (page 47)

I. OBJECTIVES

M

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

KÈ

- know some words about feelings (pleased, disappointed, surprised, delighted, annoyed, upset, frustrated). - talk about how they feel at school.

DẠ

Y

- read a letter from James to his aunt about his studying to understand general and specific information. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 43

1.3. Attributes

- have a balance between studying and relaxing.

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

L

- overcome studying pressure and negative feelings.

OF

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.

ƠN

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

III. ASSESSMENT EVIDENCE

- Number the pictures.

- Ss’ answers/ presentation.

QU Y

- Listen and repeat.

Performance Products - Ss’ answers.

NH

Performance Tasks

- When did you feel like the people in the pictures?

KÈ

DẠ

- What subjects do you find the easiest? What do you find the most

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

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback.

Y

- Read and circle the correct answer.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

M

- Read the letter from James to his aunt. Is James doing well in school?

Assessment Tools

44

FI CI A

L

difficult?

IV. PROCEDURES A. Warm up: (5’)

OF

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 feelings (pleased, disappointed, surprised, delighted, annoyed, upset, frustrated).

ƠN

c) Expected outcomes: Ss have general ideas about the topic of the new lesson: feelings at school. d) Organization of the activity:



NH

TEACHER’S ACTIVITIES Option 1:

QU Y

- Use the “New words” part a – page 47 for the warm-up activity.

STUDENTS’ ACTIVITIES

- Work in pairs to number the pictures.

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

- Give feedback and show correct answers using DCR.

M

- Give answers.

KÈ

- Lead to the new lesson.

- Play the audio (CD1 – Track 64), have Ss listen and repeat.

- Listen.

DẠ

Y

- Correct Ss’ pronunciation if necessary.

Answer keys 45

L FI CI A OF

 Option 2: Chatting - Ask Ss some questions:

ƠN

How do you feel when … 1. … you get bad marks

- Listen and give answers.

3. … you meet a new nice classmate? 4. … you fail the exam?

NH

2 … you win a competition?

QU Y

5. … you pass an exam with flying colors? 6. … you cheat in an exam?

7. … you have too much homework to do? 8 … your parents misunderstand you?

KÈ

M

9. … a friend asks you to lend him / her some money?

- Call Ss to give answers.

Y

- Give feedback.

DẠ

- Introduce the new lesson: feeling about school and other school activities.

B. New lesson (35’) 46

a) Objective: Ss know some words about feelings about school.

FI CI A

b) Content:

L

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

- Vocabulary study: Number the pictures (pleased, disappointed, surprised, delighted, annoyed, upset, frustrated, fail, pass). - Listen and repeat.

OF

- Speaking: When did you feel like the people in the pictures?

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

ƠN

d) Organization of the activity:

STUDENTS’ ACTIVITIES

NH

Task a. Number the pictures. Listen and repeat.

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

QU Y

- Demonstrate the activity on DCR, using the - Look and listen. example. - Have Ss look at the pictures and phrases, then number the pictures.

- Work individually.

M

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

KÈ

- Give answers.

- Check answers as a whole class using DCR.

- Listen and repeat.

- Play audio (CD1 – Track 64). Have Ss listen and repeat.

Y

Answer keys

DẠ

- Correct Ss’ pronunciation.

47

L FI CI A OF

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

ƠN

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

NH

- Give answers.

- Call some Ss to read the words again.

- Correct Ss’ pronunciation if necessary.

- Read.

KÈ

M

QU Y

*Illustration:

Task b. When did you feel like the people in the pictures?

DẠ

Y

- Have students tell when they felt like the people in the pictures. - Have Ss share their stories in front of the class. - Give feedback and evaluation. 48

Answer keys

L FI CI A

- Work in pairs.

OF

- Present.

ƠN

Sample answers

NH

❖ Activity 2: While - Reading (17’)

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

QU Y

- Read the letter from James to his aunt. Is James doing well in school? - Read and circle the correct answer.

c) Expected outcomes: Students can read a paragraph and understand more about the studying of a student.

M

d) Organization of the activity:

STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES

Task a. Read the letter from James to his aunt. Is James doing well in school?

DẠ

Y

- Ask Ss to scan the paragraph, then choose the best answer. - Remind Ss to underline or highlight the keywords or supporting ideas for their answers. 49

- Work individually.

- Give feedback. - Give feedback and correct Ss’ answers if necessary.

- Check answers.

OF

Answer keys

- Have Ss look at sentences and underline the key words.

ƠN

Task b. Now, read the paragraph and circle the correct answer.

- Work in pairs to circle the best answer.

NH

- Have Ss work in pairs to circle the best answer.

- Read answers.

- Elicit answers from different pairs.

Answer keys

M

QU Y

- Give feedback and evaluation.

L

- Read answers, explain.

FI CI A

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

KÈ

❖ Activity 3: Post - Reading (6’) a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill.

DẠ

Y

b) Content: Speaking: What subjects do you find the easiest? What do you find the most difficult? c) Expected outcomes: Students can talk about their easiest and most difficult subjects at school. 50

d) Organization of the activity: STUDENTS’ ACTIVITIES

FI CI A

L

TEACHER’S ACTIVITIES Task c. In pairs: What subjects do you find the easiest? What do you find the most difficult?

- Have Students work in pairs to answer the - Discuss in pairs. questions.

OF

- Go round and give help if necessary.

- Present.

- Give feedback and evaluation.

- Listen.

ƠN

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

NH

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

QU Y

- Words about feelings (pleased, disappointed, surprised, delighted, annoyed, upset, frustrated) and verbs (pass, fail).

* Homework:

- Learn the new words by heart.

M

- Practice talking about favorite subject at school. - Do the exercises in WB: New words + Reading (pages 34, 35).

KÈ

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 38).

Y

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

DẠ

- Prepare: Unit 6 - Lesson 2.2 – Grammar (page 48 – SB).

D. Reflection 51

a. What I liked most about this lesson today:

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

FI CI A

L

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

QU Y

NH

ƠN

OF

…………………………………………………………………………… ……………

Date: ……………………………..

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

Period: …………………….........

DẠ

Y

KÈ

M

School: ……………………………………..

UNIT 6: EDUCATION Lesson 2.2 - Grammar (Page 48)

I. OBJECTIVES 52

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

L

1.1. Language knowledge and skills

FI CI A

- listen to and understand a short conversation between 2 people talking about feeling.

- use subordinating conjunction “because” and intensifiers “so”, “really” correctly. 1.2. Competences

- improve the use of English. 1.3. Attributes

ƠN

- overcome studying pressure and negative feelings.

OF

- improve speaking, listening and writing skills.

- have a balance between studying and relaxing.

NH

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

M

Performance Tasks

KÈ

- Listen and repeat.

Performance Products - Ss’ performance.

- Study the grammar box. - Ss’ task. - Ss’ answers. - Unscramble the

Y

sentences.

DẠ

- Write sentences using the pictures and the prompts.

- Ss’ answers.

53

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

- Talk about how you feel - Ss’ performance/ presentation. at school and why. Use the adjectives in the box.

FI CI A

L

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

IV. PROCEDURES A. Warm up: (5’)

OF

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 about feelings / Introduce: because.

ƠN

c) Expected outcomes: Ss review old knowledge and have general ideas about the grammar point they are going to study in the new lesson .

NH

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

STUDENTS’ ACTIVITIES

Option 1: Introduce “because”

QU Y

- Have Ss do the matching exercise: Match the consequences with the causes. - Work in groups. - Call Ss to give answers.

M

- Check Ss’ answers, correct Ss’s answers if necessary

- Give answers.

KÈ

- Have Ss think of a word / phrase to connect clause of consequences with clause of causes.

Y

- Lead to the new lesson: We use subordinating conjunction “because” to join consequences and causes clauses.

DẠ

*Illustration:

54

- Listen. Answers keys 1e

2a 3d

4c

5b

L FI CI A OF

 Option 2: Review vocabularies about feelings

- Call Ss to give answers. - Give feedback and evaluation. - Lead to the new lesson.

- Give answers.

M

QU Y

*Suggested adjectives: annoyed, delighted, surprised, pleased, upset, disappointed

B. New lesson (35’)

- Do the task.

NH

- Have the whole class guess the adjectives.

ƠN

- Give some adjectives about feelings Ss have learnt in the previous lesson, have some volunteers express that feeling by using body language in front of the class.

❖ Activity 1: Presentation (10’)

KÈ

a) Objective: Introduce “because”, “so” and “really”. b) Content:

Y

- Listen and repeat.

DẠ

- Introduce the grammar point: “because”, “so” and “really”. c) Expected outcomes: Ss know how to use “because”, “so” and “really” to do some following exercises. d) Organization of the activity: 55

STUDENTS’ ACTIVITIES

L

TEACHER’S ACTIVITIES

FI CI A

Task a. Listen and repeat - Look.

- Play audio (CD1 – Track 65) 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.

OF

- Have Ss look at the picture using DCR.

Grammar box

ƠN

- Look and read.

QU Y

NH

- Have Ss look at the grammar explanation and read: Because

KÈ

M

- Have Ss look the grammar explanation and read: Intensifiers

- Look and read.

Y

- Briefly explain the grammar point.

DẠ

- Ask Ss to make sentences with “because”, “so” and “really”.

56

FI CI A

L

- Listen and take notes.

- Make sentences, using “because”, “so” and “really”.

OF

❖ Activity 2: Practice (19’)

a) Objective: Students can use “because”, “so” and “really” correctly. b) Content:

ƠN

- Unscramble the sentences. - Write sentences using the pictures and the prompts.

d) Organization of the activity:

NH

c) Expected outcomes: Students can use “because”, “so” and “really” in their speaking.

STUDENTS’ ACTIVITIES

QU Y

TEACHER’S ACTIVITIES Task b. Unscramble the sentences

- Look and listen.

- Have Ss unscramble the sentences.

- Work individually.

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

- Work in pairs.

KÈ

M

- Demonstrate the activity on DCR, using the example.

- Write answers on the board.

Y

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

DẠ

- Give feedback, correct Ss’ answers if necessary.

57

Answer keys

L FI CI A

- Have students write sentences using the pictures and the prompts.

- Look and listen.

ƠN

- Demonstrate the activity on DCR, using the example.

OF

Task c. Write sentences using the pictures and the prompts

- Work individually.

NH

- Have Ss check answers with their partners. - Work in pairs. - Call Ss to read or write answers. - Check Ss’ answers, give feedback.

- Read or write answers.

DẠ

Y

KÈ

M

QU Y

Answer keys

❖ Activity 3: Production (6’) 58

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

FI CI A

L

b) Content: Speaking: Talk about how you feel at school and why. Use the adjectives in the box.

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

OF

TEACHER’S ACTIVITIES

ƠN

Task d. Talk about how you feel at school and why. Use the adjectives in the box.

- Work in pairs.

- Have Ss ask and answer, explain.

NH

- Divide class into pairs.

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

- Have conversation in pairs. - Present. - Listen. Suggested idea

M

QU Y

- Give feedback and evaluation.

KÈ

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

DẠ

Y

- Because

59

L FI CI A ƠN

OF

- Intensifiers

.

NH

* Homework:

- Make 3 sentences, use “because”, “so” and “really”.

QU Y

- Do the exercises in WB: Grammar (page 35).

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 39). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

KÈ

M

- Prepare: Lesson 2.3 – Pronunciation and Speaking (page 49 – SB).

D. Reflection

Y

a. What I liked most about this lesson today:

DẠ

…………………………………………………………………………… …………… f. What I learned from this lesson today: 60

FI CI A

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

L

…………………………………………………………………………… ……………

ƠN

OF

…………………………………………………………………………… ……………

Date: …………………………………..

NH

School: ………………………………………..

Period: ………………………….........

QU Y

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

UNIT 6: EDUCATION

Lesson 2.3 – Pronunciation and Speaking (page 49)

M

I. OBJECTIVES

KÈ

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - distinguish and put stress on intensifiers for emphasis correctly.

Y

- talk about feelings.

DẠ

- act out the situations for partners to guess how they feel and give reason. 1.2. Competences - improve listening and speaking skills. 61

1.3. Attributes

- have a balance between studying and relaxing.

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

L

- overcome studying pressure and negative feelings.

OF

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, pens, pencils, crayons.

III. ASSESSMENT EVIDENCE

- Listen to the sentences and focus on the underlined word.

- Ss’ answers.

QU Y

- Listen and cross out the sentence that doesn’t follow the note in “a”.

Performance Products - Ss’ performance and answers.

NH

Performance Tasks

M

- Read the sentences with the sentence stress noted in “a” to a partner.

KÈ

- Practice the conversation. Swap roles and repeat.

DẠ

Y

- Practice with your own ideas. - You're at school and want to know why your friend feels good or bad.

Assessment Tools - T’s observation.

- 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.

- Ss’ performance / Presentation.

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

62

FI CI A

L

In pairs: Take turns acting out the situations in the pictures while your partner guesses how you feel and why - Ss’ performance / - Join another pair and a play again using your own Presentation. ideas.

OF

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

IV. PROCEDURES

ƠN

A. Warm up: (5’)

NH

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: Intensifiers / Review words about feelings in studying. c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities.

QU Y

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

STUDENTS’ ACTIVITIES

Option 1: Error recognition

KÈ

M

- Give some sentences, have Ss read the sentences and circle a word / phrase in each sentence that needs correcting. - Have Ss try to make the sentences right.

Y

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

- Work in pairs, then give answers.

Answer keys

1A: so happy

DẠ

- Give feedback.

2A: is really

- Lead to the new lesson:

3C: She really wants to buy that 63

dictionary.

- Have Ss close all books.

FI CI A OF

 Option 2: Review words about feelings in studying.

L

4B: because

- Give feedback.

- Close books.

- Observe and give answers.

DẠ

Y

KÈ

M

QU Y

- Lead to the new lesson.

NH

- Call Ss to give answers.

ƠN

- Show 6 pictures, have Ss look at the pictures and use an adjective to describe the feeling of the person in each picture.

Answer keys 1 upset 2 surprised 64

L

3 annoyed

FI CI A

4 pleased 5 disappointed 6 delighted

OF

The answers may vary.

B. New lesson (35’)

ƠN

❖ Activity 1: Pre-Speaking: Pronunciation (8’)

a) Objective: Introduce stress on intensifiers for emphasis.

NH

b) Content:

- recognize: stress on intensifiers for emphasis.

- listen and check, cross out the sentence that doesn’t follow the note in “a”.

QU Y

- practice.

c) Expected outcomes: Ss distinguish and put stress on intensifiers for emphasis correctly in their speaking. d) Organization of the activity:

STUDENTS’ ACTIVITIES

M

TEACHER’S ACTIVITIES

KÈ

Task a + b. Listen to the sentence and focus on the underlined words. - Play the recording (CD1, track 66).

- Listen.

Y

- Ask Ss to listen and focus on the stress of the underlined words.

DẠ

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

65

L FI CI A

Task c + d. Listen and cross out the sentence that doesn’t follow the note in “a”.

- Play the recording (CD 1 – Track 67), have Ss listen and cross out the option that doesn’t - Listen and give answers. follow the note in “a”. Answer keys

OF

- Call Ss to give answers. - Play the recording again and check answers as a whole class using DCR.

ƠN

- Give feedback and evaluation.

NH

❖ Activity 2: While-speaking (22’)

a) Objective: Students can talk about feeling and express their feelings in studying. b) Content:

QU Y

- Practice the conversation. Swap roles and repeat. - You're at school and want to know why your friend feels good or bad. In pairs: Take turns acting out the situations in the pictures while your partner guesses how you feel and why.

M

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

KÈ

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Y

PRACTICE

DẠ

* Task a. Practice the conversation. Swap roles and repeat. - Demonstrate the activity by practicing the role-play with a student. 66

- Observe, listen.

- Work in pairs.

- Swap roles and repeat using the ideas on the right.

- Swap the roles and repeat.

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

- Present.

OF

- Give feedback and evaluation. * Task b. Practice with your own ideas. - Have students practice the conversation with their own ideas. Swap roles.

SPEAKING: What’s Up?

- Present.

NH

- Give feedback and evaluation.

- Work in pairs.

ƠN

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

FI CI A

- Have pairs practice the conversation.

QU Y

Task a. You're at school and want to know why your friend feels good or bad. In pairs: Take turns acting out the situations in the pictures while your partner guesses how you feel and why.

M

- Demonstrate the activity by practicing the activity with a student. - Divide the class into pairs.

KÈ

- Observe and listen.

- Have Ss take turns choosing one of the pictures and acting out the situation.

- Work in pairs.

DẠ

Y

- Have the other student try to guess how they feel and why. - Do the task.

- Observe, give help if necessary.

- Guess. 67

L

- Divide the class into pairs.

FI CI A

a) Objective: Students can have a free talk about their feelings in studying.

L

❖ Activity 3: Production (5’)

b) Content: Join another pair and play again using your own ideas.

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

OF

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

SPEAKING: What’s Up?

- Have some pairs act out the situation in front of the class.

- Present.

QU Y

- Give feedback and evaluation.

- Join another pair and continue acting out the situation.

NH

- Have pairs join another pair and continue to act out.

ƠN

Task b. Join another pair and play again using your own ideas.

C. Consolidation and homework assignments (5’)

Y

KÈ

M

* Consolidation: Stress on intensifiers for emphasis.

DẠ

* Homework: - Practice: putting tress on intensifiers for emphasis. - Review words about feelings. 68

- Prepare: Unit 6 - Lesson 3 –Listening and Reading (page 50 – SB).

FI CI A

L

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 38 & 39).

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

OF

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

NH

ƠN

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

DẠ

Y

KÈ

M

QU Y

…………………………………………………………………………… ……………

School: ………………………………………..

Date: ……………………………… 69

L

Period: ……………………….........

FI CI A

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

UNIT 6: EDUCATION

Lesson 3.1 - Listening and Reading (page 50)

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

ƠN

- talk about studying abroad.

OF

I. OBJECTIVES

- practice listening and understanding a recording about studying abroad (for general and specific information).

NH

- read and understand an article about experiences during the time studying abroad (for gist and details). 1.2. Competences

QU Y

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

- overcome studying pressure and negative feelings.

M

- be independent and know how to take care of themselves when studying away from home.

KÈ

II. TEACHING AIDS AND LEARNING MATERIALS

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.

DẠ

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

III. ASSESSMENT EVIDENCE 70

- Listen and answer the questions.

- Ss’ answers. - Ss’ answers.

QU Y

- Reading: Read the article. Did Anna have more good or bad experiences during her time in Spain?

M

- Now, read and write True or False.

L

- 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.

Y

KÈ

-Speaking: Would you like to study abroad? What problems do you think you would have?

FI CI A

- Ss’ answers.

OF

- Listening: Listen to a teacher giving a presentation about studying abroad. What grade do you think her class is?

- T’s feedback/Peers’ feedback.

ƠN

- Let’s Talk: Do you know the building in the picture? What do you think is good or bad about studying abroad?

Assessment Tools

Performance Products - Ss’ answers / presentation.

NH

Performance Tasks

DẠ

IV. PROCEDURES A. Warm up: (5’)

71

FI CI A

L

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. b) Content: Introduce the topic: Studying abroad (its advantages and drawbacks, countries to apply for). c) Expected outcomes: Ss have general ideas about the topic “studying abroad”, which they are going to listen and read in the new lesson.

OF

d) Organization of the activity: TEACHER’S ACTIVITIES Option 1: Let’s Talk!

NH

Do you know the building in the picture? What do you think is good or bad about studying abroad?

ƠN



STUDENTS’ ACTIVITIES

- Use the “Let’s talk!” part in the textbook– - Work in pairs to discuss. page 50 for warm-up activity.

QU Y

- Ask Ss to work in pairs to answer the question: Do you know the building in the picture? What do you think is good or bad about studying abroad?

- Present.

- Call Ss to share their answers with the whole class.

M

- Give feedback and evaluation.

KÈ

- Lead to the new lesson.  Option 2:

Y

- Divide class into 4 groups.

DẠ

- Have Ss work in groups to list top 5 countries Vietnamese students often choose to study abroad (in order). 72

- Work in groups, list top 5 countries Vietnamese students often choose to study abroad.

- Call Ss to give answers.

- Give answers.

1. Do you want to study abroad in the future?

FI CI A

L

- Compare Ss’ answers, then ask Ss some more questions:

- Listen and answer.

Suggested answers

4. What do you need to prepare for studying abroad?

- Give feedback and lead to the new lesson.

- Top 5 countries Vietnamese students often choose to study abroad: Australia, the USA, Canada, England, South Korea (Source: https://cuocsong.giaoducthoidai.vn/top10-quoc-gia-duoc-du-hoc-sinh-vietnam-lua-chon-nhieu-nhat-n566.html)

OF

3. Which subject / major do you want to study for higher education?

ƠN

2. Which country would you like to study in?

B. New lesson (35’)

QU Y

NH

- Top 5 ideal countries for Vietnamese students to study abroad: Finland, Australia, The USA, England, Canada. ( Source: https://toplist.vn/toplist/quoc-gia-ly-tuong-cho-du-hocsinh-viet-nam-9170.htm)

M

❖ Activity 1: Listening (17’)

KÈ

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

Y

- Listen to a teacher giving a presentation about studying abroad. What grade do you think her class is?

DẠ

- Listen and answer the questions. c) Expected outcomes: Students can practice listening and understanding general + specific information about studying abroad. d) Organization of the activity: 73

STUDENTS’ ACTIVITIES

FI CI A

L

TEACHER’S ACTIVITIES Task a. Listen to a teacher giving a presentation about studying abroad. What grade do you think her class is? - Have Ss read the question.

- Read.

- Have Ss listen and circle the correct answer.

OF

- Listen and take notes.

- Play audio (CD1 - Track 68).

- Listen and circle the correct answer.

- Call Ss to give answer, explain.

ƠN

- Give answer, explain. Answer keys

NH

- Play the audio again and check the answer as a whole class using DCR.

Task b. Listen and answer the questions.

QU Y

- Have Ss read through the questions in Task b first, underline the key words.

- Read, find and underline the key words.

- Play the audio again (CD1 - Track 68). - Have Ss listen and answer the questions.

- Listen and answer the questions.

KÈ

M

- Remind Ss to give short answers (main ideas to answer the questions, it’s not necessary to write in full sentences). - Have Ss check answers with their partners. - Call Ss to give answers, explain.

Y

- Exchange answers.

DẠ

- Check the answer as a whole class using DCR. - Give answers. Answer keys 74

L FI CI A OF

❖ Activity 3: Reading (18’)

a) Objective: Students can develop their reading skill.

ƠN

b) Content:

- Read the article. Did Anna have more good or bad experiences during her time in Spain?

NH

- Now, read and write True or False.

- Would you like to study abroad? What problems do you think you would have?

QU Y

c) Expected outcomes: Students can read an article about studying abroad for gist and detail, and they can talk about problems they may encounter when studying abroad. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

KÈ

M

Task a. Read the article. Did Anna have more good or bad experiences during her time in Spain? - Have Ss read the question in Task a.

- Scan the article to choose the correct answer.

Y

- Ask Ss to scan the article to choose the correct answer.

DẠ

- Have Ss underline the supporting ideas. - Call a student to give answer.

- Underline the supporting ideas. - Give answer.

- Check answer as a whole class using 75

DCR.

OF

FI CI A

L

Answer keys

- Read and underline the key words.

- Have Ss read the content in Task b and underline the key words.

- Read the article again for details.

- Give answers.

- Have Ss check their answers with a partner.

Answer keys

QU Y

- Call Ss to give answers.

- Exchange answers.

NH

- Have Ss read the article again and write True or False.

ƠN

Task b. Now, read and write True or False.

KÈ

M

- Check answer as a whole class using DCR.

- Discuss in pairs.

DẠ

Y

- Present.

76

L FI CI A

Task c. Speaking: In pairs: Would you like to study abroad? What problems do you think you would have? - Have Ss discuss the questions in pairs. - Call some Ss to share their answers with the whole class.

ƠN

OF

- Give feedback and evaluation.

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

1. Language barriers 2. Currency differences

NH

- Possible problems when studying abroad:

QU Y

3. Day-to-day finances

4. Culture differences (cultural shock) 5. Homesickness 6. …

KÈ

7. …

M

5. Solitude

*Homework

- Do the exercises in WB: Listening and Reading (page 36).

DẠ

Y

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 40). - 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 51 – SB). 77

L

D. Reflection

FI CI A

a. What I liked most about this lesson today:

OF

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

QU Y

NH

ƠN

…………………………………………………………………………… ……………

Date: ………………………………….

KÈ

M

School: ………………………………………..

DẠ

Y

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

Period: ………………………….........

UNIT 6: EDUCATION Lesson 3.2 – Speaking and Writing (page 51)

I. OBJECTIVES 78

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

FI CI A

- use conjunctions “however”, “although” to show contrast.

L

1.1. Language knowledge and skills

- talk about positive and negative experiences of studying abroad. - write a paragraph about studying abroad. 1.2. Competences

1.3. Attributes - overcome studying pressure and negative feelings.

OF

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

ƠN

- be independent and know how to take care of themselves when studying away from home.

NH

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

M

Performance Tasks

Y

KÈ

- Speaking: You just finished a year studying abroad. In pairs: Ask and answer the questions below.

DẠ

- Talk about two positive and two negative experiences when you

Assessment Tools

Performance Products - Ss’ answers / presentation.

- T’s feedback/Peers’ feedback.

- Ss’ answers / presentation.

- T’s feedback/Peers’ feedback.

79

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

IV. PROCEDURES

- T’s feedback/Peers’ feedback.

- T’s observation and feedback.

QU Y

about studying abroad. Use the Feedback form to help you. Write 60 to 80 words.

NH

ƠN

- Underline and correct the - Ss’ answers. mistakes. Then, rewrite the correct sentences with however and although in your notebook. - Ss’ answers. - Now, write a paragraph

FI CI A

- Read and circle Yes or No.

- Ss’ answers.

OF

- Writing: Read about using conjunctions. Then, read Anna's paragraph again and underline the ideas linked with conjunctions.

L

studied abroad. Then, fill in the table.

M

A. Warm up: (5’)

KÈ

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.

Y

b) Content: Introduce “however” and “Although” / adjectives of feelings.

DẠ

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: 80

STUDENTS’ ACTIVITIES

Option 1: Introduce “however” and “although” - Give 3 sets of letters.

- Do the task.

- Have Ss use the letters given in each set to make a meaningful English word.

FI CI A

L

TEACHER’S ACTIVITIES

- Give answers.

- Give feedback and evaluation.

- Listen.

ƠN

- Lead to the new lesson: However and although to show contrast. Set 2

NH

Set 1

OF

- Have Ss give answers. The first student to give a right answer will be given a small present.

Answer keys

1. HOWEVER

QU Y

2. ALTHOUGH

Y

KÈ

M

Set 3

3. CONTRAST

DẠ

 Option 2: Adjectives of feelings / activity - Have Ss close books. - Give Ss some adjectives of feelings / activities. 81

L

- Have Ss put them into 2 categories: negative and positive (in 2 minutes).

FI CI A

- Have Ss give answers. - Check Ss’ answers, give feedback and evaluation - Lead to the new lesson.

OF

*Suggested adjectives: bored, annoyed, delighted, happy, lonely, independent, lazy, sociable, active, fantastic, tired, pleased, homesick…

ƠN

- Close all books and notebooks.

NH

- Do the task in pairs.

QU Y

- Read answers.

- Listen. Answer keys

KÈ

M

- Adjectives of positive feelings / activities: delighted, happy, independent, sociable, active, fantastic, pleased

DẠ

Y

- Adjectives of negative feelings / activities: bored, annoyed, lonely, lazy, tired, homesick

B. New lesson (35’) ❖ Activity 1: Pre-Writing (Speaking) (8’) 82

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

L

b) Content:

FI CI A

- Speaking: You just finished a year studying abroad. In pairs: Ask and answer the questions below. - Talk about two positive and two negative experiences when you studied abroad. Then, fill in the table. c) Expected outcomes: Ss have more ideas and language for their writing.

OF

d) Organization of the activity:

STUDENTS’ ACTIVITIES

- Divide the class into pairs.

NH

Task a. In pairs: You just finished a year studying abroad. In pairs: Ask and answer the questions below.

ƠN

TEACHER’S ACTIVITIES

- Have students discuss in pairs using the questions.

QU Y

- Go round and support Ss if necessary. - Have some students share their ideas with the class.

- Work in pairs.

- Present.

M

- Give feedback and evaluation.

KÈ

Task b. Talk about two positive and two negative experiences when you studied abroad. Then, fill in the table.

DẠ

Y

- Have students continue to work in pairs to talk about two positive and two negative experiences when they studied abroad. Then, - Discuss and fill in the table. fill in the table. - Go round and give help if necessary. 83

- Have some pairs read their answers.

- Present.

- Give feedback and evaluation. ❖ Activity 2: While - Writing (22’) a) Objective: Students can develop their writing skill.

L

- Exchange.

FI CI A

- Have Ss exchange their answers with another pair.

OF

b) Content: - Read about using conjunctions. Then, read Anna's paragraph again and underline the ideas linked with conjunctions. - Read and circle Yes or No.

ƠN

- Underline and correct the mistakes. Then, rewrite the correct sentences with however and although in your notebook.

NH

- Now, write a paragraph about studying abroad. Use the Feedback form to help you. Write 60 to 80 words. c) Expected outcomes: Students can write a paragraph about good and bad sides of studying abroad, using right format and rich vocabulary.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

M

Task a. Read about using conjunctions. Then, read Anna's paragraph again and underline the ideas linked with conjunctions.

KÈ

-Briefly explain the Writing skill box and have some Ss read it aloud.

Y

- Have Ss read Anna’s paragraph again (page 50) and underline the ideas linked with conjunctions.

- Listen and read.

DẠ

-Work in pairs.

- Have Ss check their answers with a partner.

- Exchange their answers with a partner.

- Call Ss to give answers. 84

- Give answers.

NH

ƠN

OF

FI CI A

Answer keys

L

- Check answers as a whole class using DCR.

QU Y

- Read the prompts and circle Yes or No.

Task b. Read and circle Yes or No.

- Exchange answers.

M

- Have students read the prompts.

- Have students read the questions and circle Yes or No.

- Read answers.

KÈ

Answer keys

- Have students check their answers with a partner.

DẠ

Y

- Check answer as a whole class using DCR.

85

L FI CI A

- Read, underline and correct the mistakes.

- Have students underline and correct the mistakes.

- Rewrite the correct sentences with “however” and “although” in the notebook. Answer keys

NH

- Have students check their answers with a partner.

OF

- Have students read the sentences.

- Give answers.

ƠN

Task c. Underline and correct the mistakes. Then, rewrite the correct sentences with however and although in your notebook.

- Call Ss to read their answers and explain.

QU Y

- Check answers as a whole class using DCR.

KÈ

M

- Then, have Ss rewrite the correct sentences with “however” and “although” in their notebook.

DẠ

Y

- Do the writing part.

-Write.

86

L FI CI A OF

*Let’s Write: Write a paragraph about studying abroad. Use the Feedback form to help you. Write 60 to 80 words.

- Have Ss use their notes in speaking part and the instruction in the Writing box to write a paragraph about studying abroad.

NH

- Go round, observe and give help if necessary.

ƠN

- Draw Ss’ attention to the feedback form.

QU Y

- Have some Ss write their paragraph on the board. ❖ Activity 3: Post - Writing (5’)

a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings.

KÈ

M

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

Y

TEACHER’S ACTIVITIES

DẠ

- Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: - Look, listen and correct mistakes. 87

Suggested writing

FI CI A

+ the understandability

L

+ the format, the structures, the punctuation

+ the coherence and cohesion

ƠN

OF

+ the spelling

NH

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

KÈ

* Homework

M

QU Y

- Writing Skill:

- Remember how to write a paragraph about benefits and drawbacks of studying abroad.

Y

- Finish the writing part.

DẠ

- Do the exercises in WB: Writing part, page 37. - Complete grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 41). 88

L

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

FI CI A

- Prepare: Unit 6 – Review, pages 100, 101.

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

ƠN

OF

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

DẠ

Y

KÈ

M

QU Y

NH

…………………………………………………………………………… ……………

89

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

Period: ………………………..........

UNIT 6: EDUCATION

L

Date: ………………………………..

FI CI A

School: ………………………………………..

I. OBJECTIVES

ƠN

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

OF

Lesson 4 – Review (pages 100, 101)

1.1. Language knowledge and skills

NH

- review words about feelings and school tasks (disappointed, excited, delighted, annoyed, surprised, test, presentation, book report, project, homework, fail, pass, …) and talk about them.

QU Y

- review grammar: “however” and “although” to show contrast, “because” to show causes /reasons, and intensifiers “so”, “really”. - review: talk about school life.

- pronoun the ending sounds correctly: “ed” endings. - put stress on nouns and adjectives with two and three syllables.

M

1.2. Competences

- improve speaking, listening, reading and writing skills.

KÈ

- improve the use of English. 1.3. Attributes

Y

- have positive attitude in English language learning so that they actively participate in all classroom activities.

DẠ

- review the old lesson and have good preparation for any test.

II. TEACHING AIDS AND LEARNING MATERIALS 90

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

III. ASSESSMENT EVIDENCE

OF

Assessment Tools

- T’s feedback/Peers’ feedback.

ƠN

- 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).

Performance Products - Ss’ answers.

NH

Performance Tasks

FI CI A

L

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.

- 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. - Ss’ answers/ -Pronunciation: Circle presentation. the word that has the

- T’s feedback/Peers’ feedback.

QU Y

- Ss’ answers.

M

- Reading: Read the article about Anna's school year. Choose the correct answer (A, B, or C).

DẠ

Y

KÈ

- Vocabulary: Circle the correct words.

underlined part 91

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

FI CI A

L

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.

OF

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.

NH

b) Content: Review vocabulary about school subjects / names of some countries Vietnamese students often apply for higher education. c) Expected outcomes: Ss are ready for the new lesson.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES 

STUDENTS’ ACTIVITIES

Option 1: Review: School subjects

KÈ

M

- Have Ss look at the pictures and give names of school subjects. - Look at the pictures and give - Call Ss to give answers, then pronounce the names of school subjects. words and give meaning. - Correct Ss’ pronunciation if necessary.

- Give answers, pronounce the words.

- Lead to the new lesson.

Y

*Illustration:

DẠ

- Listen. Answer keys 1. Biology 92

FI CI A

3. History

L

2. Geography

4. Math

5. Physical Education

 Option 2: Review: Ideal countries for studying abroad.

- Call Ss to give answers, then pronounce the words and give meaning.

- Give answers, pronounce the words.

- Listen

QU Y

*Illustration:

NH

- Correct Ss’ pronunciation if necessary. - Lead to the new lesson.

- Look at the pictures and give names of the countries.

ƠN

- Have Ss look at the flags and give names of some countries that Vietnamese students often choose for their studying.

OF

6. Music

Answer keys 1. The USA 2. Spain

M

3. Australia

KÈ

4. Germany 5. France

DẠ

Y

6. The UK

93

B. New lesson (35’)

L

❖ Activity 1: Listening (7’)

FI CI A

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

- 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).

OF

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

STUDENTS’ ACTIVITIES

NH

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).

ƠN

TEACHER’S ACTIVITIES

- Read in silence.

- Demonstrate the activity by using the example.

- Listen and read answers.

QU Y

- Have Ss read through the listening part.

M

- Play the audio (CD 2 – Track 40). Have Ss listen and choose the correct answer.

KÈ

- Have Ss check answers with pairs, then read answers

DẠ

Y

- Check answers as a whole class using DCR.

❖ Activity 2: Reading (7’) 94

Answer keys

a) Objective: Students can improve their reading skill.

L

b) Content:

FI CI A

- Read the article about Anna's school year. Choose the correct answer (A, B, or C). c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format. d) Organization of the activity:

STUDENTS’ ACTIVITIES

- Demonstrate the activity on DCR by using the example.

- Work individually.

NH

- Have Ss look and read, then choose the correct answer, underline the supporting ideas for their answers. - Call Ss to give answers, explain.

- Observe and listen.

ƠN

Read the article about Anna's school year. Choose the correct answer (A, B, or C).

OF

TEACHER’S ACTIVITIES

- Give answers, explain.

QU Y

- Give feedback and evaluation.

KÈ

M

Answer keys

❖ Activity 3: Vocabulary (7’) a) Objective: Ss can review vocabulary about feelings and school tasks.

Y

b) Content: Circle the correct words.

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: 95

STUDENTS’ ACTIVITIES

L

TEACHER’S ACTIVITIES

FI CI A

Circle the correct words. - Have Ss read the sentences.

- Read the sentences.

- Ask Ss to work in pairs to circle the correct words.

- Work in pairs to match.

ƠN

OF

- 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’)

NH

a) Objective: Ss can review the use of English: “however” and “although” to show contrast, “because” to show causes /reasons, and intensifiers “so”, “really”. b) Content:

- Underline the mistakes and write the correct answers on the lines.

QU Y

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:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

KÈ

M

Underline the mistakes and write the correct answers on the lines.

Y

- Ask Ss to work individually to underline the mistakes and write the correct answers on the lines.

- Work individually.

- Work in pairs.

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

- Give answers.

DẠ

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

96

Answer keys

OF

FI CI A

L

- Check answers as a whole class using DCR.

ƠN

❖ Activity 5: Pronunciation (4’)

a) Objective: Ss can review the stress of nouns and adjectives with 2 and 3 syllables, last consonant of “ed” endings.

NH

b) Content:

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

QU Y

- 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

M

TEACHER’S ACTIVITIES

KÈ

Task a. Circle the word that has the underlined part pronounced differently from the others.

Y

- Have Ss distinguish 3 ways to pronoun “ed” endings (review).

- Review.

- Work individually.

- Have Ss work in pairs to check each

- Give answers.

DẠ

- Ask Ss to work individually to circle the answer

97

- Work in pairs.

other’s work.

Answer keys

FI CI A

L

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

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

ƠN

OF

- Give feedback, correct Ss’ pronunciation if necessary.

- Listen.

- Work individually. - Work in pairs.

NH

- Remind Ss some basic rules of putting stress on nouns and adjectives with 2 or 3 syllables. - Ask Ss to work individually.

QU Y

- Give answers.

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

Answer keys

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

DẠ

Y

KÈ

M

- Give feedback, correct Ss’ pronunciation if necessary.

98

L

C. Consolidation and homework assignments (5’)

FI CI A

* Consolidation:

* Grammar of Unit 6: “however” and “although” to show contrast, “because” to show causes /reasons, and intensifiers “so”, “really”.

OF

* Vocabulary of Unit 6: Words about feelings and school tasks (disappointed, excited, delighted, annoyed, surprised, test, presentation, book report, project, homework, fail, pass, …).

* Homework:

ƠN

- Review vocabulary, grammar of unit 6.

- Do the exercises in WB: Review of Unit 6 (page 67).

NH

- Prepare: Unit 7 – New words and Listening (page 52 – SB).

D. Reflection

QU Y

a. What I liked most about this lesson today:

M

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

KÈ

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

DẠ

Y

School: ……………………………………….. Class: …………………………….....................

Period: ………………………...... 99

FI CI A

Lesson 1.1 – New words and Listening (page 52)

L

UNIT 7: TRANSPORTATION

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

- describe and identify personal belongings.

OF

- know more words relating to personal belongings and places in the airport (luggage, boarding pass, backpack, suitcase, passport, customs, baggage claim).

- know how to ask for confirmation.

NH

1.2. Competences

ƠN

- listen to and understand a conversation of two people in an airport (for general and specific details).

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

QU Y

- take care of personal belongings. - carefully prepare for any trip.

II. TEACHING AIDS AND LEARNING MATERIALS

KÈ

M

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.

Y

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

DẠ

III. ASSESSMENT EVIDENCE Performance Tasks

- Number the pictures.

Performance Products - Ss’ answers. 100

Assessment Tools - T’s feedback/Peers’

feedback.

- Listen and fill in the blanks.

IV. PROCEDURES

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

FI CI A

L

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

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

QU Y

- Speak: What type of luggage do you like to travel with? Why?

- Ss’ presentation / answers.

OF

- Listen to Jenny and Fred at the airport. What are they doing?

- T’s feedback/Peers’ feedback.

ƠN

- Discuss adjectives you could use for these items: suitcase, backpack, and luggage.

- Ss’ presentation.

NH

- Listen and repeat.

A. Warm up: (5’)

M

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.

KÈ

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

DẠ

Y

d) Organization of the activity:



TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Option 1: Number the pictures. Listen and repeat. 101

L

OF

- Show words and pictures using DCR, have Ss look and number the pictures (in pairs).

- Work in pairs to number the pictures.

FI CI A

- Use the “New words” part a– page 52 for the warm-up activity.

- Call Ss to give answers.

ƠN

- Give feedback and show correct answers using DCR.

NH

- Lead to the new lesson. - Play the audio (CD1 – Track 69), have Ss listen and repeat.

- Give answers.

QU Y

- Correct Ss’ pronunciation if necessary.

- Listen. - Listen and repeat.

KÈ

M

Answer keys

 Option 2:

- Divide class into 4-5 groups.

DẠ

Y

- Have Ss work in groups to list things people often need when they travel abroad (in about 12 minutes). - Have a representative in each group write 102

- Take part in the class’s activity.

- Write answers.

- Check Ss’s answers and give feedback.

- Listen.

Suggested answers: passport, luggage, boarding pass, headphone, earphone, backpack, phone and device chargers, daily medication, clothes, water,…

OF

- Lead to the new lesson.

FI CI A

- The group with the most correct answers will be the winner.

L

answers on the board.

B. New lesson (35’)

ƠN

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

a) Objective: Ss get to know words about personal belongings.

NH

b) Content:

- Vocabulary study (luggage, boarding pass, backpack, suitcase, passport, customs, baggage claim).

QU Y

- Speaking: Discuss adjectives you could use for these items: suitcase, backpack, and luggage. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when they do some listening tasks. d) Organization of the activity:

STUDENTS’ ACTIVITIES

M

TEACHER’S ACTIVITIES

KÈ

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

DẠ

Y

- Look and listen. - Demonstrate the activity on DCR, using the - Work individually. example. - Have Ss number the pictures. - Divide class into pairs and have them check 103

- Work in pairs.

their answers with their partners.

- Give answers.

L

- Call Ss to give answers.

FI CI A

- Check answers as a whole class using DCR.

- Listen and repeat.

Answer keys

- Play audio (CD1 – Track 69). Have Ss listen and repeat.

ƠN

OF

- Correct Ss’ pronunciation.

NH

- Work in pairs.

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

- Give answers, meaning.

QU Y

- Have Ss match the words they have known in Task a (from Warm up activity) by matching words with their definitions. - Have Ss give answers and tell the meaning of words / phrases again.

- Read.

Answer keys

M

- Check answers as a whole class.

KÈ

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

1g

*Illustration:

2d

Y

3f

DẠ

4a 5b 6e 104

FI CI A

L

7c

OF

Task b. In pairs: Discuss adjectives you could use for these items: suitcase, backpack, and luggage.

ƠN

- Have Ss work in pairs to discuss adjectives they could use for these items: suitcase, backpack, and luggage.

NH

- Go round and give help if necessary.

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

QU Y

- Give feedback and evaluation.

- Work in pairs to discuss.

M

- Present.

Y

KÈ

Sample answers

DẠ

❖ Activity 2: While - Listening (17’)

a) Objective: Students can develop their listening skill. b) Content: 105

- Listen to Jenny and Fred at the airport. What are they doing?

L

- Listen and fill in the blanks.

FI CI A

c) Expected outcomes: Ss can listen to and understand a conversation of two people in an airport (for general and specific details). d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

OF

Task a. Listen to Jenny and Fred at the airport. What are they doing? - Have Ss read the question, guess the answer.

ƠN

-Work individually.

- Play audio (CD1 - Track 70).

- Listen.

- Have Ss listen and circle the correct answer.

NH

- Circle the correct answers.

QU Y

- Check answers as a whole class using DCR.

Answer keys

M

- Read, underline the key words.

Task b. Now, listen and fill in the blanks - Do the task.

KÈ

- Have Ss read the through the content of Task b, underline the key words. - Play the audio again (CD1 - Track 70).

- Exchange answers.

Y

- Have Ss listen and fill in the blanks.

Answer keys

DẠ

- Have Ss check answers with their partners. - Call Ss to give answers. 106

❖ Activity 3: Post - Listening (6’)

ƠN

OF

FI CI A

L

- Give feedback and show correct answers using DCR.

NH

a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: Speaking: What type of luggage do you like to travel with? Why?

QU Y

c) Expected outcomes: Students can talk about their personal belongings for travelling. d) Organization of the activity:

TEACHER’S ACTIVITIES Conversation skill

STUDENTS’ ACTIVITIES

- Look and read.

KÈ

M

- Have Ss look at the Conversation skill box and read (using DCR).

- Listen and repeat.

- Ask Ss to find more ways to ask for confirmation.

- Give answers.

DẠ

Y

- Play audio (CD 1 - Track 71), have Ss listen and repeat.

107

L FI CI A

Task c. In pairs: What type of luggage do you like to travel with? Why?

OF

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

- Give feedback and evaluation.

- Work in pairs.

ƠN

- Call some pairs to share their ideas with the class

NH

- Present.

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

QU Y

- Words relating to personal belongings and places in the airport. (luggage, boarding pass, backpack, suitcase, passport, customs, baggage claim…). - Language for asking for confirmation: Did you say …? / Was that …?

M

* Homework

- Learn the new words by heart.

KÈ

- Practice talking about things you need when traveling abroad. - Do the exercises in WB: New words and Listening (page 38).

Y

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 42).

DẠ

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.2 – Grammar (page 53 – SB). 108

L

D. Reflection

FI CI A

a. What I liked most about this lesson today:

OF

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

DẠ

Y

KÈ

M

QU Y

NH

ƠN

…………………………………………………………………………… ……………

School: ………………………………………..

Date: ……………………………….. 109

UNIT 7: TRANSPORTATION Lesson 1.2 - Grammar (page 53)

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

OF

I. OBJECTIVES

L

Period: ………………………….........

FI CI A

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

ƠN

- listen to 2 people asking and answering about personal belongings. - use order of adjectives and possessive pronouns correctly.

1.2. Competences

NH

- describe their own personal belongings and others’.

- improve speaking, listening skills.

QU Y

- improve the use of English. 1.3. Attributes

- take care of personal belongings.

M

- carefully prepare for any trip.

II. TEACHING AIDS AND LEARNING MATERIALS

KÈ

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.

DẠ

Y

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

III. ASSESSMENT EVIDENCE Performance Tasks

Performance Products 110

Assessment Tools

- Ss’ performance.

- T’s feedback. - T’s feedback.

FI CI A

- Study the grammar box. - Ss’ answers/ presentation.

L

- Listen and repeat.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Fill in the blanks with the correct possessive pronouns to complete the conversation.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

OF

- Fill in the blanks with the correct order of adjectives.

IV. PROCEDURES A. Warm up: (5’)

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

NH

ƠN

- Speak: Ask your partner - Ss’ answers/ about the luggage. Use presentation. the prompts.

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: Review words about personal belongings / Review adjectives to describe things.

KÈ

M

c) Expected outcomes: Ss review old words which are very useful for them in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES

Option 1:

Y



STUDENTS’ ACTIVITIES

- Close books and notebooks.

- Have Ss look at the pictures and give names of personal belongings.

- Work in pairs.

DẠ

- Have Ss close books and notebooks.

111

- Call Ss to give answers.

- Give answers.

FI CI A

L

- Check Ss’ answers, give feedback. - Have Ss make sentences, using the words they have just made.

- Make sentences.

- Lead to the new lesson.

OF

Answers keys

1. suitcase

2. backpack

ƠN

3. boarding pass 4. passport

- Have Ss close all books and notebooks. - T uses pictures or cards.

5. baggage claim

NH

 Option 2: Adjectives to describe things

QU Y

- Have Ss look at the pictures (or take cards) and divide them into 3 categories: size, color, age.

6. luggage

- Close books and notebooks.

- Call Ss to give answers.

- Check Ss’ answers, give feedback.

- Work in groups.

- Give answers.

KÈ

*Illustration

M

- Lead to the new lesson.

Y

- Listen and write the new lesson.

DẠ

Answers keys

112

L FI CI A OF

B. New lesson (35’)

ƠN

❖ Activity 1: Presentation (10’)

a) Objective: Introduce: “order of adjectives” and “possessive pronouns”.

- Listen and repeat. - Introduce the grammar points.

NH

b) Content:

QU Y

c) Expected outcomes: Ss know the new grammar points “order of adjectives” and “possessive pronouns” and use them in some exercises that follow. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

M

Task a. Listen and repeat

- Look.

- Play audio (CD1 – Track 72) 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.

Y

KÈ

- Have Ss look at the picture using DCR.

DẠ

Grammar box



Option 1:

- Have Ss look at the grammar explanation 113

FI CI A

- Look and read.

L

and read: Order of adjectives.

OF

- Have Ss look at the grammar explanation and read: Possessive Pronouns.

NH

ƠN

- Have Ss read the examples:

QU Y

- Explain more about “order of adjectives” and “possessive pronouns”. - Ask Ss to make more sentences using “order of adjectives” and “possessive pronouns”.

- Read examples of different forms.

Option 2:

KÈ



M

- Give feedback and evaluation.

Y

- Have Ss look at the sentences in the speech bubbles in Task a and read them again.

- Listen.

DẠ

- Give more examples.

114

L FI CI A

- Look and read.

OF

- Have Ss make comments on the words in bold (mine / dark blue). - Ask Ss some questions:

2 What does it replace?

NH

3 Why do they write “dark blue”, not “blue dark”?

ƠN

1 What do you think “mine” means?

- Call Ss to give answers and give feedback.

QU Y

- Then, lead to the grammar box, briefly explain the way to use “order of adjectives” and “possessive pronouns”. - Have Ss read the grammar box and examples.

- Comment. Expected answers 1. It means: “của tôi” (something that belongs to me).

M

2. It replaces “my suitcase”.

DẠ

Y

KÈ

3. Ss’ answers.

115

L - Ask Ss to make more sentences using “order of adjectives” and “possessive pronouns”.

QU Y

NH

ƠN

OF

- Give feedback and evaluation.

FI CI A

- Read.

- Give more examples.

M

- Listen.

❖ Activity 2: Practice (19’)

KÈ

a) Objective: Students can use “order of adjectives” and “possessive pronouns” to do the given exercises.

Y

b) Content:

DẠ

- Fill in the blanks with the correct order of adjectives. - Fill in the blanks with the correct possessive pronouns to complete the conversation.

116

L

c) Expected outcomes: Students can get used to the usage of “order of adjectives” and “possessive pronouns” and use them correctly.

FI CI A

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

OF

Task b. Fill in the blanks with the correct order of adjectives.

- Look and listen.

- Have Ss fill in the blanks with the correct order of adjectives.

- Work individually. - Work in pairs. - Write answers.

NH

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

ƠN

- Demonstrate the activity on DCR, using the example.

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

Answer keys

KÈ

M

QU Y

- Give feedback, correct Ss’ answers if necessary.

- Look and listen.

Y

Task c. Fill in the blanks with the correct possessive pronouns to complete the conversation.

DẠ

- Demonstrate the activity on DCR using the - Work individually. example. - Have students fill in the blanks with the correct possessive pronouns to complete the 117

- Work in pairs.

- Have pairs check each other's work.

- Read answers, explain.

FI CI A

- Have some students share their answers with the class.

L

conversation.

OF

Answer keys

❖ Activity 3: Production (6’)

ƠN

a) Objective: Students master the grammar points they study in the lesson. b) Content: Speaking: Ask your partner about the luggage. Use the prompts.

d) Organization of the activity:

NH

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point in the lesson in everyday speaking and writing.

QU Y

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task d. In pairs: Ask your partner about the luggage. Use the prompts. - Divide class into pairs.

- Have Ss take turns asking their partner about the luggage. Use the prompts.

M

- Have conversation in pairs.

KÈ

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

- Give feedback and evaluation.

Y

- Listen.

DẠ

Suggested answers

118

L FI CI A

C. Consolidation and homework assignments (5’)

OF

* Consolidation:

ƠN

* Homework: - Make 2 sentences, use “order of adjectives” and “possessive pronouns”. - Do the exercises in WB: Grammar and Writing (page 39).

NH

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 43).

QU Y

- 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 54 – SB).

D. Reflection

M

a. What I liked most about this lesson today:

Y

KÈ

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

DẠ

c. What I should improve for this lesson next time: …………………………………………………………………………… …………… 119

L FI CI A OF ƠN NH QU Y

Date: …………………………………..

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

Period: ………………………….........

KÈ

M

School: ………………………………………..

UNIT 7: TRANSPORTATION

Y

Lesson 1.3 – Pronunciation and Speaking (page 54)

DẠ

I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills 120

- distinguish and put stress on the first syllable for most two-syllable nouns.

L

- describe luggage.

FI CI A

- talking about collecting luggage at the baggage claim. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes

OF

- take care of personal belongings. - carefully prepare for any trip.

ƠN

II. TEACHING AIDS AND LEARNING MATERIALS

NH

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, paper, colored pencils (crayons), rubbers.

III. ASSESSMENT EVIDENCE Performance Tasks

KÈ

M

- Listen to the words and focus on the underlined letters.

Y

- Listen and cross out the word that doesn’t follow the note in “a”.

DẠ

- Read the words with the stress changes noted in “a” with a partner. - Point, ask and answer.

Performance Products - Ss’ performance and answers.

Assessment Tools - T’s observation.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’

121

feedback.

IV. PROCEDURES

L

FI CI A

OF

- T’s feedback/Peers’ feedback.

NH

QU Y

121, File 7. Student B, ask which luggage their friends have. Point and guess. Then, number the boxes.

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

ƠN

- Ss’ performance / - You're at the baggage Presentation. claim collecting your friends' luggage. In pairs: Student B, turn to page 120, File 6. Student A, ask which luggage your friends have. Point and guess. Then, number the boxes. - Ss’ performance / - Swap roles and repeat. Answers. Student A, turn to page

A. Warm up: (5’)

M

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: Vocabulary: Nouns with two syllables / Chinese whisper.

KÈ

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

Y

d) Organization of the activity: STUDENTS’ ACTIVITIES

DẠ

TEACHER’S ACTIVITIES



Option 1: Nouns with two syllables

- Have Ss close all books.

- Close all books. 122

- Work in groups, then give answers.

FI CI A

- Have Ss work in groups to write nouns with 2 syllables as many as possible. - Call Ss to write answers on the boards. - Check Ss’ answers, give feedback and announce the winning group.

Suggested answers

- Divide class into 4-5 groups.

OF

NH

- Have Ss in each group stand in a straight line.

Nouns with two syllables: passport, luggage, candy, backpack, suitcase, airport, ticket, paper, lesson, teacher, doctor, partner, ruler, custom, people, …

ƠN

- Lead to the new lesson: How to put stress on most two-syllable nouns.

 Option 2: Chinese whisper

L

- Divide Ss into 4 groups.

- Form groups.

KÈ

M

QU Y

- Give a sentence, have the last student in each line whisper this sentence to the student - Work in groups to take part in the standing before; continue until the first student game. in the line can hear the sentence and write it on the board. - The first student of each line - Check Ss’ answers. writes answer on the board. - The group which has the closest sentence to the original one will be the winner (T also checks spelling). - Announce the winner and give a small present. - Listen.

Y

- Lead to the new lesson.

DẠ

*Suggested sentence: I have a dark blue backpack and a big old pink suitcase.

123

❖ Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce: stress on most two-syllable nouns. b) Content: - recognize: stress on most two-syllable nouns.

FI CI A

L

B. New lesson (35’)

OF

- listen and check, find the word that doesn’t follow the note in “a”. - practice.

d) Organization of the activity: TEACHER’S ACTIVITIES

ƠN

c) Expected outcomes: Ss distinguish and put stress on most two-syllable nouns correctly in their speaking. STUDENTS’ ACTIVITIES

NH

Task a + b. Listen to the words and focus on the underlined letters. - Play the recording (CD1, track 73).

- Listen.

QU Y

- Ask Ss to listen and focus on the underlined letters.

M

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

KÈ

Task c + d. Listen and cross out the word that doesn’t follow the note in “a”.

Y

- Play the recording (CD 1 – Track 74), have Ss listen and cross out the option that doesn’t follow the note in “a”.

DẠ

- Call Ss to give answers. - Play the recording again and check answers - Listen and give answers. as a whole class using DCR. Answer keys 124

FI CI A

L

- Give feedback and evaluation.

❖ Activity 2: While-speaking (22’) a) Objective: Students can describe luggage.

OF

b) Content: - Point, ask and answer.

ƠN

- You're at the baggage claim collecting your friends' luggage. In pairs: Student B, turn to page 120, File 6. Student A, ask which luggage your friends have. Point and guess. Then, number the boxes.

NH

- Swap roles and repeat. Student A, turn to page 121, File 7. Student B, ask which luggage their friends have. Point and guess. Then, number the boxes. c) Expected outcomes: Ss produce the new language successfully.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES PRACTICE

STUDENTS’ ACTIVITIES

* Point, ask and answer.

KÈ

M

- Demonstrate the activity on DCR using the example.

- Observe, listen.

- Work in pairs.

Y

- Divide the class into pairs.

DẠ

- Have pairs point, ask and answer about luggage. - Observe, give help if necessary. - Remind Ss to use language of asking for 125

- Present.

- Give feedback and evaluation.

ƠN

Task a. You're at the baggage claim collecting your friends' luggage. In pairs: Student B, turn to page 120, File 6. Student A, ask which luggage your friends have. Point and guess. Then, number the boxes.

OF

SPEAKING: That’s Not My Bag!

FI CI A

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

L

confirmation.

- Divide the class into pairs.

NH

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

- Have Student B turn to page 120, File 6.

QU Y

- Have Student A ask which luggage their friends have and Student B answer.

- Observe and listen.

- Work in pairs.

- Have Student A number the boxes.

M

- Observe, give help if necessary.

- Student A number the boxes.

DẠ

Y

KÈ

Examples

126

L FI CI A

Task b. Swap roles and repeat. Student A, turn to page 121, File 7. Student B, ask which luggage their friends have. Point and guess. Then, number the boxes.

- Work in pairs.

- Swap roles and repeat.

- Swap roles and repeat.

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

- Present.

ƠN

OF

- Have Student A turn to page 121, File 7 and Student B turn back to page 54.

❖ Activity 3: Production (5’)

NH

a) Objective: Students relax after the lesson. b) Content: Drawing: Draw luggage.

QU Y

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing and develop their drawing skill. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Extra activity: Draw luggage.

- 1 student describes a kind luggage (a suitcase, a bag, a backpack, …).

- Have 5 Ss volunteers to listen and draw that kind of luggage as described on the board.

- Listen and draw.

KÈ

M

- Have a student describe a kind of luggage (of his / her own or others’).

Y

- Check Ss’ drawings and give feedback.

DẠ

- Have class vote for the best picture.

- Listen. Sample description

- Announce the winner.

I have a big old blue backpack. It has an elephant on it. There are also 127

some heart symbols on it, …

C. Consolidation and homework assignments (5’)

OF

FI CI A

L

Sample drawing / picture

ƠN

* Consolidation: stress on the first syllable for most two-syllable nouns.

NH

* Homework:

- Practice: stress on the first syllable for most two-syllable nouns. - Find more nouns with 2 syllables and practice pronouncing them.

QU Y

- Prepare: Unit 7 - Lesson 2 – New words and Reading (page 55 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 42 & 43).

KÈ

M

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

D. Reflection

Y

a. What I liked most about this lesson today:

DẠ

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

128

FI CI A

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

L

…………………………………………………………………………… ……………

QU Y

NH

ƠN

OF

…………………………………………………………………………… ……………

Date: …………………………………..

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

Period: ………………………….........

UNIT 7: TRANSPORTATION

Lesson 2.1 – New words and Reading (page 55)

DẠ

Y

KÈ

M

School: ………………………………………..

I. OBJECTIVES By the end of the lesson, Ss will be able to: 129

1.1. Language knowledge and skills

FI CI A

L

- know some new words relating to means of transportation (frequent, eco-friendly, comfortable, convenient, public, ticket, reliable). - describe different types of transportation.

- read a paragraph about Vietnam Travel Guide to understand general and specific information. 1.2. Competences

OF

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

ƠN

- be careful and safe road users. - love hometown and country.

NH

- use public transport to protect the environment.

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

M

III. ASSESSMENT EVIDENCE

KÈ

Performance Tasks - Fill in the blanks.

DẠ

Y

- Listen and repeat.

- Use adjectives to describe different types

Performance Products - Ss’ answers.

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

- Ss’ answers/ presentation.

- T’s observation / feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

130

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

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers/ - Speak: What types of transportation are there in presentation. your neighborhood?

- T’s feedback/Peers’ feedback.

FI CI A

OF

- Read and fill in the blanks.

L

- Ss’ answers.

- Read the travel guide and choose the best title.

ƠN

IV. PROCEDURES A. Warm up: (5’)

NH

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: Means of transport.

QU Y

c) Expected outcomes: Ss have general ideas about the topic of the new lesson: Means of transport. d) Organization of the activity: TEACHER’S ACTIVITIES Option 1: Cool pair matching

M



STUDENTS’ ACTIVITIES

- Look and find 6 pairs (a word+ a picture).

- Call Ss to give answers.

- Give answers.

KÈ

- Show pictures and words, have Ss look + read and find 6 pairs of means of transportation.

Y

- Give feedback and show correct answers.

DẠ

- Have Ss pronounce the words.

- Read words.

- Correct Ss’ pronunciation if necessary. - Lead to the new lesson. 131

- Listen.

FI CI A

L

*Illustration:

OF

Answer keys

- Call Ss to give answers.

- Look and match (in pairs).

NH

- Have Ss look at the map of Vietnam and match 5 busiest airports in Vietnam with the places in number (work in pairs).

ƠN

 Option 2: Matching

- Give answers.

- Give feedback.

QU Y

- Introduce the new lesson: Plane is one of many popular means of transport in Vietnam.

DẠ

Y

KÈ

M

*Illustration: Match 5 busiest airports in Vietnam with the places in number: Liên Khương Airport, Nội Bài Airport, Đà Nẵng Airport, Tân Sơn Nhất Airport, Vinh Airport

Answer keys 132

L

FI CI A

1. Nội Bài Airport 2. Vinh Airport

3. Đà Nẵng Airport

4. Liên Khương Airport

ƠN

OF

5. Tân Sơn Nhất Airport

NH

B. New lesson (35’)

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

QU Y

a) Objective: Ss know some words relating to means of transportation and their characteristics. b) Content:

- Vocabulary study: frequent, eco-friendly, comfortable, convenient, public, ticket, reliable. - Fill in the blanks. Listen and repeat.

M

- Speaking: Use adjectives to describe different types of transportation.

KÈ

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

Y

TEACHER’S ACTIVITIES

DẠ

Task a. Fill in the blanks. Listen and repeat.  Option 1 133

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

- Work individually. - Work in pairs.

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

- Give answers.

- Play audio (CD1 – Track 75). Have Ss listen and repeat.

- Listen and repeat.

Answer keys

M

QU Y

NH

ƠN

OF

- Check answers as a whole class using DCR.

- Correct Ss’ pronunciation.

L

FI CI A

- Demonstrate the activity on DCR, using the example - Look and listen. - Have students fill in the blanks.

KÈ

 Option 2: (for Ss with high level)

DẠ

Y

- Introduce new words by giving a matching exercise.

- Work in pairs. - Give answers. 134

L - Listen. - Have Ss do the matching and give the meaning of the words in the first column.

FI CI A

- Read.

Matching: Answer keys 1D

- Check answers as a whole class. - Call some Ss to read the words again.

3A

4E

5C

6B

ƠN

- Play audio (CD1 – Track 75). Have Ss listen and repeat.

2F

OF

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

- Work in pairs.

NH

- Correct Ss’ pronunciation.

- Present.

Sample answers

QU Y

Task b. Use adjectives to describe different types of transportation.

- Have pairs use adjectives to describe different types of transportation.

M

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

KÈ

❖ Activity 2: While - Reading (18’) a) Objective: Students can develop their reading skill.

Y

b) Content:

DẠ

- Read the travel guide and choose the best title. - Read and fill in the blanks. c) Expected outcomes: Students can read a paragraph and understand more about means of transport in Vietnam. 135

d) Organization of the activity: STUDENTS’ ACTIVITIES

L

TEACHER’S ACTIVITIES

- Ask Ss to scan the paragraph, then choose the best title.

- Check answers.

NH

- Give feedback and correct Ss’ answers if necessary.

- Read answers, explain.

ƠN

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

- Work individually.

OF

- Remind Ss to underline or highlight the keywords or supporting ideas for their answers.

FI CI A

Task a. Read the travel guide and choose the best title.

Answer keys

QU Y

Task b. Now, read the paragraph and fill in the blanks. - Have Ss look at sentences and underline the key words.

KÈ

M

- Have Ss work in pairs to fill in the blanks. - Work in pairs to circle the best answer. Remind Ss to use short answers for each blank (1-2 words). - Read answers. - Elicit answers from different pairs.

Answer keys

DẠ

Y

- Give feedback and evaluation.

136

L

❖ Activity 3: Post - Reading (5’)

FI CI A

a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill. b) Content: Speaking: What types of transportation are there in your neighborhood?

OF

c) Expected outcomes: Students can talk about their types of transportation in your neighborhood. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

ƠN

Task c. In pairs: What types of transportation are there in your neighborhood?

NH

- Have Ss work in pairs to answer the questions.

- Discuss in pairs.

- Go round and give help if necessary.

QU Y

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

- Present. - Listen.

- Give feedback and evaluation.

M

C. Consolidation and homework assignments (5’)

KÈ

* Consolidation:

- Words relating to means of transportation and their characteristics (frequent, ecofriendly, comfortable, convenient, public, ticket, reliable).

Y

- Some adjectives to describe different types of transportation: expensive, cheap, eco-friendly, fast, slow, dangerous, safe, modern.

DẠ

* Homework:

- Learn the new words by heart. - Practice talking about your favorite means of transport. 137

- Do the exercises in WB: Unit 7 - Lesson 2 - New words + Reading (Page 40).

FI CI A

L

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 44). - 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:

OF

- Prepare: Unit 7 - Lesson 2.2 – Grammar (page 56 – SB).

NH

ƠN

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

DẠ

Y

KÈ

M

QU Y

…………………………………………………………………………… ……………

138

L FI CI A

Date: ……………………………..

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

Period: …………………….........

OF

School: ……………………………………..

UNIT 7: TRANSPORTATION

ƠN

Lesson 2.2 - Grammar (page 56)

I. OBJECTIVES

NH

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 about speed of some means of transport. - use equal comparison correctly. 1.2. Competences

- improve speaking, listening and writing skills.

1.3. Attributes

M

- improve the use of English.

KÈ

- be careful and safe road users.

Y

- choose suitable means of transport for travelling.

DẠ

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. 139

L

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

Performance Tasks - Listen and repeat.

FI CI A

III. ASSESSMENT EVIDENCE

Assessment Tools

Performance Products - Ss’ performance.

- T’s feedback.

- Study the grammar box. - Ss’ task.

ƠN

- Rewrite sentences using - Ss’ answers. (not) as…as… - Ss’ answers. - Write sentences using the information in the table.

IV. PROCEDURES

NH

- Ss’ performance/ presentation.

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

QU Y

- Write: Make more sentences about transportation from the table. Use the prompts.

OF

- T’s observation.

M

A. Warm up: (5’)

KÈ

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 adjectives.

DẠ

Y

c) Expected outcomes: Ss review old knowledge and have general ideas about the grammar points they are going to study in the new lesson . d) Organization of the activity:

140

Option 1: Review adjectives

- Have Ss close all books.

FI CI A



STUDENTS’ ACTIVITIES

L

TEACHER’S ACTIVITIES

- Close books.

- Have Ss use the words in the box to fill in the - Work in pairs. blanks. - Give answers. - Call Ss to give answers. - Listen.

- Lead to the new lesson: adjectives used to compare things in equal comparison.

1. expensive

OF

- Check Ss’ answers, correct Ss’s answers if necessary.

ƠN

Answers keys

2. old

*Illustration:

3. comfortable

NH

4. big

5. cheap

QU Y

6. fast

 Option 2: Word Dictation

M

- Prepare the mp3 files of some adjectives which are used in the lesson.

KÈ

- Play the sound, have Ss listen and write the words they can hear. - Call some Ss to write answers on the board.

Y

- Check Ss’ answers. - Listen and write the words they can hear.

DẠ

- Give feedback and evaluation. - Lead to the new lesson. *Suggested adjectives: expensive, cheap, old, 141

FI CI A

L

new, big, small, comfortable, convenient, fast, slow, …

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

OF

a) Objective: Introduce: Equal comparison. b) Content: - Listen and repeat.

ƠN

- Introduce the grammar point: Equal comparison.

d) Organization of the activity:

NH

c) Expected outcomes: Ss know how to use equal comparison to do some following exercises. TEACHER’S ACTIVITIES

QU Y

Task a. Listen and repeat

STUDENTS’ ACTIVITIES

- Look.

- Play audio (CD1 – Track 76) 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.

KÈ

M

- Have Ss look at the picture using DCR.

Grammar box  Option 1:

- Look and read.

DẠ

Y

- Have Ss look at the grammar explanation and read: Equal comparison

142

L FI CI A OF

- Have Ss look at the examples with different forms and read:

NH

ƠN

- Look and read.

- Briefly explain the grammar point.

- Listen and take notes.

QU Y

- Ask Ss to make sentences with equal comparison - Give feedback and evaluation.  Option 2:

- Make sentences, equal comparison.

DẠ

Y

KÈ

M

- Have Ss look at the picture and read the example.

143

L - Ask Ss to pay attention to the bold words.

NH

2. Which words are used to express comparison in the example?

ƠN

- Ask Ss extra questions: 1. Which runs faster: a bus or a train?

FI CI A

OF

- Look, read.

- Lead to the grammar box, have Ss read the grammar box and the examples.

- Give answers. Expected answers

QU Y

1. a train

KÈ

M

2. “isn’t as fast as”

Y

- Briefly explain the grammar point.

DẠ

- Ask Ss to make sentences with equal comparison, use their own ideas. - Give feedback and evaluation. 144

L FI CI A OF

- Listen and take notes.

ƠN

- Make sentences.

❖ Activity 2: Practice (19’)

NH

a) Objective: Students can use equal comparison correctly. b) Content:

QU Y

- Rewrite sentences using (not) as…as… - Write sentences using the information in the table. c) Expected outcomes: Students can use equal comparison in their speaking. d) Organization of the activity:

STUDENTS’ ACTIVITIES

M

TEACHER’S ACTIVITIES

KÈ

Task b. Rewrite sentences using (not) as…as…

- Look and listen. - Work individually.

- Have Ss rewrite sentences using (not) as…as…

- Write answers on the board.

DẠ

Y

- Demonstrate the activity on DCR, using the example.

- Work in pairs.

Answer keys

- Have Ss work in pairs to check each other’s work. 145

L

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

FI CI A

- Give feedback, correct Ss’ answers if necessary.

- Look and listen.

- Demonstrate the activity on DCR, using the example.

- Work individually.

ƠN

- Have students write sentences using the information in the table.

OF

Task c. Write sentences using the information in the table.

- Work in pairs.

- Call Ss to read or write answers.

NH

- Have Ss check answers with their partners.

- Give answers. Answer keys

DẠ

Y

KÈ

M

QU Y

- Check Ss’ answers, give feedback.

❖ Activity 3: Production (6’)

a) Objective: Students master the grammar point they study in the lesson. 146

L

b) Content: Writing: Make more sentences about transportation from the table. Use the prompts.

FI CI A

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

ƠN

OF

Task d. Make more sentences about transportation from the table. Use the prompts.

- Work in pairs.

- Divide class into pairs.

- Have conversation in pairs.

- Have Ss make more sentences about transportation from the table. Use the prompts.

NH

- Present. - Listen.

QU Y

- Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation.

C. Consolidation and homework assignments (5’)

M

*Consolidation

DẠ

Y

KÈ

- Equal comparison

.

* Homework: 147

- Make 3 sentences, use equal comparison.

L

- Do the exercises in WB: Grammar and Writing (page 41).

FI CI A

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 45). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

D. Reflection

ƠN

a. What I liked most about this lesson today:

OF

- Prepare: Lesson 2.3 – Pronunciation and Speaking (page 57 – SB).

NH

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

DẠ

Y

KÈ

M

QU Y

…………………………………………………………………………… ……………

148

L FI CI A

Date: …………………………………..

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

Period: ………………………….........

ƠN

OF

School: ………………………………………..

UNIT 7: TRANSPORTATION

NH

Lesson 2.3 – Pronunciation and Speaking (page 57)

I. OBJECTIVES

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

QU Y

1.1. Language knowledge and skills

- distinguish and pronounce the cluster /st/ correctly. - talk about means of transport and compare them. - compare different ways to travel.

M

1.2. Competences

KÈ

- improve listening and speaking skills. 1.3. Attributes

- be careful and safe road users.

DẠ

Y

- choose suitable means of transport for travelling.

II. TEACHING AIDS AND LEARNING MATERIALS

149

FI CI A

L

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, pens, pencils, crayons.

III. ASSESSMENT EVIDENCE

- Listen to the words and focus on the underlined letters.

Performance Products - Ss’ performance and answers.

QU Y

NH

ƠN

- Ss’ answers. - Listen to the /st/ sound. Find and note down three more words with the same sound. - Ss’ performance. - Read the words in “c” with the sound noted in “a” to a partner.

- Practice the conversation. Swap roles and repeat.

M

- Practice with your own ideas.

- T’s observation.

- T’s feedback/Peers’ feedback.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance / Presentation.

- T’s feedback/Peers’ feedback.

- Ss’ performance / Presentation.

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

DẠ

Y

KÈ

- You are deciding how to get to Richmond Park. In pairs: Student B, turn to page 121, File 8. Student A, ask your partner about the bus and answer their questions about the train. Then, compare the different ways to travel

Assessment Tools

OF

Performance Tasks

150

- Ss’ performance / Presentation.

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

FI CI A

- Join another pair. Will they use the same type of transportation? Why (not)?

L

and decide how you will get to the park.

OF

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: Introduce the cluster /st/.

NH

c) Expected outcomes: Ss get to know what they are going to study in the new lesson and use them in other speaking activities. d) Organization of the activity:



STUDENTS’ ACTIVITIES

QU Y

TEACHER’S ACTIVITIES Option 1: Introduce the cluster /st/

- Play a video clip to introduce the cluster /st/. - Have Ss watch the video clip and sing.

- Watch and sing together.

KÈ

*Illustration:

M

- Lead to the new lesson:

DẠ

Y

Link: https://www.youtube.com/watch?v=lJbiI-Rc9s

151

L FI CI A OF

 Option 2: Brainstorming

- Close books.

ƠN

- Have Ss close all books. - Divide class into 4 groups.

NH

- Work in groups to write words with letters “st” inside.

QU Y

- Ask Ss to think of words in English containing the letters “st”.

- Call Ss to write answers on the board.

- The group with the most correct answers will be the winner.

M

- Check Ss’ answers, give feedback, announce the winner.

KÈ

- Lead to the new lesson.

Suggested answers

DẠ

Y

Stay, step, first, last, steal, style, stole, stolen, stairs, station, fast, tourist, festival, stamp, stew, stone, stele, astounding, …

152

L FI CI A

B. New lesson (35’) ❖ Activity 1: Pre-Speaking: Pronunciation (7’) a) Objective: Introduce the cluster /st/. b) Content:

OF

- recognize: cluster /st/.

- listen to the /st/ sound. Find and note down three more words with the same sound.

ƠN

- practice.

d) Organization of the activity:

NH

c) Expected outcomes: Ss distinguish and use the cluster /st/ correctly in their speaking. TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

Task a + b. Listen to the words and focus on the underlined letters. - Play the recording (CD1, track 77).

- Listen.

- Ask Ss to listen and focus on the underlined letters.

- Listen again and repeat.

KÈ

M

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

Y

Task c + d. Listen to the /st/ sound. Find and note down three more words with the same sound; then read them

DẠ

- Play the recording (CD 1 – Track 78), have - Listen and give answers. Ss listen to the /st/ sound. Find and note Suggested answers down three more words with the same Stay, step, first, last, steal, style, stole, sound; then read them. 153

FI CI A

L

- Remind Ss to remember words in the warm stolen, stairs, station, fast, tourist, festival, stamp, stew, stone, stele, up activity. astounding, … - Call Ss to give answers. - Play the recording again and check answers as a whole class using DCR. - Give feedback and evaluation.

OF

❖ Activity 2: While-speaking (23’)

a) Objective: Students can talk about means of transport and compare them. b) Content:

ƠN

- Practice the conversation. Swap roles and repeat.

NH

- You are deciding how to get to Richmond Park. In pairs: Student B, turn to page 121, File 8. Student A, ask your partner about the bus and answer their questions about the train. Then, compare the different ways to travel and decide how you will get to the park. c) Expected outcomes: Ss produce the new language successfully.

QU Y

d) Organization of the activity:

TEACHER’S ACTIVITIES PRACTICE

STUDENTS’ ACTIVITIES

M

* Task a. Practice the conversation. Swap roles and repeat.

KÈ

- Demonstrate the activity by practicing the role-play with a student. - Divide the class into pairs.

- Observe, listen.

- Work in pairs.

Y

- Have pairs practice the conversation.

DẠ

- Swap roles and repeat using the ideas on the right. - Have some pairs demonstrate the activity 154

- Swap the roles and repeat.

- Present.

in front of the class.

* Task b. Practice with your own ideas.

FI CI A

L

- Give feedback and evaluation.

- Work in pairs.

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

- Present.

OF

- Have students practice the conversation with their own ideas. Swap roles.

ƠN

- Give feedback and evaluation.

SPEAKING: How Do We Get To The Park?

QU Y

NH

Task a. You are deciding how to get to Richmond Park. In pairs: Student B, turn to page 121, File 8. Student A, ask your partner about the bus and answer their questions about the train. Then, compare the different ways to travel and decide how you will get to the park.

- Demonstrate the activity by practicing the activity with a student. - Observe and listen.

M

- Divide the class into pairs. - Have Student B turn to page 121, File 8.

Y

KÈ

- Work in pairs. - Have students ask and answer to complete the table. - Have students compare the information and choose how they will get to - Do the task. the park.

DẠ

- Call some pairs to answers.

- Give answers.

- Observe, give help if necessary.

Suggested conversation 155

L FI CI A

❖ Activity 3: Production (5’)

a) Objective: Students can have a free talk about means of transport and choose a suitable one for their travelling.

OF

b) Content: Join another pair. Will they use the same type of transportation? Why (not)?

ƠN

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

NH

SPEAKING: How Do We Get To The Park?

QU Y

Task b. Join another pair. Will they use the same type of transportation? Why (not)?

- Join another pair and continue acting out the situation.

- Have students join another pair.

M

- Have students check if they will use the - Present. same or different type of transportation and why.

KÈ

- Have some students share their decisions with the class.

Y

- Give feedback and evaluation.

DẠ

C. Consolidation and homework assignments (5’) * Consolidation: Some words with /st/ sound: stamp, stapler, star, starfish, statue, steak, steam, stem, stick, stingray, stone, stool, stop, stork, strawberry, and stump , … 156

- Practice: reading words with /st/ sound.

FI CI A

- Prepare: Unit 7 - Lesson 3 –Listening and Reading (page 58 – SB).

L

* Homework:

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 44 & 45).

OF

- 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:

NH

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

QU Y

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

DẠ

Y

KÈ

M

…………………………………………………………………………… ……………

157

L FI CI A OF

Date: ……………………………… Period: ……………………….........

NH

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

ƠN

School: ………………………………………..

UNIT 7: TRANSPORTATION

I. OBJECTIVES

QU Y

Lesson 3.1 - Listening and Reading (page 58)

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

M

- talk about transportation.

KÈ

- practice listening and understanding a recording about two types of transportation (for general and specific information).

Y

- read and understand an opinion paragraph about a mean of transportation (for gist and details).

DẠ

1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes 158

- be careful and safe road users.

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

L

- choose suitable means of transport for travelling.

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.

OF

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

III. ASSESSMENT EVIDENCE

ƠN

Performance Products - Let’s Talk: Look at the - Ss’ answers / presentation. pictures. What are the two kinds of transportation? Which would you most like to try? Why? - Ss’ answers - Listening: Listen to

QU Y

NH

Performance Tasks

M

Matt’s vlog about two types of transportation. Which is better for kids?

KÈ

- Listen and tick (✓ ) the advantages for each kind of transportation.

DẠ

Y

- Reading: Look at the opinion paragraph. Who wrote the paragraph? - Now, read and write True or False.

Assessment Tools - T’s feedback/Peers’ 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.

159

- Ss’ answers / presentation.

L

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

FI CI A

-Speaking: Would the Wowscoot be convenient for where you live? Why (not)?

IV. PROCEDURES A. Warm up: (5’)

OF

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.

ƠN

b) Content: Introduce the topic: Two kinds of transportation (monowheel and two wheels).

NH

c) Expected outcomes: Ss have general ideas about the topic “transportation”, which they are going to listen and read in the new lesson. d) Organization of the activity:



STUDENTS’ ACTIVITIES

QU Y

TEACHER’S ACTIVITIES Option 1: Let’s Talk!

Look at the pictures. What are the two kinds of transportation? Which would you most like to try? Why?

KÈ

M

- Use the “Let’s talk!” part in the textbook– page 58 for warm-up activity. - Work in pairs to discuss.

Y

- Ask Ss to work in pairs to look at the pictures and answer the questions: What are the two kinds of transportation? Which would you most like to try? Why?

DẠ

- Call Ss to share their answers with the whole class. - Present.

- Give feedback and evaluation. 160

FI CI A

L

- Lead to the new lesson.  Option 2: - Show 2 pictures.

- Have Ss find the basic difference between 2 groups of vehicles.

- Look at the pictures and find the basic difference between 2 groups of vehicles.

OF

- Have Ss look at the 2 pictures of 2 groups of vehicles.

- Call Ss to give answers.

- Give answers.

ƠN

- Give feedback and lead to the new lesson: There are 2 kinds of transportation mentioned in the new lesson today.

NH

*Illustration

- Listen and answer.

KÈ

Picture 2:

M

QU Y

Picture 1:

Suggested answers

Y

- Picture 1: Vehicles with only 1 wheel

DẠ

- Picture 2: Vehicles with 2 wheels

161

B. New lesson (35’)

b) Content:

FI CI A

a) Objective: Students can develop their listening skill.

L

❖ Activity 1: Listening (17’)

- Listen to Matt’s vlog about two types of transportation. Which is better for kids? - Listen and tick (✓ ) the advantages for each kind of transportation.

OF

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

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

NH

Task a. Listen to Matt’s vlog about two types of transportation. Which is better for kids? - Have Ss read the question.

ƠN

d) Organization of the activity:

- Listen and guess the answer.

QU Y

- Play audio (CD1 - Track 79).

- Read.

- Have Ss listen and circle the correct answer.

- Listen and circle the correct answer.

- Call Ss to give answer, explain.

- Give answer, explain.

M

- Play the audio again and check the answer as a whole class using DCR.

Y

KÈ

Answer keys

DẠ

Task b. Listen and tick (✓ ) the advantages for each kind of transportation. - Have Ss read through the content in Task 162

- Read, find and underline the key

b first, underline the key words.

words.

L

- Play the audio again (CD1 - Track 79).

- Listen and tick (✓ ) the advantages for each kind of transportation.

- Have Ss check answers with their partners.

- Exchange answers.

FI CI A

- Have Ss listen and tick (✓ ) the advantages for each kind of transportation.

OF

- Call Ss to give answers, explain. - Check answers as a whole class using DCR.

- Give answers.

QU Y

NH

ƠN

Answer keys

❖ Activity 3: Reading (18’)

a) Objective: Students can develop their reading skill.

M

b) Content:

- Look at the opinion paragraph. Who wrote the paragraph?

KÈ

- Now, read and write True or False. - Would the Wowscoot be convenient for where you live? Why (not)?

Y

c) Expected outcomes: Students can read an opinion paragraph for gist and detail, and they can give their opinion about a type of transport.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES 163

L

Task a. Look at the opinion paragraph. Who wrote the paragraph?

FI CI A

- Have Ss read the content in Task a. - Ask Ss to scan the paragraph to choose the correct answer.

- Scan the article to choose the correct answer.

- Have Ss underline the supporting ideas.

- Underline the supporting ideas.

- Check answers as a whole class using DCR.

- Give answer.

OF

- Call a student to give answer.

NH

ƠN

Answer keys

- Read and underline the key words.

Task b. Now, read and write True or False.

- Read the article again for details.

- Have Ss read the article again and write True or False.

- Exchange answers.

QU Y

- Have Ss read the content in Task b and underline the key words.

- Have Ss check their answers with a partner.

M

- Give answers. Answer keys

KÈ

- Call Ss to give answers.

DẠ

Y

- Check answer as a whole class using DCR.

- Discuss in pairs. - Present. 164

L FI CI A

Task c. Speaking: In pairs: Would the Wowscoot be convenient for where you live? Why (not)? - Have Ss discuss the questions in pairs.

- Give feedback and evaluation.

ƠN

C. Consolidation and homework assignments (5’)

OF

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

*Consolidation: *Homework

NH

- Do the exercises in WB: Listening and Reading (page 42). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 46).

QU Y

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 7 - Lesson 3 – Writing and Speaking (page 59 – SB).

M

D. Reflection

a. What I liked most about this lesson today:

DẠ

Y

KÈ

…………………………………………………………………………… …………… q. What I learned from this lesson today: …………………………………………………………………………… …………… c. What I should improve for this lesson next time: …………………………………………………………………………… …………… 165

L FI CI A OF ƠN

Date: ………………………………..

NH

School: ………………………………………..

Period: ……………………….........

QU Y

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

UNIT 7: TRANSPORTATION

Lesson 3.2 – Speaking and Writing (page 59)

M

I. OBJECTIVES

KÈ

By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - use some phrases to give opinion (In my opinion, ... / I think …).

Y

- discuss different kinds of transportation for kids.

DẠ

- write an opinion paragraph about why every kid in their town should have a type of transportation. 1.2. Competences 166

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

- be careful and safe road users. - choose suitable means of transport for travelling.

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

L

1.3. Attributes

OF

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

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

M

QU Y

- Speaking: Your town is going to buy one type of transportation for all the kids. In pairs: Look at the pictures. Discuss the different kinds of transportation and choose one for the kids in your town.

Performance Products - Ss’ answers / presentation.

NH

Performance Tasks

Y

KÈ

- Choose one of the products above or make up your own. Use your own ideas to fill in the table.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

DẠ

- Writing: Read about writing opinion paragraphs. Then, read Tony’s paragraph again

- Ss’ answers / presentation.

167

IV. PROCEDURES

FI CI A

OF

- T’s observation and feedback.

NH

paragraph about why every kid in your town should have this type of transportation. Use the Feedback form to help you. Write 60 to 80 words.

- T’s feedback/Peers’ feedback.

ƠN

- Write full sentences using - Ss’ answers. the prompts. Then, number the sentences (1–4) to match them with the parts of an opinion paragraph. Use the skill box to help you. - Ss’ answers. - Now, write an opinion

L

and underline the reason he gives.

QU Y

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.

M

b) Content: Introduce Mean of transport / Review the old lesson.

KÈ

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

Y

TEACHER’S ACTIVITIES

DẠ

Option 1: Drawing (for this Warm up activity, T can ask Ss to prepare at home before the lesson.) 168

- Have each group draw a future mean of transport, using their imagination (Ss prepare at home).

L

- Work in groups.

- Vote.

- Have Ss hang their picture on the board. - Give feedback and evaluation.

- Listen.

OF

- Have the whole class vote for the best picture.

FI CI A

- Divide class into 4-5 groups.

- Lead to the new lesson: Writing an opinion paragraph about a mean of transport.

ƠN

- Close books.

 Option 2: Multiple choice

NH

- Have Ss close books.

- Work in pairs.

- Give Ss some multiple-choice questions (basing on the opinion paragraph of Tony Thompson on page 58).

- Listen.

QU Y

- Have Ss work in pairs to give answers. - Check Ss’ answers, give feedback and evaluation. - Lead to the new lesson.

M

*Multiple choice question:

KÈ

Answer keys

DẠ

Y

1. 2. 3. 4. 5.

169

A C B A A

L FI CI A

❖ Activity 1: Pre-Writing (Speaking) (8’)

OF

B. New lesson (35’)

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

ƠN

b) Content:

NH

- Speaking: Your town is going to buy one type of transportation for all the kids. In pairs: Look at the pictures. Discuss the different kinds of transportation and choose one for the kids in your town. - Choose one of the products above or make up your own. Use your own ideas to fill in the table.

QU Y

c) Expected outcomes: Ss have more ideas and language for their writing. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

KÈ

M

Task a. In pairs: Your town is going to buy one type of transportation for all the kids. In pairs: Look at the pictures. Discuss the different kinds of transportation and choose one for the kids in your town.

Y

- Divide the class into pairs.

DẠ

- Have students look at the pictures and discuss the questions.

- Work in pairs.

- Go round and support Ss if necessary. 170

- Present.

L

- Have some students share their ideas with the class.

FI CI A

- Give feedback and evaluation.

Task b. Choose one of the products above or make up your own. Use your own ideas to fill in the table.

- Discuss and fill in the table.

ƠN

- Go round and give help if necessary.

OF

- Have students choose one of the products above or make up their own. Use their own ideas to fill in the table.

- Have Ss exchange their answers with another pair.

NH

- Exchange.

❖ Activity 2: While - Writing (22’)

a) Objective: Students can develop their writing skill.

QU Y

b) Content: - Read about writing opinion paragraphs. Then, read Tony’s paragraph again and underline the reason he gives.

M

- Write full sentences using the prompts. Then, number the sentences (1–4) to match them with the parts of an opinion paragraph. Use the skill box to help you.

KÈ

- Now, write an opinion paragraph about why every kid in your town should have this type of transportation. Use the Feedback form to help you. Write 60 to 80 words.

Y

c) Expected outcomes: Students can write an opinion paragraph, using right format and rich vocabularies.

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Read about writing opinion 171

FI CI A

L

paragraphs. Then, read Tony’s paragraph again and underline the reason he gives. -Briefly explain the Writing skill box and have some Ss read it aloud.

- Listen and read.

- Have Ss read Tony’s paragraph again (page 58) and underline the reason he gives.

OF

-Work in pairs.

- Have Ss check their answers with a partner.

- Exchange their answers with a partner.

- Call Ss to give answers.

ƠN

- Give answers. Answer keys

KÈ

M

QU Y

NH

- Check answer as a whole class using DCR.

DẠ

Y

Task b. Write full sentences using the prompts. Then, number the sentences (1–4) to match them with the parts of an opinion paragraph. Use the skill box to help you.

- Read the prompts and write full sentences. Then, number the sentences (1–4) to match them with the parts of an opinion paragraph.

- Have students read the prompts.

- Exchange answers. - Read answers.

172

Answer keys

FI CI A

L

- Have students write full sentences using the prompts. Then, number the sentences (1–4) to match them with the parts of an opinion paragraph. - Remind Ss to use information in the skill box.

OF

- Have students check their answers with a partner.

ƠN

- Check answer as a whole class using DCR.

NH

- Do the writing part.

QU Y

-Write.

KÈ

M

*Let’s Write: Write an opinion paragraph about why every kid in your town should have this type of transportation. Use the Feedback form to help you. Write 60 to 80 words. - Draw Ss’ attention to the feedback form.

DẠ

Y

- Have Ss use their notes in speaking part and the instruction in the Writing box to write an opinion paragraph about why every kid in your town should have this type of transportation. - Go round, observe and give help if 173

necessary.

FI CI A

L

- Have some Ss write their paragraph on the board. ❖ Activity 3: Post - Writing (5’)

a) Objective: Help Ss realize their mistakes in writing and correct them.

OF

b) Content: Correcting Ss’ writings.

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

NH

- Give feedback, correct Ss’ mistakes.

ƠN

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.

QU Y

- 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

Y

KÈ

M

+ the punctuation and the spelling

DẠ

C. Consolidation and homework assignments (5’) * Consolidation: - Writing Skill 174

L FI CI A OF ƠN

* Homework

- Finish the writing part.

NH

- Remember how to write a paragraph to give opinion.

- Do the exercises in WB: Writing part, page 43.

QU Y

- Complete grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 47). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

KÈ

D. Reflection

M

- Prepare: Unit 7 – Review, pages 102, 103.

a. What I liked most about this lesson today:

DẠ

Y

…………………………………………………………………………… …………… r. What I learned from this lesson today: …………………………………………………………………………… …………… c. What I should improve for this lesson next time: 175

QU Y

NH

ƠN

OF

FI CI A

L

…………………………………………………………………………… ……………

Date: ………………………………..

M

School: ………………………………………..

Period: ………………………..........

UNIT 7: TRANSPORTATION Lesson 4 – Review (pages 102, 103)

DẠ

Y

KÈ

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

I. OBJECTIVES By the end of the lesson, Ss will be able to: 176

1.1. Language knowledge and skills

FI CI A

L

- review words about personal belongings and means of transportation (customs, passport, suitcase, baggage claim, boarding pass, frequent, sunglasses, subway, …) and talk about them. - review grammar: possessive pronouns, order of adjectives, equal comparison.

- pronoun the ending sounds correctly: “s” endings.

OF

- review: describe and identify personal belongings, compare different types of transportation.

- put stress on nouns and adjectives with two and three syllables. 1.2. Competences

ƠN

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

NH

1.3. Attributes

- have positive attitude in English language learning so that they actively participate in all classroom activities.

QU Y

- review the old lesson and have good preparation for the second mid -term test.

II. TEACHING AIDS AND LEARNING MATERIALS

M

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.

KÈ

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

III. ASSESSMENT EVIDENCE

DẠ

Y

Performance Tasks

- Listening: You will hear a man talking about transportation in London.

Performance Products - Ss’ answers.

177

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

FI CI A

L

Listen and fill in the blanks. You will hear the information twice.

- T’s feedback/Peers’ feedback.

- Vocabulary: Match the - Ss’ answers. words with the descriptions. - Ss’ answers. - Grammar: Circle the

- T’s feedback/Peers’ feedback.

NH

- Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback.

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

KÈ

M

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.

ƠN

correct words. - Write sentences using the prompts.

OF

- Ss’ answers.

- Reading: Read the email about a trip to an amusement park. Write one word for each blank.

IV. PROCEDURES A. Warm up: (5’)

DẠ

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: Review: Means of transport. c) Expected outcomes: Ss are ready for the new lesson. 178

d) Organization of the activity:

Option 1: Find the differences

- Have Ss look at 2 pictures and find the differences between them (in 2 minutes).

FI CI A



STUDENTS’ ACTIVITIES

L

TEACHER’S ACTIVITIES

- Correct Ss’ pronunciation if necessary.

- Give answers.

- Lead to the new lesson. *Illustration:

- Listen.

Suggested answer

QU Y

NH

ƠN

Picture 1:

OF

- Call Ss to give answers.

- Look at the pictures and find the differences.

Y

KÈ

M

Picture 2

DẠ

 Option 2: Review: Means of Transport - Have Ss work in groups to list means of 179

transport as many as possible.

FI CI A

L

- Call Ss to give answers, then pronounce the words and give meaning. - Correct Ss’ pronunciation if necessary. - Lead to the new lesson.

- Work in groups, list means of transport.

- Listen.

OF

- Give answers, pronounce the words.

M

QU Y

NH

ƠN

Some suggested answers

B. New lesson (35’)

KÈ

❖ Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill.

Y

b) Content:

DẠ

- You will hear a man talking about transportation in London. Listen and fill in the blanks. You will hear the information twice. c) Expected outcomes: Ss listen in details and get familiar with the listening test format. 180

d) Organization of the activity: STUDENTS’ ACTIVITIES

L

TEACHER’S ACTIVITIES

FI CI A

You will hear a man talking about transportation in London. Listen and fill in the blanks. You will hear the information twice. - Have Ss read through the listening part.

- Have Ss check answers with pairs, then read answers

Answer keys

QU Y

NH

- Check answers as a whole class using DCR.

- Listen and read answers.

ƠN

- Play the audio (CD 2 – Track 41). Have Ss listen and choose the correct answer.

- Read in silence.

OF

- Demonstrate the activity on DCR by using the example.

❖ Activity 2: Reading (7’)

a) Objective: Students can improve their reading skill.

M

b) Content:

KÈ

- Read the email about a trip to an amusement park. Write one word for each blank. c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.

Y

d) Organization of the activity: STUDENTS’ ACTIVITIES

DẠ

TEACHER’S ACTIVITIES

Read the email about a trip to an amusement park. Write one word for each blank. 181

- Observe and listen.

- Have Ss look and read, then choose the correct answer, underline the supporting ideas for their answers.

- Work individually.

FI CI A

L

- Demonstrate the activity on DCR by using the example.

- Call Ss to give answers, explain.

- Give answers, explain.

- Give feedback and evaluation.

NH

❖ Activity 3: Vocabulary (7’)

ƠN

OF

Answer keys

a) Objective: Ss can review vocabulary about personal belongings. b) Content: Match the words with the descriptions.

QU Y

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

M

Match the words with the descriptions. - Read the sentences.

KÈ

- Have Ss read the sentences. - Ask Ss to work in pairs match the words with the descriptions.

- Work in pairs to match.

DẠ

Y

- Have Ss give answers, tell the meaning of - Give answers. the words /phrase again. Answer keys - Check answers as a whole class using DCR.

182

L FI CI A

❖ Activity 4: Grammar (10’)

OF

a) Objective: Ss can review the use of English: possessive pronouns, order of adjectives, equal comparison. b) Content: - Circle the correct words.

ƠN

- Write sentences using the prompts.

d) Organization of the activity:

NH

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing.

TEACHER’S ACTIVITIES

QU Y

Task a. Circle the correct words.

STUDENTS’ ACTIVITIES

- Work individually.

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

- Work in pairs.

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

- Give answers.

M

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

KÈ

Answer keys

DẠ

Y

- Check answers as a whole class using DCR.

- Work individually.

183

FI CI A

L

- Work in pairs.

Task b. Write sentences using the prompts

- Give answers.

Answer keys

- Ask Ss to read the prompts.

OF

- Have Ss write sentences using the prompts. - Have Ss work in pairs to check each other’s work.

QU Y

NH

- Check answers as a whole class using DCR.

ƠN

- Call Ss to give answers.

❖ Activity 5: Pronunciation (4’)

a) Objective: Ss can review the stress of nouns and adjectives with 2 and 3 syllables, last consonant of “s” endings.

M

b) Content:

KÈ

- Circle the word that has the underlined part pronounces differently from the others. - Circle the word that differs from the other three in the posit ion of primary stress in each of the following questions.

Y

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

DẠ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Circle the word that has the 184

L

underlined part pronounced differently from the others.

FI CI A

- Review.

- Have Ss distinguish 3 ways to pronoun “s” endings (review).

- Work individually.

- Ask Ss to work individually to circle the answer.

- Work in pairs. - Give answers.

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

OF

Answer keys

NH

- Give feedback, correct Ss’ pronunciation if necessary.

ƠN

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

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.

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

- Listen.

- Work individually.

- Work in pairs.

M

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

KÈ

- Give answers. Answer keys

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

DẠ

Y

- Give feedback, correct Ss’ pronunciation if necessary.

185

L FI CI A

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

OF

* Grammar of Unit 7: Possessive pronouns, order of adjectives, equal comparison.

* Homework:

NH

- Review vocabulary, grammar of unit 7.

ƠN

* Vocabulary of Unit 7: Words about personal belongings and means of transportation (customs, passport, suitcase, baggage claim, boarding pass, frequent, sunglasses, subway, …).

- Do the exercises in WB: Review of Unit 7 (page 68).

QU Y

- Prepare: Unit 8 – New words and Reading (page 60 – SB).

D. Reflection

a. What I liked most about this lesson today:

KÈ

M

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

DẠ

Y

…………………………………………………………………………… ……………

186

L FI CI A OF ƠN NH

Date: …………………………………..

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

Period: ………………………….........

QU Y

School: ………………………………………..

UNIT 8: FESTIVALS AROUND THE WORLD

M

Lesson 1.1 – New words and Reading (page 60)

KÈ

I. OBJECTIVES

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

DẠ

Y

- know some new words about festivals around the world. (bonfire, race, lantern, competition, sculpture, water fight, hot-air balloon). - talk about festivals around the world and their activities. - read an article about 2 festivals in Japan and Australia to understand general and specific information. 187

1.2. Competences

1.3. Attributes - be active to take part in outdoor activities. - respect cultures of other countries in the world.

OF

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

L

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

ƠN

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, pictures.

III. ASSESSMENT EVIDENCE Performance Tasks

Performance Products - Ss’ answers.

QU Y

- Number the pictures.

NH

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

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

- Ss’ answers/ presentation.

- T’s observation / feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Speak: Would you like - Ss’ answers/ to visit the Sapporo Snow presentation.

- T’s feedback/Peers’ feedback.

- Listen and repeat.

M

- Say which of these you'd like to see or try.

KÈ

- Read the article and choose the best title.

DẠ

Y

- Read and answer the questions.

188

FI CI A

L

Festival or the Melbourne Moomba Waterfest? Why?

IV. PROCEDURES A. Warm up: (5’)

b) Content: Introduce words about festivals.

OF

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.

ƠN

c) Expected outcomes: Ss have general ideas about the topic of the new lesson: Festivals around the world.

NH

d) Organization of the activity: TEACHER’S ACTIVITIES

Option 1: Number the pictures. Listen and repeat.

QU Y



STUDENTS’ ACTIVITIES

- Use the “New words” part a– page 60 for the warm-up activity.

Y

KÈ

M

- Work in pairs to number the - Show words and pictures using DCR, have Ss look pictures. and number the pictures (in pairs).

DẠ

- Call Ss to give answers. - Give feedback and show correct answers using DCR. 189

- Correct Ss’ pronunciation if necessary.

- Give answers.

- Listen.

FI CI A

- Play the audio (CD2 – Track 01), have Ss listen and repeat

L

- Lead to the new lesson.

- Listen and repeat.

ƠN

OF

Answer keys

 Option 2: Sapporo Snow Festival, Japan

- Then, ask Ss some questions: 1 What can you see in the clip?

NH

- Have Ss watch a video clip about Sapporo Snow Festival, Japan.

- Watch a video clip about Sapporo Snow Festival, Japan.

QU Y

2 Are there many people in this festival? 3 What’s the weather like in Sapporo Snow Festival? - Give answers. - Listen.

KÈ

- Give feedback.

M

- Call Ss to give answers.

- Introduce the new lesson: Festivals around the word.

Y

*Illustration:

DẠ

Suggested link: https://www.youtube.com/watch?v=D7a5mUGSnLU

Suggested answers

1. I can see the ice sculpture, much snow in the clip. 190

L

2. There are many people in this festival.

OF

FI CI A

3. The weather is very cold with snow and ice.

B. New lesson (35’)

ƠN

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

a) Objective: Ss know some words about festivals around the world.

NH

b) Content:

- Vocabulary study: bonfire, race, lantern, competition, sculpture, water fight, hotair balloon, … - Number the pictures. Listen and repeat.

QU Y

- Speaking: Say which of these you'd like to see or try. 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

M

TEACHER’S ACTIVITIES

KÈ

Task a. Number the pictures. Listen and repeat.

Y

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

DẠ

- Demonstrate the activity on DCR, using the example. - Have Ss look at the pictures and phrases, then number the pictures. 191

- Look and listen.

- Work individually.

L

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). - Check answers as a whole class using DCR.

- Listen and repeat.

Answer keys

- Play audio (CD2 – Track 01). Have Ss listen and repeat.

ƠN

OF

- Correct Ss’ pronunciation.

NH

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

QU Y

- Have Ss review the words in they have known in the warmup activity by giving a matching exercise. (T uses different pictures from those in the text book.)

- Work in pairs. - Give answers.

- Read.

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

- Listen.

M

- Have Ss do the matching in pairs and give the meaning of the words.

KÈ

- Check answers as a whole class. - Call some Ss to read the words again. - Play audio (CD2 – Track 01). Have Ss listen and repeat.

DẠ

Y

- Correct Ss’ pronunciation. *Illustration:

192

L FI CI A

Matching: Answer keys 2B

3D

4A

NH

Task b. Say which of these you'd like to see or try.

ƠN

OF

1C

- Have pairs discuss and say which of these they'd like to see or try.

QU Y

- Remind Ss to use the phrase: I’d like to …

- Work in pairs.

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

- Present.

KÈ

M

Sample answers

Y

❖ Activity 2: While - Reading (18’)

DẠ

a) Objective: Students can develop their reading skill. b) Content: - Read the article and choose the best title. 193

5E

- Read and answer the questions.

FI CI A

L

c) Expected outcomes: Students can read an article and understand more about 2 famous festivals in the world. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

- Read answers, explain.

NH

- Remind Ss to underline or highlight the keywords or supporting ideas for their answers.

- Work individually.

ƠN

- Ask Ss to scan the article, then choose the best title.

OF

Task a. Read the article and choose the best title.

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

M

QU Y

- Give feedback and correct Ss’ answers if necessary.

Answer keys

KÈ

- Read, underline the key words.

Task b. Read and answer the questions.

Y

- Have Ss look at questions and underline the key words.

DẠ

- Have Ss work in pairs to answer the questions. Remind Ss to use short answers for each question. - Elicit answers from different pairs. 194

- Work in pairs to answer the questions.

- Read answers. Answer keys

FI CI A

L

- Give feedback and evaluation.

OF

❖ Activity 3: Post - Reading (5’)

a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill.

ƠN

b) Content: Speaking: Would you like to visit the Sapporo Snow Festival or the Melbourne Moomba Waterfest? Why?

d) Organization of the activity:

NH

c) Expected outcomes: Students can talk about a festival they would like to visit.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

Task c. In pairs: Would you like to visit the Sapporo Snow Festival or the Melbourne Moomba Waterfest? Why? - Have Ss work in pairs to answer the questions.

- Discuss in pairs.

M

- Go round and give help if necessary.

KÈ

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

- Present.

- Listen.

Y

- Give feedback and evaluation.

DẠ

C. Consolidation and homework assignments (5’) * Consolidation: - Words about festivals around the world (bonfire, race, lantern, competition, sculpture, water fight, hot-air balloon, …). 195

* Homework:

L

- Learn the new words by heart.

FI CI A

- Practice talking about your favorite festival.

- Do the exercises in WB: New words + Reading (pages 44 - 45).

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 48).

OF

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

ƠN

- Prepare: Unit 8 - Lesson 1.2 – Grammar (page 61 – SB).

D. Reflection

a. What I liked most about this lesson today:

QU Y

NH

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

DẠ

Y

KÈ

M

…………………………………………………………………………… ……………

196

L FI CI A OF ƠN

Date: ………………………………..

NH

School: ………………………………………..

Period: ………………………….........

QU Y

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

UNIT 8: FESTIVALS AROUND THE WORLD Lesson 1.2 - Grammar (page 61)

M

I. OBJECTIVES

KÈ

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

Y

- listen to and understand a short conversation of 2 people asking and answering about the time of a festival.

DẠ

- use Future Simple correctly. - talk about a festival. (time, activities, what to see, what to hear, …). 1.2. Competences 197

- improve speaking, listening skills.

1.3. Attributes - be active to take part in outdoor activities. - respect cultures of other countries in the world.

OF

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

L

- improve the use of English.

ƠN

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.

III. ASSESSMENT EVIDENCE Performance Tasks

Performance Products

- Ss’ performance.

QU Y

- Listen and repeat.

NH

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

- Study the grammar box. - Ss’ answers/ presentation.

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

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Circle the correct words.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

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

KÈ

M

- Fill in the blanks with the Future Simple.

DẠ

Y

- Speak: Ask and answer about the next Up Helly Aa using the prompts below.

IV. PROCEDURES A. Warm up: (5’) 198

FI CI A

L

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 about festival / Introduce: The fire festival in Lerwick, Scotland: Up Helly Aa.

c) Expected outcomes: Ss review old words which are very useful for them in the new lesson.

OF

d) Organization of the activity: TEACHER’S ACTIVITIES

Option 1: Jumbled words

ƠN



STUDENTS’ ACTIVITIES

- Have Ss close books and notebooks.

- Close books and notebooks.

- Call Ss to give answers.

- Give answers.

QU Y

- Check Ss’ answers, give feedback.

- Work in pairs.

NH

- Have Ss unscramble the letters to make words and phrases.

- Have Ss make sentences, using the words they have just made. - Lead to the new lesson.

Answers keys 1. hot -air balloon

M

*Illustration:

- Make sentences.

KÈ

2. bonfire 3. sculpture 4. (eating) competition

Y

5. lantern

DẠ

6. race

 Option 2: The fire festival in Lerwick, Scotland: Up Helly Aa 199

L

- Have Ss close all books and notebooks.

FI CI A

- Let Ss watch a video clip about the fire festival in Lerwick, Scotland: Up Helly Aa, which they are going to read in the new lesson. - Ask Ss:

- Close books and notebooks.

1 What do you know about this festival?

OF

2 What do you think about this festival?

- Watch a video clip about the file festival in Lerwick, Scotland: Up Helly Aa.

ƠN

- Call Ss to give answers. - Give feedback. - Lead to the new lesson.

NH

*Illustration

Y

KÈ

M

QU Y

Suggetsed link: - Give answers. https://www.youtube.com/watch?v=3oXSdNZ0 R1I - Listen and write the new lesson.

DẠ

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

a) Objective: Introduce: Future Simple. 200

b) Content:

L

- Listen and repeat.

FI CI A

- Introduce the grammar points.

c) Expected outcomes: Ss know the new grammar points “Future Simple” and use them in some exercises that follow. d) Organization of the activity:

STUDENTS’ ACTIVITIES

OF

TEACHER’S ACTIVITIES Task a. Listen and repeat.

- Look.

- Play audio (CD2 – Track 02) 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.

NH

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

Option 1:

QU Y

- Have Ss look at the grammar explanation and read: Future Simple.

M

- Look and read.

Y

KÈ

- Have Ss read the examples:

DẠ

- Read examples of different forms.

201

L

- Explain more about “Future Simple” and its form, usage.

FI CI A

- Ask Ss to make more sentences using “Future Simple”. - Give feedback and evaluation.

Option 2:

- Give more examples.

NH

ƠN

- Have Ss look at the sentences in the speech bubbles in Task a and read them again.

OF



- Listen and take notes.

QU Y

- Look and read.

- Have Ss make comments on the words in bold (It’ll)

KÈ

M

- Ask Ss some questions: 1 What does “ ’ll” stand for?

DẠ

Y

2 When is the festival in the conversation? In the past, present or in the future?

- Call Ss to give answers. - Give feedback. 202

L

- Then, lead to the grammar box, briefly explain the way to use “Future Simple”.

- Comment.

FI CI A

- Have Ss read the grammar box and examples.

Expected answers

OF

1. It stands for “will” (abbreviation of will)

NH

ƠN

2. In the future

- Ask Ss to make more sentences using “Future Simple” .

QU Y

- Give feedback and evaluation.

DẠ

Y

KÈ

M

- Read.

203

L FI CI A

- Give more examples.

- Listen.

OF

❖ Activity 2: Practice (19’)

a) Objective: Students can use “Future Simple” to do the given exercises.

- Fill in the blanks with the Future Simple. - Circle the correct words.

ƠN

b) Content:

QU Y

d) Organization of the activity:

NH

c) Expected outcomes: Students can get used to the usage of “Future Simple” and use them correctly.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task b. Fill in the blanks with the Future Simple.

- Look and listen. - Work individually.

- Have Ss fill in the blanks with the Future Simple.

- Write answers.

KÈ

M

- Demonstrate the activity on DCR, using the example.

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

- Work in pairs.

Y

Answer keys

DẠ

- Have some Ss share their answers with the whole class. - Give feedback, correct Ss’ answers if 204

FI CI A

L

necessary.

- Look and listen.

- Work individually. Task c. Circle the correct words. - Demonstrate the activity using the example.

OF

- Work in pairs.

- Have students circle the correct words.

- Read answers, explain. Answer keys

QU Y

NH

- Have some students share their answers with the class.

ƠN

- Have pairs check each other's work.

❖ Activity 3: Production (6’)

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

M

b) Content: Speaking: Ask and answer about the next Up Helly Aa using the prompts below.

KÈ

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point in the lesson in everyday speaking and writing. d) Organization of the activity: STUDENTS’ ACTIVITIES

Y

TEACHER’S ACTIVITIES

DẠ

Task d. In pairs: Ask and answer about the next Up Helly Aa using the prompts below.

205

- Have Ss take turns asking their partner about the luggage. Use the prompts. - Present.

- Give feedback and evaluation.

- Listen.

L

NH

* Consolidation: The Future Simple

ƠN

C. Consolidation and homework assignments (5’)

OF

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

FI CI A

- Have conversation in pairs.

- Divide class into pairs.

QU Y

* Homework:

- Make 2 sentences using the Future Simple. - Do the exercises in WB: Lesson 1 – Grammar & Writing (page 45). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 49).

KÈ

M

- 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 62 – SB).

Y

D. Reflection

DẠ

a. What I liked most about this lesson today: …………………………………………………………………………… …………… u. What I learned from this lesson today: 206

FI CI A

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

L

…………………………………………………………………………… ……………

M

QU Y

NH

ƠN

OF

…………………………………………………………………………… ……………

Date: …………………………………..

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

Period: ………………………….........

DẠ

Y

KÈ

School: ………………………………………..

UNIT 8: FESTIVALS AROUND THE WORLD Lesson 1.3 – Pronunciation and Speaking (page 62) 207

I. OBJECTIVES

L

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

FI CI A

1.1. Language knowledge and skills

- distinguish and put stress on the syllable before “consonant + -ian” in nationalities ending in “-ian”.

- ask and answer about festivals (name, time, venue, activities, ticket prices).

OF

- plan a festival (name, location, date, activities and performers, ticket prices). 1.2. Competences - improve listening and speaking skills.

ƠN

1.3. Attributes - be active to take part in outdoor activities.

NH

- respect cultures of other countries in the world.

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.

M

2. Students’ aids: Student’s book, workbook, notebook, paper, colored pencils (crayons), rubbers.

III. ASSESSMENT EVIDENCE

KÈ

Performance Tasks

DẠ

Y

- Listen to the words and focus on the underlined letters. - Listen and cross out the word that doesn’t follow the note in “a”.

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

208

Assessment Tools - T’s observation.

- T’s feedback/Peers’ feedback.

- Join two other pairs. Tell them about your festival and discuss to choose the best festival.

IV. PROCEDURES

- Ss’ performance / Presentation.

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

FI CI A

L

- T’s feedback/Peers’ feedback.

- Ss’ performance / Answers.

- T’s feedback/Peers’ feedback.

QU Y

A. Warm up: (5’)

- Ss’ performance.

OF

- You're planning a new festival for your town. In pairs: Discuss and fill in the table with the details of your festival.

- T’s feedback/Peers’ feedback.

ƠN

- Practice the conversation. Swap roles and repeat.

- Ss’ performance.

NH

- Read the words with the stress noted in “a” with a partner.

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.

M

b) Content: Vocabulary: Nationalities ending in “-ian” / Names of some festivals in the world.

KÈ

c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities. d) Organization of the activity:

Option 1: Cool pair matching: Nationalities ending in “-ian”

DẠ



STUDENTS’ ACTIVITIES

Y

TEACHER’S ACTIVITIES

- Have Ss close all books.

- Close all books. 209

L

- Have Ss take part in the game: Cool pair matching (Find 6 pairs: pictures and nationalities).

FI CI A

- Work in groups or pairs, then give answers.

- Have Ss read answers. - Check Ss’ answers, give feedback. - Lead to the new lesson: How to put stress on nationalities ending in “-ian”.

Answer keys

NH

ƠN

OF

*Illustration:

QU Y

Option 2: Names of some festivals in the world.

- Form groups.

- Divide class into 4-5 groups.

- Work in groups to take part in the game.

M

- Have Ss in each group discuss and write names of some festivals in the word they know (in 2 minutes).

- Write answer on the board.

KÈ

- Have Ss write answers on the board. - Check Ss’ answers.

DẠ

Y

- The group which has the most correct answers will be the winner. (T also checks spelling).

- Listen.

- Announce the winner and give a small present.

*Suggested festivals around the words 210

.

- Lunar New Year

L

- Diwali

FI CI A

- Lead to the new lesson.

- Water Festival - Rock in Rio

- Burning man

- Cannes Film Festival

OF

- La Tomatina Festival

- Gilroy Garlic Festival

ƠN

…

B. New lesson (35’)

NH

❖ Activity 1: Pre-Speaking: Pronunciation (8’)

a) Objective: Introduce: stress on the syllable before “consonant + -ian” in nationalities ending in “-ian”.

QU Y

b) Content:

- recognize: stress on the syllable before “consonant + -ian” in nationalities ending in “-ian”. - listen and check, cross out the word that doesn’t follow the note in “a”. - practice.

KÈ

M

c) Expected outcomes: Ss distinguish and put stress on the syllable before “consonant + -ian” in nationalities ending in “-ian” in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

DẠ

Y

Task a + b. Listen to the words and focus on the underlined letters. - Play the recording (CD2, track 03) using DCR. 211

- Listen.

- Listen again and repeat.

FI CI A

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

Task c + d. Listen and cross out the word that doesn’t follow the note in “a”.

OF

- Play the recording (CD 2 – Track 04), have Ss listen and cross out the option that doesn’t follow the note in “a”. - Call Ss to give answers.

ƠN

- Listen and give answers. Answer keys

NH

- Play the recording again and check answers as a whole class using DCR. - Give feedback and evaluation.

L

- Ask Ss to listen and focus on the underlined letters.

QU Y

❖ Activity 2: While-speaking (22’)

a) Objective: Students can talk about festivals. b) Content:

- Practice the conversation. Swap roles and repeat.

M

- You're planning a new festival for your town. In pairs: Discuss and fill in the table with the details of your festival.

KÈ

- Join two other pairs. Tell them about your festival and discuss to choose the best festival. c) Expected outcomes: Ss produce the new language successfully.

DẠ

Y

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

PRACTICE 212

- Divide the class into pairs.

FI CI A

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

L

* Practice the conversation. Swap roles and repeat. - Observe, listen.

- Work in pairs.

- Have pairs practice the conversation.

OF

- Swap roles and repeat using the ideas on the right. - Observe, give help if necessary.

SPEAKING: The Best Festival

NH

- Give feedback and evaluation.

- Present.

ƠN

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

QU Y

Task a. You're planning a new festival for your town. In pairs: Discuss and fill in the table with the details of your festival.

M

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

- Observe and listen.

- Work in pairs.

KÈ

- Divide the class into pairs. - Have students discuss and fill in the table with the details of their festivals.

- Discuss and fill in the table with the details of their festivals.

Y

- Observe, give help if necessary.

DẠ

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

213

- Present. Examples

L FI CI A

Task b. Join two other pairs. Tell them about your festival and discuss to choose the best festival.

OF

- Work in pairs. - Have students join two other pairs.

- Present.

NH

- Have students discuss to choose the best festival.

- Choose the best festival.

ƠN

- Have pairs take turns talking about their festivals.

- Have some groups share their ideas with the class.

QU Y

❖ Activity 3: Production (5’)

a) Objective: Students relax after the lesson. b) Content: Logo design.

M

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

KÈ

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Extra activity: Draw logo

DẠ

Y

- Have Ss work in groups, choose a festival - Choose a festival and design a logo. among those they have just discussed and design a logo for this festival. - Have Ss hang their logo on the board. 214

- Check Ss’ drawings and give feedback.

L

- Show products.

- Announce the winner.

- Listen.

C. Consolidation and homework assignments (5’)

FI CI A

- Have class vote for the best logo.

ƠN

OF

* Consolidation: How to put stress on nationalities ending in “-ian”?

NH

* Homework:

- Practice: stress on the nationalities ending in “-ian”. - Find more nationalities ending in “-ian”.

QU Y

- Prepare: Unit 8 - Lesson 2.1 – New words and Listening (page 63 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 48 & 49).

KÈ

M

- 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

Y

…………………………………………………………………………… …………… v. What I learned from this lesson today: …………………………………………………………………………… …………… 215

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

QU Y

NH

ƠN

OF

FI CI A

L

…………………………………………………………………………… ……………

Date: ……………………………..

M

School: ………………………………………..

KÈ

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

Period: ………………………......

Lesson 2.1 – New words and Listening (page 63)

DẠ

Y

UNIT 8: FESTIVALS AROUND THE WORLD

I. OBJECTIVES By the end of the lesson, Ss will be able to: 216

1.1. Language knowledge and skills

FI CI A

L

- know more words relating to festivals. (exchange, tradition, midnight, wish, greeting, celebrate).

- talk about festivals and holidays in their country and traditions to celebrate them. - listen to and understand a conversation of two friends talking about traditions (general and specific details). - know how to show interest.

OF

1.2. Competences

- improve communication, collaboration, and critical thinking skills.

ƠN

1.3. Attributes - be active to take part in outdoor activities.

NH

- respect cultures and tradition of home-country and other countries in the world.

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

III. ASSESSMENT EVIDENCE

Assessment Tools

- Listen and repeat.

- Ss’ presentation.

- T’s feedback/Peers’ feedback.

- Ss’ presentation / answers.

- T’s feedback/Peers’ feedback.

M

- Fill in the blanks.

Performance Products - Ss’ answers.

DẠ

Y

KÈ

Performance Tasks

- Talk about festivals and holidays in your country and the traditions to

217

- T’s feedback/Peers’ feedback.

celebrate them.

- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

- T’s observation and feedback.

NH

IV. PROCEDURES A. Warm up: (5’)

L

- Ss’ answers.

FI CI A

- Speak: Which of these Spanish or Scottish traditions do you think is the most interesting?

- T’s feedback/Peers’ feedback.

OF

- Listen and fill in the blanks.

- Ss’ answers.

ƠN

- Listen to two friends talking about traditions. What are they celebrating?

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: Review: Festivals around the world. c) Expected outcomes: Ss get to know some new words they are going to study in the lesson.

M

d) Organization of the activity:



STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES Option 1: Matching: Festivals with countries

DẠ

Y

- Have Ss match each festival with its right country (in pairs). - Call Ss to give answers.

- Work in pairs to match. - Give answers.

- Give feedback and show correct answers. 218

L

- Lead to the new lesson.

FI CI A

*Illustration:

Answer keys 1E 2D

OF

3C 4B 5A

ƠN

6F

NH

 Option 2: Matching: New Year traditions with countries

QU Y

- Have Ss match each country with its New Year tradition (in pairs / groups). - Call Ss to give answers.

- Give feedback and show correct answers.

- Take part in the class’s activity.

KÈ

*Illustration:

M

- Lead to the new lesson.

- Read answers.

DẠ

Y

- Listen.

219

L FI CI A

OF

Answer keys

1B

2D

ƠN

3A 4E

6G 7C

M

QU Y

NH

5F

B. New lesson (35’)

KÈ

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

Y

b) Content:

DẠ

- Vocabulary study (exchange, tradition, midnight, wish, greeting, celebrate, …). - Speaking: Talk about festivals and holidays in your country and the traditions to celebrate them. 220

L

c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when they do some listening tasks.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Fill in the blanks. Listen and repeat.

- Look and listen.

OF

- Demonstrate the activity on DCR, using the - Work individually. example - Work in pairs. - Have Ss fill in the blanks.

ƠN

- Divide class into pairs and have them check - Give answers. their answers with their partners. - Call Ss to give answers.

- Listen and repeat.

NH

- Check answers as a whole class using DCR.

Answer keys

- Play audio (CD2 – Track 05). Have Ss listen and repeat.

M

QU Y

- Correct Ss’ pronunciation.

- Work in pairs to discuss.

KÈ

Task b. In pairs: Talk about festivals and holidays in your country and the traditions to celebrate them.

DẠ

Y

- Have Ss work in pairs to discuss festivals and holidays in their country and the traditions to celebrate them. - Go round and give help if necessary. - Have some pairs demonstrate the activity in 221

- Present. Sample answers

front of the class.

L

- Give feedback and evaluation.

FI CI A

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

- Listen to two friends talking about traditions. What are they celebrating?

OF

- Listen and fill in the blanks.

c) Expected outcomes: Ss can listen to and understand a conversation of two people about traditions (for general and specific details).

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

NH

Task a. Listen to two friends talking about traditions. What are they celebrating?

ƠN

d) Organization of the activity:

- Have Ss read the question, guess the answer.

QU Y

-Work individually. - Listen.

- Play audio (CD2 - Track 06).

- Circle the correct answers.

- Have Ss listen and circle the correct answer.

Answer keys

KÈ

M

- Check answer as a whole class using DCR.

DẠ

Y

- Read, underline the key words.

- Do the task.

Task b. Now, listen and fill in the blanks. 222

- Exchange answers. Answer keys

FI CI A

- Play the audio again (CD1 - Track 06). - Have Ss listen and fill in the blanks. - Remind Ss to write short answer for each sentence (only 1 word).

OF

- Have Ss check answers with their partners.

NH

ƠN

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

L

- Have Ss read the through the content of Task b, underline the key words.

❖ Activity 3: Post - Listening (6’)

QU Y

a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: Speaking: Which of these Spanish or Scottish traditions do you think is the most interesting? c) Expected outcomes: Students can express their idea about the festival they prefer.

M

d) Organization of the activity: STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES

Conversation skill

- Look and read.

- Play audio (CD 2 - Track 07), have Ss listen and repeat.

- Listen and repeat.

DẠ

Y

- Have Ss look at the Conversation skill box and read (using DCR).

- Ask Ss to find more ways to show

- Give answers. 223

FI CI A

L

interest.

OF

Task c. In pairs: Which of these Spanish or Scottish traditions do you think is the most interesting? - Have Ss work in pairs to discuss.

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

- Work in pairs.

NH

- Give feedback and evaluation.

ƠN

- Observe and give help if necessary.

QU Y

- Present.

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

M

- Words relating to festivals (exchange, tradition, midnight, wish, greeting, celebrate, …).

KÈ

- Language to ask show interest: Wow! / That’s interesting! / That’s amazing! / …

* Homework

Y

- Learn the new words by heart.

DẠ

- Practice talking about festivals and holidays in your local area. - Do the exercises in WB: New words and Listening (page 46).

224

L

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 50).

FI CI A

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.2 – Grammar (page 64 – SB).

a. What I liked most about this lesson today:

OF

D. Reflection

ƠN

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

NH

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

DẠ

Y

KÈ

M

QU Y

…………………………………………………………………………… ……………

225

L FI CI A

Date: ……………………………..

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

Period: …………………….........

OF

School: ……………………………………..

UNIT 8: FESTIVALS AROUND THE WORLD

ƠN

Lesson 2.2 - Grammar (page 64)

I. OBJECTIVES

NH

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 comparing time to celebrate Christmas in different countries. - use “different from” and “like” correctly. 1.2. Competences

- improve speaking, listening and writing skills.

1.3. Attributes

M

- improve the use of English.

KÈ

- be active to take part in outdoor activities.

Y

- respect cultures and tradition of home-country and other countries in the world.

DẠ

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. 226

L

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

- Listen and repeat.

- Study the grammar box. - Ss’ task. - Ss’ answers. - Unscramble the sentences.

IV. PROCEDURES

- T’s feedback.

- T’s observation.

- T’s feedback/Peers’ feedback.

ƠN

- Ss’ performance/ presentation.

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

QU Y

- Speak: Compare Christmas traditions in your country with one of the countries in the table in Task c.

- Ss’ answers.

NH

- Write sentences using the information in the table.

Assessment Tools

Performance Products - Ss’ performance.

OF

Performance Tasks

FI CI A

III. ASSESSMENT EVIDENCE

M

A. Warm up: (5’)

KÈ

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: Festivals and Holidays.

DẠ

Y

c) Expected outcomes: Ss review old knowledge and have general ideas about the grammar points they are going to study in the new lesson . d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES 227

- Have Ss close all books.

- Close books.

- Have Ss answer the question: What festival / holiday is it? - For each festival / holiday, T gives 3 clues. Ss guess the name of the festival / holiday from the first clue to the last one.

- Take part in the game.

OF

- Call Ss to give answers, give marks or present to the Ss who can have the right answer from the first clue.

- Give answers.

ƠN

- Give feedback. - Lead to the new lesson.

- Listen.

Answers keys

M

QU Y

NH

*Illustration:

KÈ

 Option 2: Matching: Festivals / Holidays and Dates. - Have Ss work in pairs to match Festivals / holidays with Dates.

Y

- Call some Ss to give answers. - Look at match (in pairs).

DẠ

- Check Ss’ answers. - Give feedback and evaluation.

- Give answers.

- Lead to the new lesson. 228

L

Option 1: What festival / holiday is it?

FI CI A



Answer keys

OF

FI CI A

L

*Illustration:

ƠN

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

a) Objective: Introduce: “different from” and “like”.

NH

b) Content: - Listen and repeat.

- Introduce the grammar point: “different from” and “like”.

QU Y

c) Expected outcomes: Ss know how to use “different from” and “like” to do some following exercises. d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

M

Task a. Listen and repeat. - Look.

KÈ

- Have Ss look at the picture using DCR.

- Listen, then read.

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

- Listen and repeat.

DẠ

Y

- Play audio (CD2 – Track 08) and have Ss listen and read the speech bubbles.

Grammar box 229

L

 Option 1:

FI CI A

- Have Ss look at the grammar explanation, examples and read: “different from” and “like”.

ƠN

OF

- Look and read.

NH

- Briefly explain the grammar point. - Ask Ss to make sentences with “different from” and “like”.

 Option 2:

QU Y

- Give feedback and evaluation.

- Listen and take notes. - Make sentences.

KÈ

M

- Have Ss look at the picture and read the example.

DẠ

Y

- Look and read again.

- Ask Ss to pay attention to the bold words / phrase. 230

FI CI A

L

- Ask Ss extra questions: 1. What does “like” and “different from” mean?

OF

2. Are they used to show similarity or difference?

- Answer.

ƠN

- Lead to the grammar box, have Ss read the grammar box and the examples.

Expected answers

NH

1. “like” means: the same / “different from” means: not the same

QU Y

2. like: similarity / “different from”: difference

- Read.

- Briefly explain the grammar point.

KÈ

M

- Ask Ss to make more sentences with “different from” and “like”, use their own ideas.

DẠ

Y

- Give feedback and evaluation.

231

FI CI A

L

- Listen and take notes.

- Make sentences. ❖ Activity 2: Practice (19’)

b) Content: - Unscramble the sentences. - Write sentences using the information in the table.

OF

a) Objective: Students can use “different from” and “like” correctly.

ƠN

c) Expected outcomes: Students can use “different from” and “like” to express differences and similarities in their speaking.

NH

d) Organization of the activity:

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

Task b. Unscramble the sentences.

- Look and listen.

- Have Ss unscramble the sentences.

- Work in pairs.

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

- Write answers on the board.

M

- Demonstrate the activity on DCR, using the example.

KÈ

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

DẠ

Y

- Give feedback, correct Ss’ answers if necessary.

232

- Work individually.

Answer keys

L Task c. Write sentences using the information in the table.

FI CI A

- Read.

- Look and listen.

- Have Ss study the table.

- Work individually. - Work in pairs.

- Have students write sentences using the information in the table.

- Give answers.

OF

- Demonstrate the activity on DCR, using the example.

- Call Ss to read or write answers.

DẠ

Y

KÈ

M

QU Y

NH

- Check Ss’ answers, give feedback.

ƠN

- Have Ss check answers with their partners.

233

Answer keys

FI CI A

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

L

❖ Activity 3: Production (6’)

b) Content: Speaking: Compare Christmas traditions in your country with one of the countries in the table in Task c. c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have learnt in speaking and writing.

OF

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

ƠN

Task d. Compare Christmas traditions in your country with one of the countries in the table in Task c.

- Work in pairs.

NH

- Divide class into pairs. - Have Ss compare Christmas traditions in Vietnam with one of the countries in the table in Task c.

QU Y

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

- Have conversation in pairs.

- Present. - Listen.

M

- Give feedback and evaluation.

KÈ

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

DẠ

Y

- “different from” and “like”

234

L FI CI A

- Make 2 sentences using “different from” and “like”.

OF

* Homework:

- Do the exercises in WB: Grammar & Writing (page 47).

ƠN

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 51).

NH

- 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 65 – SB).

QU Y

D. Reflection

a. What I liked most about this lesson today:

KÈ

M

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

DẠ

Y

…………………………………………………………………………… ……………

235

L FI CI A OF

Date: …………………………………..

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

Period: ………………………….........

ƠN

School: ………………………………………..

NH

UNIT 8: FESTIVALS AROUND THE WORLD Lesson 2.3 – Pronunciation and Speaking (page 65)

QU Y

I. OBJECTIVES

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

- distinguish and pronounce the /ɪ/ sound correctly.

M

- compare traditions in different countries.

KÈ

- compare how different Vietnamese traditions are to the traditions in South Korea and Mongolia. 1.2. Competences

- improve listening and speaking skills.

Y

1.3. Attributes

DẠ

- respect family traditions. - respect cultures and tradition of home-country and other countries in the world. 236

II. TEACHING AIDS AND LEARNING MATERIALS

FI CI A

L

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, pens, pencils, crayons.

III. ASSESSMENT EVIDENCE

- Listen to the /ɪ/ sound. Cross out the word that doesn’t follow the note in “a”.

Assessment Tools

OF

- Ss’ answers.

- Ss’ performance.

QU Y

- Read the words with the sound noted in “a” to a partner.

ƠN

- Listen to the words and focus on the underlined letters.

Performance Products - Ss’ performance and answers.

NH

Performance Tasks

- T’s observation.

- T’s feedback/Peers’ feedback.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance / Presentation.

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

- Ss’ performance / - What are some other Presentation. traditions to celebrate Lunar New Year and MidAutumn Festival in your

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

M

- Take turns comparing the traditions in different countries.

DẠ

Y

KÈ

- Take turns comparing how different your traditions are to the traditions in South Korea and Mongolia.

237

L

family?

FI CI A

IV. PROCEDURES 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.

OF

b) Content: Introduce the /ɪ/ sound.

d) Organization of the activity:



STUDENTS’ ACTIVITIES

NH

TEACHER’S ACTIVITIES

ƠN

c) Expected outcomes: Ss get to know what they are going to study in the new lesson and use them in other speaking activities.

Option 1: Introduce the /ɪ/ sound.

- Play a video clip to introduce the /ɪ/ sound.

QU Y

- Have Ss watch the video clip and repeat after the teacher. - Lead to the new lesson: how to pronounce the /ɪ/ sound.

M

*Illustration:

DẠ

Y

KÈ

Link: https://www.youtube.com/watch?v=6_PmNN4VgGo

238

- Watch and repeat.

FI CI A

L

 Option 2: Reading a poem - Have Ss read a poem: Room with a View, By Stephen Swinburne.

By Stephen Swinburne

NH

ƠN

OF

- Encourage Ss to read the poem slowly and then quickly. Ss can read the poem with different tones to - Read the poem slowly and make the poem sound more lovely. then quickly (individually first, - Ask Ss to pay attention to the bold words. then whole class). - Have Ss make comments on the sound of the bold words. - Give answer. - Give feedback. Suggested answer: All the - Lead to the new lesson. bold words contain the /ɪ/ *The poem: Room with a View sound

QU Y

I live in a room by the sea, where the view is great and the food is free. Some of the tenants come and go. Some I eat, if they’re too slow.

Y

KÈ

M

One end of me is firmly locked. The other end just gently rocks. I live in a room by the sea. It’s perfect for an anemone.

DẠ

B. New lesson (35’) ❖ Activity 1: Pre-Speaking: Pronunciation (7’)

a) Objective: Introduce the /ɪ/ sound. 239

b) Content:

L

- recognize: the /ɪ/ sound.

FI CI A

- listen to the /ɪ/ sound. Cross out the word that doesn’t follow the note in “a”. - practice.

c) Expected outcomes: Ss distinguish and pronounce the /ɪ/ sound correctly in their speaking.

OF

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

ƠN

Task a + b. Listen to the words and focus on the underlined letters. - Play the recording (CD2, track 9).

- Listen.

- Listen again and repeat.

NH

- Ask Ss to listen and focus on the underlined letters.

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

QU Y

- Explain more about how to pronounce the /ɪ/ sound:

DẠ

Y

KÈ

M

The lips are relaxed and the central/front area of the tongue is in the central/high area of the mouth for this sound. The overall neutrality and relaxed tongue and lip position is why it is one of the pronunciations used in an unstressed vowel position.

240

- Listen.

L FI CI A

- Play the recording (CD 2 – Track 10), have Ss listen to the /ɪ/ sound, then cross out the word that doesn’t follow the note in “a”.

- Listen and give answers.

- Call Ss to give answers.

ƠN

- Play the recording again and check answer as a whole class using DCR.

Answers keys

OF

Task c + d. Listen to the /ɪ/ sound. Cross out the word that doesn’t follow the note in “a”.

- Give feedback and evaluation.

NH

❖ Activity 2: While-speaking (23’)

a) Objective: Students can compare traditions in different countries. b) Content:

QU Y

- Take turns comparing the traditions in different countries. - Take turns comparing how different your traditions are to the traditions in South Korea and Mongolia. c) Expected outcomes: Ss produce the new language successfully.

M

d) Organization of the activity:

STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES

PRACTICE

Y

Take turns comparing the traditions in different countries.

DẠ

- Demonstrate the activity on DCR using the - Observe, listen. examples. - Divide the class into pairs. 241

- Work in pairs.

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

- Present.

FI CI A

L

- Have pairs take turns comparing the traditions in different countries.

Suggested ideas

SPEAKING: Same Holiday, Different Tradition.

ƠN

OF

- Give feedback and evaluation.

NH

* Task a. Take turns comparing how different your traditions are to the traditions in South Korea and Mongolia.

QU Y

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

- Observe, listen.

- Work in pairs.

- Divide the class into pairs.

M

- Have students take turns comparing how different the traditions in Vietnam are to the traditions in South Korea and Mongolia. - Present.

- Observe, give help if necessary.

KÈ

Suggested ideas

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

DẠ

Y

- Give feedback and evaluation.

242

❖ Activity 3: Production (5’)

FI CI A

L

a) Objective: Students can compare traditions to celebrate Lunar New Year and Mid – Autumn Festival in their family.

b) Content: What are some other traditions to celebrate Lunar New Year and MidAutumn Festival in your family? c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.

OF

d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

NH

Task b. What are some other traditions to celebrate Lunar New Year and MidAutumn Festival in your family?

ƠN

SPEAKING:

- Have students discuss other traditions to celebrate Lunar New Year and MidAutumn Festival in their family.

- Discuss in pairs / groups.

QU Y

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

M

- Present.

KÈ

C. Consolidation and homework assignments (5’)

Y

* Consolidation: Some words with the /ɪ/ sound: midnight, Christmas, festival, tradition, gift, light …

DẠ

* Homework: - Practice: reading words with the /ɪ/ sound. - Find more words containing the /ɪ/ sound. 243

- Prepare: Unit 8 - Lesson 3 –Listening and Reading (page 66 – SB).

FI CI A

L

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 50 & 51).

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

OF

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

NH

ƠN

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

DẠ

Y

KÈ

M

QU Y

…………………………………………………………………………… ……………

244

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

Period: ……………………….........

L

Date: ………………………………

FI CI A

School: ………………………………………..

OF

UNIT 8: FESTIVALS AROUND THE WORLD

ƠN

Lesson 3.1 - Listening and Reading (page 66)

I. OBJECTIVES

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

NH

1.1. Language knowledge and skills

- talk about unusual festivals in Vietnam.

QU Y

- practice listening and understanding a recording about a festival in Vietnam (for general and specific information). - read and understand a festival blog post (for gist and details). 1.2. Competences

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

M

1.3. Attributes

KÈ

- respect cultures and tradition of many provinces around Vietnam.

II. TEACHING AIDS AND LEARNING MATERIALS

DẠ

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

245

III. ASSESSMENT EVIDENCE

- Listen and answer the questions.

- Ss’ answers.

- Now, read and write True or False.

L

FI CI A

- 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.

M

-Speaking: Would you like to try mud ball wrestling? Why (not)?

- T’s feedback/Peers’ feedback.

- Ss’ answers.

QU Y

- Reading: Read the festival blog post and answer this question.

- Ss’ answers.

OF

- Listening: Listen to Carol talking about a festival in Vietnam. What's her job?

- T’s feedback/Peers’ feedback.

ƠN

- Let’s Talk: What kinds of festivals are there in your country? What is your favorite kind of festival?

Assessment Tools

Performance Products - Ss’ answers / presentation.

NH

Performance Tasks

KÈ

IV. PROCEDURES

A. Warm up: (5’)

DẠ

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 enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce the topic: Festivals in Vietnam.

246

L

c) Expected outcomes: Ss have general ideas about the topic “Festivals in Vietnam”, which they are going to listen and read in the new lesson.

FI CI A

d) Organization of the activity: TEACHER’S ACTIVITIES Option 1: Let’s Talk! What kinds of festivals are there in your country? What is your favorite kind of festival?

ƠN

- Use the “Let’s talk!” part in the textbook– page 66 for warm-up activity.

OF



STUDENTS’ ACTIVITIES

NH

- Ask Ss to work in pairs to answer the questions: What kinds of festivals are there in your country? - Work in pairs to discuss. What is your favorite kind of festival? - Call Ss to share their answers with the whole class.

- Present.

QU Y

- Give feedback and evaluation. - Lead to the new lesson.  Option 2:

KÈ

M

- Have Ss watch a video clip about Mud Ball Wrestling festival in Bac Giang Province. - Then, ask Ss some brainstorming questions:

Y

1. Are there many people in the festival?

DẠ

2. What do people do in this festival? 3. Where does this festival take place? 4. What do the men use in Mud Ball Wrestling 247

- Watch a video clip and answer the questions.

festival?

- Listen. - Call Ss to give answers.

*Illustration:

M

B. New lesson (35’)

QU Y

NH

ƠN

Link: https://www.youtube.com/watch?v=ZBE1rJqvV48

OF

- Give feedback and lead to the new lesson: There are some unusual and interesting festivals in Vietnam.

FI CI A

L

5. Is this fun?

KÈ

❖ Activity 1: Listening (17’) a) Objective: Students can develop their listening skill. b) Content:

Y

- Listen to Carol talking about a festival in Vietnam. What's her job?

DẠ

- Listen and answer the questions. c) Expected outcomes: Students can practice listening and understanding general + specific information about a festival in Vietnam. d) Organization of the activity: 248

STUDENTS’ ACTIVITIES

FI CI A

L

TEACHER’S ACTIVITIES Task a. Listen to Carol talking about a festival in Vietnam. What's her job? - Have Ss read the question.

- Listen and guess the answer.

- Have Ss listen and circle the correct answer.

- Read.

OF

- Play audio (CD2 - Track 11).

- Listen and circle the correct answer.

- Play the audio again and check the answer as a whole class using DCR.

- Give answer, explain. Answer keys

NH

ƠN

- Call Ss to give answer, explain.

Task b. Listen and answer the questions.

QU Y

- Have Ss read through the content in Task b first, underline the key words for listening. - Play the audio again (CD2 – Track11).

- Read, find and underline the key words.

M

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

- Listen and answer the questions.

- Call Ss to give answers, explain.

- Give answers.

KÈ

- Exchange answers.

- Check answers as a whole class using DCR.

DẠ

Y

Answer keys

249

L FI CI A

❖ Activity 3: Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read the festival blog post and answer this question.

OF

- Now, read and write True or False.

- Would you like to try mud ball wrestling? Why (not)?

ƠN

c) Expected outcomes: Students can read a festival blog post for gist and detail, and they can give their opinion about this festival. d) Organization of the activity:

STUDENTS’ ACTIVITIES

NH

TEACHER’S ACTIVITIES Task a. Read the festival blog post and answer this question.

QU Y

- Have Ss read the content in Task a.

- Ask Ss to scan the paragraph to choose the correct answer.

- Scan the blog post to choose the correct answer.

- Have Ss underline the supporting ideas.

- Underline the supporting ideas.

- Call a student to give answer.

- Give answer.

M

- Check answers as a whole class using DCR.

DẠ

Y

KÈ

Answer keys

- Read and underline the key words.

Task b. Now, read and write True or 250

False.

- Read the blog post again for details.

FI CI A

L

- Have Ss read the content in Task b and underline the key words.

- Exchange answers.

- Have Ss read the blog post again and write True or False.

- Give answers.

Answer keys

- Have Ss check their answers with a partner.

OF

- Call Ss to give answers.

ƠN

- Check answers as a whole class using DCR.

NH

- Discuss in pairs.

QU Y

- Present.

Task c. Speaking: In pairs: Would you like to try mud ball wrestling? Why (not)? - Have Ss discuss the questions in pairs.

KÈ

M

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

Y

- Give feedback and evaluation.

DẠ

C. Consolidation and homework assignments (5’) *Consolidation: *Homework 251

- Do the exercises in WB: Listening and Reading (page 48).

FI CI A

L

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 52). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Find some more festivals in Vietnam.

D. Reflection

ƠN

a. What I liked most about this lesson today:

OF

- Prepare: Unit 8 - Lesson 3 – Writing and Speaking (page 67 – SB).

NH

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

KÈ

M

QU Y

…………………………………………………………………………… ……………

Date: ………………………………..

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

Period: ………………………….........

DẠ

Y

School: ………………………………………..

252

FI CI A

Lesson 3.2 – Speaking and Writing (page 67)

L

UNIT 8: FESTIVALS AROUND THE WORLD

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

OF

- know the format of a festival blog post.

- talk about their favorite festival ( name, time, place, reasons to celebrate, activities in the festival, feelings about the festival).

ƠN

- write an blog post about a festival. 1.2. Competences

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

NH

1.3. Attributes

- respect cultures and tradition of many provinces around Vietnam.

QU Y

- be active to take part in social activities.

II. TEACHING AIDS AND LEARNING MATERIALS

M

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.

KÈ

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

III. ASSESSMENT EVIDENCE

Y

Performance Tasks

DẠ

- Speaking: You want to know which festival your friend likes. In pairs: Ask

Performance Products - Ss’ answers / presentation.

253

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

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your partner about their favorite festival. Use these questions.

- T’s feedback/Peers’ feedback.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

ƠN

- Reorder this festival blog post. Use the skill box to help you.

- Ss’ answers.

NH

- Writing: Read about writing festival blog posts. Then, read the blog post about the Khánh Hạ Festival again and circle the information about the festival's history.

OF

- Think about your favorite - Ss’ answers / festival. Make notes in the presentation. table below.

IV. PROCEDURES

- T’s observation and feedback.

QU Y

- Now, write a blog about - Ss’ answers. your favorite festival. Use the Feedback form to help you. Write 60 to 80 words.

- T’s feedback/Peers’ feedback.

M

A. Warm up: (5’)

KÈ

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.

DẠ

Y

b) Content: Introduce some basic information of the festival blog post / Introduce some festivals in Vietnam. 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: 254

STUDENTS’ ACTIVITIES

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TEACHER’S ACTIVITIES

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Option 1: Matching - Have Ss do the matching activity in pairs (in 2 - Work in pairs. minutes). - Call Ss to give answers.

- Read answers.

- Give feedback and evaluation. - Listen

OF

- Lead to the new lesson: Writing festival blog post.

Answer keys

6. d 7. c 8. a 9. e 10.

NH

ƠN

*Illustration:

b

- Have Ss close books.

QU Y

 Option 2: Kim’s Game

- Show some pictures of some famous festivals in Vietnam.

KÈ

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- Have Ss look at the pictures and try to remember the festival names as many as possible.

- Close books.

- Hide the pictures one by one, have Ss tell the names of the festivals again.

- Look at the pictures and try to remember the festival names.

Y

- Lead to the new lesson.

DẠ

*Illustration:

- Listen.

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B. New lesson (35’)

❖ Activity 1: Pre-Writing (Speaking) (8’)

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

QU Y

b) Content: - Speaking: You want to know which festival your friend likes. In pairs: Ask your partner about their favorite festival. Use these questions. - Think about your favorite festival. Make notes in the table below.

M

c) Expected outcomes: Ss have more ideas and language for their writing. d) Organization of the activity: STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES

DẠ

Y

Task a. You want to know which festival your friend likes. In pairs: Ask your partner about their favorite festival. Use these questions. - Divide the class into pairs. - Have students take turns to ask and answer - Work in pairs. 256

about their favorite festival.

- Have some students share their ideas with the class.

- Present.

- Give feedback and evaluation.

ƠN

OF

Task b. Think about your favorite festival. Make notes in the table below.

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- Go round and support Ss if necessary.

NH

- Have students think about their favorite festival. Then, make notes in the table below.

- Fill in the table.

- Have Ss exchange their answers with another pair.

- Exchange.

QU Y

- Go round and give help if necessary.

❖ Activity 2: While - Writing (22’) a) Objective: Students can develop their writing skill.

KÈ

M

b) Content: - Read about writing festival blog posts. Then, read the blog post about the Khánh Hạ Festival again and circle the information about the festival's history. - Reorder this festival blog post. Use the skill box to help you.

Y

- Now, write a blog about your favorite festival. Use the Feedback form to help you. Write 60 to 80 words.

DẠ

c) Expected outcomes: Students can write a festival blog post, using right format, structures and rich words. d) Organization of the activity: 257

STUDENTS’ ACTIVITIES

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TEACHER’S ACTIVITIES

FI CI A

Task a. Read about writing festival blog posts. Then, read the blog post about the Khánh Hạ Festival again and circle the information about the festival's history. -Briefly explain the Writing skill box using DCR and have some Ss read it aloud.

- Listen and read.

OF

- Have Ss read the blog post about the Khánh Hạ Festival again (page 66) and circle the information about the festival's history.

ƠN

-Work in pairs.

- Have Ss check their answers with a partner.

- Exchange their answers with a partner.

NH

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

- Give answers.

KÈ

M

QU Y

Answer keys

DẠ

Y

Task b. Reorder this festival blog post. Use the skill box to help you.

- Have students read the sentences.

- Read the sentences and reorder this festival blog post.

- Exchange answers.

- Have students reorder this festival blog 258

post. - Remind Ss to use information in the skill box.

FI CI A

Answer keys

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- Read answers.

- Have students check their answers with a partner.

ƠN

OF

- Check answers as a whole class using DCR.

NH

- Do the writing part.

-Write.

QU Y

*Let’s Write: Write a blog about your favorite festival. Use the Feedback form to help you. Write 60 to 80 words. - Draw Ss’ attention to the feedback form.

KÈ

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- Have Ss use their notes in speaking part and the instruction in the Writing box to write a blog about their favorite festival. - Go round, observe and give help if necessary.

DẠ

Y

- Have some Ss write their paragraph on the board. ❖ Activity 3: Post - Writing (5’)

a) Objective: Help Ss realize their mistakes in writing and correct them. 259

b) Content: Correcting Ss’ writings.

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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

OF

- Give feedback, correct Ss’ mistakes.

ƠN

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

Suggested writing

KÈ

M

QU Y

+ the punctuation and the spelling

NH

+ the coherence and cohesion

Y

C. Consolidation and homework assignments (5’)

DẠ

* Consolidation: - Writing Skill:

260

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- Remember how to write a festival blog post. - Finish the writing part.

OF

* Homework

ƠN

- Do the exercises in WB: Writing part, page 49.

- Complete grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 53).

NH

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

QU Y

- Prepare: Unit 8 – Review, pages 104, 105.

D. Reflection

a. What I liked most about this lesson today:

KÈ

M

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

DẠ

Y

…………………………………………………………………………… ……………

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Date: ………………………………..

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

Period: ………………………..........

QU Y

School: ………………………………………..

KÈ

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UNIT 8: FESTIVALS AROUND THE WORLD Lesson 4 – Review (pages 104, 105)

I. OBJECTIVES

Y

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

DẠ

1.1. Language knowledge and skills - review words about festival and its activities (lantern, midnight, competition, exchange, sculpture, bonfire, tradition, wish, …) and talk about them. 262

- talk about festivals, compare how different countries celebrate festivals.

FI CI A

- pronoun some vowels correctly: /ɪ/, / aɪ /, / æ/, / eɪ/.

L

- review grammar: the Simple Future, different from, like.

- put stress on nouns (common nouns & proper nouns) and verbs with two and three syllables. 1.2. Competences

OF

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

ƠN

- have positive attitude in English language learning so that they actively participate in all classroom activities.

NH

- review the old lesson and have good preparation for any assessment.

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.

M

III. ASSESSMENT EVIDENCE

KÈ

Performance Tasks

DẠ

Y

- 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

Performance Products - Ss’ answers.

263

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

L

correct answer (A, B, or C).

- T’s feedback/Peers’ feedback.

- Vocabulary: Match the - Ss’ answers. words with the definitions.

- T’s feedback/Peers’ feedback.

OF

ƠN

- Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback.

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

KÈ

M

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.

- Ss’ answers.

NH

- Grammar: Write sentences using the Future Simple - Write sentences with different from or like using the table.

FI CI A

- Ss’ answers.

- Reading: . Read about the festival. Write one word for each blank.

IV. PROCEDURES A. Warm up: (5’)

DẠ

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: Review: Festivals around the world. 264

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

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

STUDENTS’ ACTIVITIES

Option 1: Chatting

- Ask Ss some questions about festival: 1. What is your favorite festival?

- Listen and give answers.

OF

2. What do you know about it? 3. Can you tell some famous festivals around the world?

ƠN

4. Which festival in the world would you like to take part in? Why?

- Call Ss to give answers.

- Listen.

QU Y

- Give feedback.

NH

5. What is the ideal duration for a festival?

- Lead to the new lesson.

 Option 2: Review: Festivals around the world - Work in groups.

- Call Ss to give answers.

- Give answers.

KÈ

M

- Have Ss work in groups to divide the given festivals into 3 groups: music festivals, religious festivals and food festivals.

Y

- Give feedback, show correct answers.

DẠ

- Ask Ss whether they know any information of these festival. - Lead to the new lesson.

- Listen .

*Illustration: 265

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Answer keys

FI CI A

- Religious festivals: Christmas, Songkran Festival, Holi Festival - Music festivals: Glastonbury Festival, Rock in Rio Festival, Burning man Festival

B. New lesson (35’)

QU Y

❖ Activity 1: Listening (7’)

NH

ƠN

OF

- Food festivals: Pizza Festival, Dumpling Festival, Bibimbap Festival

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

M

- 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).

KÈ

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

Y

TEACHER’S ACTIVITIES

DẠ

You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose 266

- Have Ss read through the listening part. - Demonstrate the activity by using the example. - Play the audio (CD 2 – Track 42). Have Ss listen and choose the correct answer.

FI CI A

- Read in silence.

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the correct answer (A, B, or C).

- Listen and read answers.

Answer keys

OF

- Have Ss check answers with pairs, then read answers.

❖ Activity 2: Reading (7’)

NH

ƠN

- Check answers as a whole class using DCR.

a) Objective: Students can improve their reading skill.

QU Y

b) Content:

- Read about the festival. Write one word for each blank. c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.

M

d) Organization of the activity:

STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES

Read about the festival. Write one word for each blank.

Y

- Demonstrate the activity on DCR by using the example.

DẠ

- Observe and listen. - Work individually.

- Have Ss look and read, then write 1 word for each blank. 267

- Give answers, explain.

FI CI A

- Give feedback and evaluation.

L

- Call Ss to give answers, explain.

OF

Answer keys

❖ Activity 3: Vocabulary (7’)

a) Objective: Ss can review vocabulary about festivals.

ƠN

b) Content: Match the words with the definitions.

d) Organization of the activity:

NH

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

Match the words with the definitions. - Have Ss read the sentences.

- Read the sentences.

- Ask Ss to work in pairs match the words with the definitions.

- Work in pairs to match.

KÈ

M

- Have Ss give answers, tell the meaning of - Give answers. the words /phrase again. Answer keys - Check answers as a whole class using DCR.

Y

❖ Activity 4: Grammar (10’)

DẠ

a) Objective: Ss can review the use of English: Future Simple, different from and like. b) Content: 268

- Write sentences using the Future Simple.

L

- Write sentences with different from or like using the table.

FI CI A

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

Task a. Write sentences using the Future Simple.

- Retell.

ƠN

- Have Ss tell the form and usage of the simple future again.

OF

TEACHER’S ACTIVITIES

- Work individually.

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

- Work in pairs.

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

- Give answers.

NH

- Ask Ss to work individually to write sentences using the Future Simple.

QU Y

- Check answers as a whole class using DCR.

KÈ

M

Answer keys

- Read. - Work individually.

DẠ

Y

Task b. Write sentences with different from or like using the table. - Ask Ss to read the information in the table.

- Work in pairs. 269

L

- Have Ss write sentences with different from or like using the table.

- Give answers.

FI CI A

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

Answer keys

- Call Ss to give answers.

ƠN

OF

- Check answers as a whole class using DCR.

❖ Activity 5: Pronunciation (4’)

NH

a) Objective: Ss can review the stress of nouns and adjectives with 2 and 3 syllables, /ɪ/, / aɪ /, / æ/, / eɪ/. b) Content:

QU Y

- 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.

M

d) Organization of the activity: STUDENTS’ ACTIVITIES

KÈ

TEACHER’S ACTIVITIES

Y

Task a. Circle the word that has the underlined part pronounced differently from the others.

DẠ

- Have Ss distinguish 3 vowels: /ɪ/, / aɪ /, / æ/, / eɪ/ (review). 270

- Review.

- Work individually.

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

- Give answers.

Answer keys

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

ƠN

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

OF

- Give feedback, correct Ss’ pronunciation if necessary.

- Listen.

- Work individually.

NH

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

- Work in pairs.

QU Y

- Ask Ss to work individually.

FI CI A

- Work in pairs.

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

- Give answers.

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

Answer keys

DẠ

Y

KÈ

M

- Give feedback, correct Ss’ pronunciation if necessary.

C. Consolidation and homework assignments (5’) 271

L

- Ask Ss to work individually to circle the answer.

* Grammar of Unit 8: The Simple Future, different from, like.

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* Consolidation:

FI CI A

* Vocabulary of Unit 8: words about festival and its activities (lantern, midnight, competition, exchange, sculpture, bonfire, tradition, wish, …).

* Homework:

OF

- Review vocabulary, grammar of unit 8. - Do the exercises in WB: Review of Unit 8 (page 69).

ƠN

- Prepare: Unit 9 – New words and Reading (page 68 – SB).

D. Reflection

a. What I liked most about this lesson today:

QU Y

NH

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

DẠ

Y

KÈ

M

…………………………………………………………………………… ……………

272

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Date: …………………………………..

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

Period: ………………………….........

FI CI A

School: ………………………………………..

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UNIT 9: ENGLISH IN THE WORLD

Lesson 1.1 – New words and Reading (page 68)

ƠN

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

NH

- know some new words about tourism and cultures. (tour guide, stadium, flight, historic, jog, ferry). - talk about tourist attractions and cultures of English - speaking countries.

1.2. Competences

QU Y

- read an email about tourist attractions and culture of the USA to understand general and specific information.

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

M

1.3. Attributes

KÈ

- love studying English. - respect cultures of other countries in the world.

Y

II. TEACHING AIDS AND LEARNING MATERIALS

DẠ

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, pictures. 2. Students’ aids: Student’s book, workbook, notebook. 273

- Listen and repeat.

- T’s feedback/Peers’ feedback.

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

- T’s observation / feedback.

ƠN

- Do you know any historic places? Tell your partner.

FI CI A

- Match the words with the definitions.

Assessment Tools

Performance Products - Ss’ answers.

OF

Performance Tasks

L

III. ASSESSMENT EVIDENCE

NH

- Read Jane's email to her - Ss’ answers. friend. Where is Jane? - Ss’ answers. - Read and circle the correct answer.

QU Y

- Ss’ answers/ - Speak: What do you presentation. know about the United States? Would you like to visit it?

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

M

IV. PROCEDURES

KÈ

A. Warm up: (5’)

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.

DẠ

b) Content: Introduce: English speaking countries.

c) Expected outcomes: Ss have general ideas about the topic of the new lesson: English speaking countries. d) Organization of the activity: 274

STUDENTS’ ACTIVITIES



FI CI A

L

TEACHER’S ACTIVITIES

Option 1: Introduce English speaking countries.

- Show flags of some English - speaking countries.

- Give feedback and show correct answers.

OF

- Have Ss observe the flags and guess the names of - Observe the flags and guess these countries. the names of these English - Call Ss to give answers. speaking countries. - Give answers.

ƠN

- Lead to the new lesson: English in the world. *Illustration:

Answer keys

NH

From left to right, top to bottom: 1. India 2. Australia 3. Canada

QU Y

4. Singapore 5. The USA 6. The UK

M

 Option 2: Top 10 tourist attractions in the USA

KÈ

- Have Ss watch a video clip about Top 10 tourist attractions in the USA. - Then, ask Ss some questions:

DẠ

Y

1 Can you list some tourist attractions from the clip? 2 Which tourist attraction in the USA impresses you much? Explain for your choice - Watch the video clip, then give 275

answers.

FI CI A

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3 What do you need to travel to the USA?

- Call Ss to give answers. - Give feedback. - Introduce the new lesson: English in the world.

Suggested link: https://www.youtube.com/watch?v=98H5AN_vfOY

OF

*Illustration:

B. New lesson (35’)

QU Y

NH

ƠN

- Listen.

M

❖ Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some words about tourism.

KÈ

b) Content:

- Vocabulary study: tour guide, stadium, flight, historic, jog, ferry.

Y

- Match the words with the definitions. Listen and repeat.

DẠ

- Speaking: Do you know any historic places? Tell your partner. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: 276

STUDENTS’ ACTIVITIES

L

TEACHER’S ACTIVITIES

FI CI A

Task a. Match the words with the definitions. Listen and repeat.  Option 1

OF

- Demonstrate the activity on DCR, using the - Look and listen. example. - Work individually. - Have Ss match the words with the - Work in pairs. definitions. - Divide class into pairs and have them check - Give answers. their answers with their partners.

- Listen and repeat.

ƠN

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

Answer keys

NH

- Check answers as a whole class using DCR. - Play audio (CD2 – Track 12). Have Ss listen and repeat.

- Look and listen.

QU Y

- Correct Ss’ pronunciation.  Option 2:

- Work individually.

- Demonstrate the activity, using the example.

- Work in pairs. - Give answers.

KÈ

M

- Have Ss match the words with the definitions. - T uses pictures to illustrate the definitions.

Y

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

DẠ

- Call Ss to give answers (read or write). - Check answers as a whole class. - Play audio (CD2 – Track 12). Have Ss listen and repeat. 277

- Listen and repeat.

FI CI A

Answer keys

L

- Correct Ss’ pronunciation.

NH

ƠN

OF

*Illustration:

QU Y

Task b. Do you know any historic places? Tell your partner. - Have pairs discuss and list some historic places. - Have Ss share their answers in front of the class.

- Work in pairs. - Present.

M

- Give feedback and evaluation.

Y

KÈ

Sample answers

DẠ

❖ Activity 2: While - Reading (18’)

a) Objective: Students can develop their reading skill. b) Content: 278

- Read Jane's email to her friend. Where is Jane?

L

- Read and circle the correct answer.

FI CI A

c) Expected outcomes: Students can read an email and understand more about some tourist attractions in the USA. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

OF

Task a. Read Jane's email to her friend. Where is Jane?

- Work individually.

NH

- Remind Ss to underline or highlight the keywords or supporting ideas for their answers.

ƠN

- Ask Ss to scan the email, then choose the correct answer.

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

- Read answers, explain.

QU Y

- Give feedback and correct Ss’ answers if necessary.

- Check answers.

KÈ

M

Answer keys

Task b. Read and circle the correct answer.

- Read.

Y

- Have Ss look at the content of task b. - Work in pairs to circle the correct answer.

- Elicit answers from different pairs.

- Read answers.

DẠ

- Have Ss scan the text again and circle the correct answer.

Answer keys 279

FI CI A

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- Give feedback and evaluation.

❖ Activity 3: Post - Reading (5’)

OF

a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill.

ƠN

b) Content: Speaking: What do you know about the United States? Would you like to visit it? c) Expected outcomes: Students can have a free talk about the USA. d) Organization of the activity:

NH

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

QU Y

Task c. In pairs: What do you know about the United States? Would you like to visit it?

- Have Students work in pairs to answer the - Discuss in pairs. questions. - Go round and give help if necessary.

M

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

- Present.

- Listen.

KÈ

- Give feedback and evaluation.

C. Consolidation and homework assignments (5’)

Y

* Consolidation:

DẠ

- Words about tourism and cultures: (tour guide, stadium, flight, historic, jog, ferry). * Homework: 280

- Learn the new words by heart.

- Do the exercises in WB: New words + Reading (Page 50).

FI CI A

L

- Practice talking about your favorite English - speaking country that you would like to visit.

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 54).

OF

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 9 - Lesson 1.2 – Grammar (page 69 – SB).

ƠN

D. Reflection

a. What I liked most about this lesson today:

QU Y

NH

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

DẠ

Y

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…………………………………………………………………………… ……………

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Date: ………………………………..

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

Period: ………………………….........

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School: ………………………………………..

UNIT 9: ENGLISH IN THE WORLD

ƠN

Lesson 1.2 - Grammar (page 69)

I. OBJECTIVES

NH

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

- use articles correctly. (zero article and “the”).

QU Y

- talk about plan for a trip. - know more some famous tourist attractions in London and in the world. 1.2. Competences

- improve speaking, listening skills.

KÈ

1.3. Attributes

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- improve the use of English.

- love studying English.

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- respect cultures of other countries in the world.

DẠ

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. 282

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

- Listen and repeat.

Assessment Tools

Performance Products - Ss’ performance.

- Study the grammar box. - Ss’ answers/ presentation.

- T’s feedback. - T’s feedback.

OF

Performance Tasks

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III. ASSESSMENT EVIDENCE

- Ss’ answers.

- Fill in the blanks using “the” or Ø (zero article).

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Speak: Make sentences with your partner for a trip to London. Use the prompts.

- Ss’ answers/ presentation.

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

NH

- T’s feedback/Peers’ feedback.

QU Y

IV. PROCEDURES

ƠN

- Write sentences, using the prompts.

A. Warm up: (5’)

M

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.

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b) Content: Introduce some famous tourist attractions in the world / Introduce some famous tourist attractions London.

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c) Expected outcomes: Ss know some famous tourist attractions which are very useful for them in the new lesson.

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d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES 283

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Option 1: Introduce some famous tourist attractions in the world.

- Have Ss close books and notebooks.

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

- Close books and notebooks.

- Introduce some famous tourist attractions in the world (using pictures). - Ask Ss some questions: 1. Do you know anything about these places?

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- Look at the pictures, then answer the questions.

2. Which tourist attractions would you like to visit?

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- Give answers.

- Call Ss to give answers.

- Lead to the new lesson.

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QU Y

*Illustration:

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- Check Ss’ answers, give feedback.

 Option 2: Introduce some famous tourist attractions London.

Y

- Have Ss close books and notebooks.

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- Introduce some famous tourist attractions in London (using pictures). - Ask Ss some questions: 284

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1. Do you know anything about these places?

- Close books and notebooks.

3. Do you know any other famous places in London?

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2. Which tourist attractions would you like to visit most?

- Look at the pictures, then answer the questions.

OF

- Call Ss to give answers. - Check Ss’ answers, give feedback. - Lead to the new lesson.

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- Give answers.

*Illustration

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QU Y

NH

- Listen and write the new lesson.

B. New lesson (35’)

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❖ Activity 1: Presentation (10’) a) Objective: Introduce: Zero article and “the”.

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b) Content:

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- Listen and repeat. - Introduce the grammar points. c) Expected outcomes: Ss know the new grammar points: Zero article and “the” and use them in some exercises that follow. 285

d) Organization of the activity: STUDENTS’ ACTIVITIES

Task a. Listen and repeat.

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TEACHER’S ACTIVITIES

- Look.

- Play audio (CD2 – Track 13) 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.

OF

- Have Ss look at the picture using DCR.

Grammar box Option 1:

- Have Ss look at the grammar explanation and read: Articles.

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

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QU Y

NH

- Look and read.

- Read examples of different forms.

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- Have Ss read the examples. - Explain more about the way to use Zero article and “the”.

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- Ask Ss to make more sentences using Zero article and “the”.

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- Give feedback and evaluation. 

Option 2: 286

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- Listen and take notes.

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- Have Ss look at the sentences in the speech bubbles in Task a and read them again.

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- Give more examples.

- Ask Ss some elicit questions:

NH

- Have Ss make comments on the words in bold (the).

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- Look and read.

1 How many articles are there in English?

QU Y

2 Can you guess: Why do they use “the” in front of Tower of London, but not for Hyde Park?

M

- Call Ss to give answers. - Give feedback.

KÈ

- Then, lead to the grammar box, briefly explain the way to Zero article and “the”. - Have Ss read the grammar box and examples.

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- Comment.

287

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- Listen and take notes. - Ask Ss to make more sentences using Zero article and “the” with proper nouns. - Give feedback and evaluation.

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QU Y

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- Read.

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- Give more examples. - Listen.

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❖ Activity 2: Practice (19’)

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a) Objective: Students can use Zero article and “the” to do the given exercises. b) Content: - Write sentences, using the prompts. 288

- Fill in the blanks using “the” or Ø (zero article).

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c) Expected outcomes: Students can get used to the usage of “the” and Ø (zero article).and use them correctly. d) Organization of the activity: TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task b. Write sentences, using the prompts.

OF

- Look and listen.

- Demonstrate the activity on DCR, using the example.

- Work individually.

- Have Ss read the prompts, then write sentences.

- Write answers.

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- Work in pairs.

Answer keys

NH

- Have Ss work in pairs to check each other’s work. - Have some Ss share their answers with the whole class.

M

QU Y

- Give feedback, correct Ss’ answers if necessary.

KÈ

- Look and listen.

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Task c. Fill in the blanks using “the” or Ø (zero article).

- Work individually.

- Work in pairs.

- Have students read the email, fill in the

- Read answers, explain.

DẠ

- Demonstrate the activity on DCR using the example.

289

blanks using “the” or Ø (zero article).

Answer keys

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- Have pairs check each other's work.

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- Have some students share their answers with the class.

❖ Activity 3: Production (6’)

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

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b) Content: Speaking: Make sentences with your partner for a trip to London. Use the prompts.

d) Organization of the activity:

NH

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point in the lesson in everyday speaking and writing.

STUDENTS’ ACTIVITIES

QU Y

TEACHER’S ACTIVITIES

M

Task d. In pairs: Make sentences with your partner for a trip to London. Use the prompts.

KÈ

- Divide class into pairs.

Y

- Have Ss take turns to make sentences with your partner for a trip to London, use the prompts.

- Have conversation in pairs.

DẠ

- Have some pairs share their answers with the - Present. class. - Listen. - Give feedback and evaluation. 290

C. Consolidation and homework assignments (5’)

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* Consolidation: “the” and Ø (zero article).

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* Homework:

- Make 2 sentences using the article “the” and Ø (zero article). - Do the exercises in WB: Grammar & Writing (page 51).

NH

- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 55).

QU Y

- 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 70 – SB).

D. Reflection

M

a. What I liked most about this lesson today:

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

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c. What I should improve for this lesson next time: …………………………………………………………………………… …………… 291

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Date: …………………………………..

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

Period: ………………………….........

QU Y

School: ………………………………………..

UNIT 9: ENGLISH IN THE WORLD

M

Lesson 1.3 – Pronunciation and Speaking (page 70)

KÈ

I. OBJECTIVES

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

Y

- distinguish and use /ð/ sound correctly.

DẠ

- ask and answer about holiday plan (where to go, where to stay, what to eat, what to do, where to visit). - make holiday plans. 292

1.2. Competences

1.3. Attributes - love studying English, love travelling. - respect cultures of other countries in the world.

OF

II. TEACHING AIDS AND LEARNING MATERIALS

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- improve listening and speaking skills.

ƠN

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.

III. ASSESSMENT EVIDENCE Performance Tasks

Performance Products - Ss’ performance and answers.

QU Y

- Listen to the words and focus on the underlined letters.

NH

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

M

- Listen and cross out the word that doesn’t follow the note in “a”.

KÈ

- Read the words with the sound noted in “a” with a partner.

Y

- Ask and answer using the questions and the prompts.

DẠ

- You're talking to your friend about your holiday plans. In pairs: Student B, turn to page 122, File 9.

Assessment Tools - T’s observation.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ss’ performance / Presentation.

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

293

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- Ss’ performance / Answers.

- T’s feedback/Peers’ feedback.

OF

- Which city would be more interesting to visit? Why?

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Student A, answer Student B's questions about Australia. Swap roles. Ask about Canada and complete the table.

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.

NH

b) Content: Introduce /ð/ sound / Introduce London and Los Angeles. c) Expected outcomes: Ss know some information that is useful for them in other speaking activities.