GIÁO ÁN MÔN TIẾNG ANH
THEO CÔNG VĂN 5512
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GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS -
KỲ 2 (2 CỘT) THEO CÔNG VĂN 5512 (ĐỦ
CÁC BƯỚC) NĂM HỌC 2022-2023 (BÀI 7-12
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WORD VERSION | 2023 EDITION
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TAILIEUCHUANTHAMKHAO@GMAIL COM
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT11:TRAVELLINGINTHEFUTURE.
Period: Lesson1:Gettingstarted
Ihopewewillhaveahyperloopsoon!
Let’s start to see and find out more information related to our new topic”.
There's too much traffic on the road. This can easily cause traffic congestion ( traffic jam)
I think there will be many modern means of transport that will save energy and protect the environment.
I.OBJECTIVES:
By the end of this lesson, students will be able to gain:
1.Knowledge
- An overview about the topic TRAVELLING IN THE FUTURE.
- Vocabulary to talk about future means of transport.
2.Corecompetence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
- Develop self-study skills,
- Ss are more aware of means of transport in the future.
II. MATERIALS
Grade 7 textbook, Unit 11, Getting started Pictures, maps and CD player sachmem.vn
III.PROCEDURES:(STAGES)
Activity1:Warm-up(5’)
* Aim: To set the context for the listening and reading text. To introduce the topic of the unit.
* Content: Look at the picture and answer the Qs
*Products: Ss’ answers in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
*Warmup:
* Teacher has Ss to look at the picture and talk about it by answering these questions.
** Ss work in pairs to do the task.
*** Teacher calls on some Ss to give their ideas about it.
**** Teacher listens, comments, then leads Ss to the new lesson.
Teacher says: “In the lesson today we are going to learn a new unit about “Travelling in the future”.
*Chitchatting:
+ How do you people travel every day?
+ What do you think about the traffic in the picture?
+ How about traffic in the future?
People travel by different means of transport such as cars, motorbikes, bicycles, buses or on foot
Activity2:Presentation(5’)
Pre-teachVocab
*Aim: To introduce new vocabulary, To set the context for the introductory conversation;
* Content: learn some vocabularies related to the topic.
*Products: Students read and understand the meaning of vocab.
*Organizationofimplementation: Teacher’sandSs’activities Content
Preteachvocabulary
* Teacher use different techniques to teach vocab (pictures, situation, realia)
** Follow the seven steps of teaching vacab.
*** Repeat in chorus and individually
**** Copy all the words
*Checkingvocab:<Ruboutand remmember>
SETTHESCENE:PRE-QUESTIONS
* Teacher draws students’ attention to the pictures in the textbook and asks them some questions about the pictures. Teacher don’t confirm whether theirs are right or wrong.
** Ss work out and answer questions in pairs.
*** Ss share their answers as a whole class.
**** T asks them to read and listen to the conversation to check their answers.
*Vocabulary
1. eco – friendly (a) /ˈiː.kəʊˌfrend.li/:thân thiện
với môi trường
2. fume (n) /fjuːm/: khói
3. hyperloop (n) /ˈhaɪ.pərluːp/: hệ thống giao thông tốc độ cao
4. teleporter (n) /ˈtel.ɪ.pɔː.tər/: phương tiện di chuyển tức thời
5. campsite (n) /ˈkæmp.saɪt/: địa điểm cắm trại
*PRE-QUESTIONS
+ Who are they?
+ Where are they?
+ Where are they going?
+ What can you see outside the coach?
+ What can you see in the bubble?
+ What could they be talking about?
*Suggestedanswers:
+ They are Minh and Ann.
+ They are on a coach.
+ They are going to the campsite.
+ Outside the coach, we can see the crowded street. There is a traffic jam.
+ In the bubble, there is a system of tubes. Minh is thinking about means of transport.
Activity3:Practice:(20’)
Task1+Task2
*Aims: To practice the targeted language and the background knowledge
* Content: Listen and read the conversation
*Products: Students read and understand the meaning of the conversation Students know how to role play
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task1+2
* Teacher plays the recording, asks students to underline the words related to the topic. (Teacher may check the meaning of some words if necessary.)
Teacher can play the recording more than once. Students listen and read.
** Teacher can invite some pairs of students to read aloud.
*** Teacher refers to the questions previously asked.
**** Then, teacher confirms the correct answer: “Ann and Minh are talking about future modes of travel.
TASK1:Listenandread.
? What are Ann and Minh talking about?
(Ex 1, 2, p. 114, 115)
A. Travelling by teleporter
B. Future modes of travel
C. Being in a traffic jam
*Answerkey:2B
Task3
*Aims: To help Ss read for specific information about Ann and Minh’s conversation.
* Content: Read the conversation again and tick T (True) or F (False).
*Products: Students give the corect answers
*Organizationofimplementation:
Teacher’sandSs’activities Content
phrases that describe means of transport: hyperloop and teleporter.
** Ss work in pairs to pick out words / phrases they have found to write down in the correct column.
*** Teacher asks some Ss to read out words / phrases they have found in the conversation to put into each column.
**** Teacher checks the answers as a class
*Answerkeys:
Task3
* Teacher asks Ss to work in pairs to read the conversation again and underline the key words in each sentence.
** Ss work in pairs to do the task.
*** Ss answer and point out where in the conversation they find the information for their answers.
**** Teacher checks the answers as a class.
Task2:Readtheconversationagainandtick T(True)orF(False).(Ex3,p.115) *Answerkeys:
Task4
*Aims: To help Ss recognise the words / phrases used to describe means of transport; – To help Ss further understand the text.
*Content: Find the words and phrases that describe the means of transport
*Products: Ss write them in the correct columns.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task4
* Teacher asks Ss to work in pairs to read the conversation again and to underline the words /
Task4:Findthewordsandphrasesthat describethemeansoftransportinthe conversationandwritetheminthecorrect columns.(Ex4,p.115)
Activity4: Production:(5’) Task5
*Aims: – To help Ss review vocabulary related to different means of transport; – To give Ss a chance to develop creative thinking;
* Content: Quiz-Whatvehicleisthis?
*Products: Practise in pairs and give correct answers.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task 5
* Teacher asks Ss to work in pairs to discuss to find out the vehicles in these sentences.
** Ss work in pairs to do the task
*** Teacher reads out loud each question and the pairs answer. The pair who correctly completes its first wins
**** Teacher confirms the answers.
Task5:Quiz(Ex5,p.115)
Whatvehicleisthis?
*Answerkeys:
1. bicycle / bike
2. car
3. train
4. sailing boat
5. rocket / spaceship
* Then, teacher has Ss work in pairs again to discuss how the vehicles they have thought of will be like in 50 years.
** Ss work in pairs to do the task.
*** Teacher calls SS give any description about future means of transport they can imagine.
**** Teacher corrects grammar or pronunciation mistakes if needed.
--:>Whatdoyouthinkthesevehicleswillbe likein50years?
I think people will use some of these vehicles in 50 years. They will be innovated to save more energy and save the environment.
Activity5: Consolidation(3’)
*Aim: To consolidate what students have learnt in the lesson.
* Content:. Summarize the main content what students have learnt in the lesson.
*Products: Some Ss say aloud in front of the class.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- Ss work indepently
- Some new words
- Read and understand content of the conversation
*Homework(2’)
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson ( A closer look 1)
*Products: Students’ textbook and workbook.
*Organizationofimplementation
Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
- Learn by heart all the new words.
- Read the dialogue again.
- Prepare lesson 2 ( A closer look 1)
*- Evaluation:……………………………………………………………………………….
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT11:TRAVELLINGINTHEFUTURE.
Period: Lesson2:Acloserlook1
I.OBJECTIVES:
By the end of this lesson, students will be able to:
1.Knowledge
- Vocabulary:
+ use the lexical items related to the topic Travelling in the future.
Pronunciation: say sentences with correct stress.
2.Corecompetence
- Develop communication skills .
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3.Personalqualities
- Be ready to know the words about future means of transport.
- Develop self-study skills.
II. MATERIALS
Grade 7 textbook, Unit 11, A closer look 1 Computer connected to the internet TV/ Projector/ Pictures/ Cards
sachmem.vn
III.PROCEDURES:(STAGES)
Activity1: Warm-up(5’)
*Aim: -To activate students’ knowledge on the topic of the lesson
- To introduce the new lesson.
* Content: Make questions
*Products: Students say the answer.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Give Ss a few minutes to play a game. Have Ss play in two teams.
- Give the teams some pictures of some modes of travel: hyperloop, flying car, train, and sentences that describe these modes of travel:
-Ask Ss to write the sentence numbers under the correct pictures. Tell them that they can use some sentences more than once.
* Matching : Match the pictures of some modes of travel with sentences describing them.
A: hyperloop
B: flying car
C: train
1.It has two wings.
2.It is a system of tubes.
3.It travels long distances in just minutes.
-The team with most correct answers or finishes first is the winner.
4.It carries many passengers and runs on rails.
5.It makes noise.
6.It is eco-friendly.
7.It is safe and it doesn't have fumes.
Task1.
* Teacher asks students to choose the words and phrases in the box to write under the correct pictures with their partners.
Task1Writethewordsorphrasesunderthe correctpictures.Thenlisten,check,andrepeat. (Ex.1,p.116)
*Answerkeys:
-Ask Ss to open their books to page 116.
Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to talk about Future means of transport and how to say sentences with correct stress.”
8.The driver can turn to fly mode when roads are congested.
* Key:
- Picture of hyperloop: sentences 2, 3, 6,7
- Picture of flying car. sentences 1,6,7, 8
- Picture of train: sentences 4,5
Activity2:Presentation(5’)
Preteachvocabulary
*Aim: To enrich students’ vocabulary to talk about the means of transport.
* Content: Some new words related the the topic
*Products: Read and understand the meaning of words .
*Organizationofimplementation
Teacher’sandSs’activities Content
* Teacher introduces the vocabulary by:
+ providing the synonym or antonym of the words
+ providing the pictures of the words
- Teacher have students read the phrases aloud and correct their pronunciation if needed.
- Teacher asks students for the Vietnamese meanings of these phrases.
** Ss say the words.
*** Other Ss correct if the previous answers are incorrect.
**** Teacher shows and says the words aloud and asks Ss to repeat them
Checkingtechniques:
“Rub out and remember”
I/ Vocabulary:Futuremeansoftransport
1. bamboo - copter (n) /bæmˈbuːˈkɒp.tər/: chong
chóng tre
2. skyTran (n) /skaɪtræn/: hệ thống tàu điện trên
không
3. solar- powered (a) /ˌ səʊ.ləˈ paʊər/: chạy bằng
năng lượng mặt trời
4. (to) sail/seɪl/: lướt buồm
** Ss work in pairs to do the task.
*** Teacher calls on some students to read aloud the words and asks them why they think a word / phrase should go with a picture
**** Teacher plays the recording for Ss to check their answers, has them to repeat chorally and individually, corrects their pronunciation and explain the meaning of these words/ phrases if needed.
1. solar-powered ship
2. flying car
3. bamboo-copter
4. hyperloop
5. skyTran Task2:
*Aims: To help Ss learn to use the right verbs for the appropriate mode of travel.
*Content: Write words or phrases from 1 in the correct columns.
*Products: Students write words on the board.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task2
* Teacher asks students to look at Ex 2 to write words and phrases in 1 in the correct columns
** Ss work independently to do the task.
*** Some Ss give their answers.
**** Teacher checks students ‘answers as a class.
* Then, teacher asks Ss work in pair to add more words to each column.
** Ss work in pairs to di the task.
*** Teacher calls on some Ss to give their answers.
**** Teacher confirms and corrects.
Task3:
Task2:Writewordsorphrasesfrom1inthe correctcolumns.(Ex2,p.116)
*Answerkeys:
*Suggestedanswers:
Activity3: Practice(15’)
Task1:
*Aims: To introduce some modes of future travel.
* Content: Write the words or phrases under the correct pictures.
*Products: Students’ correct answers on the board.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Teacher has Ss look at the box, practice saying the words, then work individually to complete the sentence.
** Ss work individually to do the task.
*** Some Ss read aloud the complete sentences
**** Teacher confirms the correct answers
Task3:Completethesentences,usingthe wordsfromthebox.(Ex3,p.116)
*Answerkeys:
1. bamboo-copter
2. fly
3. ride
4. hyperloop
5. eco-friendly Activity4
*PRONUNCIATION
*Aims: To help Ss be aware of which words in a sentence should be stressed, which are not; To help Ss say sentences with correct stress
* Content: Watch the video to understand about sentence stress
*Products: Ss understand which words in a sentence should be stressed, which are not*
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher writes the words “Sentence stress” on the board and asks them “What is sentence stress?”. Then, teacher has Ss watch the video to understand more about it.
** Ss work independently to do the task.
*** Teacher calls some Ss to check their understanding.
**** Teacher confirms, then asks them to read “Remember” in 1 minute.
Task4
PRONUNCIATION: SENTENCE STRESS
https://www.youtube.com/watch?v=d2SF3DHXeC8&t=228s
+ What are stressed words?
+ What are unstressed words?
*Aims: To help students practise pronouncing sentences with correct stress.
* Content: Listen to the sentences and repeat. Pay attention to the bold syllables.
*Products: Some students to read out the sentences in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher has students read the sentences and underline the stressed words. Then, ask them to listen to the recording once first and pay attention to the stressed syllables.
** SS do the task independently, try to listen and repeat sentences as many times as possible as a class, a group and individually
*** Teacher calls some students to read out the sentences.
**** Teacher corrects their pronunciation and stress if needed.
Task4:Listentothesentencesandrepeat.Pay attentiontotheboldsyllables.(Ex4,p.116)
*Suggestedanswers:
** Ss do the task individually.
*** Teacher calls on some Ss to read the sentences in front of the class.
**** Teacher corrects their pronunciation if needed.
*Suggestedanswers:
Activity5: Consolidation(3’)
*Aim: To consolidate what students have learnt in the lesson.
* Content: Ask students say what students have learnt in the lesson.
*Products: Student say the main content in the lesson
*Organizationofimplementation:
Teacher’sandSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
- Some vocabulary related to the topic “Traveling in the future”
- How to stress in sentences. Homework(2’)
* Aim: To review the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook
*Organizationofimplementation: Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*- Evaluation:
- Learn by heart all the new words.
- Create a poem and read it with correct rhythm
- Prepare lesson 3 ( A closer look 2)
PRODUCTION
Task5
*Aims: To help Ss be aware of the words they have to stress in a sentence
To help Ss practise saying sentences with correct stress
* Content: Listen to the sentences and repeat. How many stresses are there in each sentence?
*Products: Some Ss read the sentences in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task5
* Teacher plays the recording for Ss to listen and repeat; then ask Ss to count the number of stresses in each sentence.
Task5:Listentothesentencesandrepeat. Howmanystressesarethereineach sentence?(Ex5,p.116)
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT11: TRAVELLINGINTHEFUTURE
Period: Lesson3:Acloserlook2
I.OBJECTIVES:
By the end of this lesson, students will be able to:
1.Knowledge
know how to recognize “The future simple: Will”
a. We use will + V:
+totalkaboutfutureactivities
Eg: We will buy an electric scooter soon.
+tomakepredictions
Eg: We will probably use electric cars because normal cars cause too much pollution.
b.Possessivepronouns
+todemonstrateownership
Eg: This is our house. It’s ours.
2.Corecompetence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
Be responsible and hard working
II. MATERIALS
Grade 7 textbook, Unit 11, A closer look 2 Computer connected to the internet TV/ Projector/Pictures, sets of word cards sachmem.vn
III.PROCEDURES:(STAGES)
Activity1: Warm-up(5’)
*Aim: To activate students’ prior knowledge and vocabulary related to articles in lesson.
* Content: * Game: pelmanism
*Products: Ss answer questions and find the correct key.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Warmup:
* Teacher divides the class into 2 teams.
** The game starts with all the cards face down and players take turns to turn over two cards. If team A choose 2 cards with the picture and the correct word . Team A will get 2 points.
* Game:Pelmanism:Futuremeansof transport
*** The team with more points is the winner.
**** Teacher checks and gives feedback.
Activity2: Presentation (5’)
GRAMMAR1:THEFUTURESIMPLE
*Aim: To introduce students the form and the usage of the future simple.
* Content: Grammar: The Future Simple
*Products: Understand and know how to use the Future Simple
*Organizationofimplementation:
Teacher’sandSs’activities Content
*GRAMMAR1:THEFUTURESIMPLE
* Teacher has Ss read “Remember box” in some minutes.
** Ss work independently to read.
*** Teacher calls on some Ss to answer teacher’s questions to make sure they can understand how to use and form The Future Simple well.
+ Teacher writes on the board: In this situation, what do we use the future tense for?
+ “To make a negative form, do we say will not or not will?” (Just add NOT behind Will)
+ “For questions, where we can put Will?”
(Before subjects)
**** Teacher confirms, and corrects grammar if needed, then write on the board:
*GRAMMAR1:THEFUTURESIMPLE
“Do we use The Future Simple to talk about past, present or future activities?”
EX: People will go to school by solowheel in 2030”
+Usage: to talk about future activities and to make predictions.
+Form: (+) S + will + V (-) S + will + not (won’t)+ V (?) Will + S + V ?
Activity3: Practice(20’)
Task1+Task2
*Aims: To help Ss use the right verb form to talk about future activities. To help Ss practise making full sentences about future activities using prompts.
* Content: Fill each blank with a suitable article.
*Products: Students to read their answers aloud.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task1
Task1:Completethesentenceswithwillor won’t.
* Teacher asks students to do the exercise individually and then compare their answers with a classmate.
** Ss do the task individually.
*** Some Ss explain their choices.
****Teacher confirms the correct answers.
Task2:
* Teacher has students work individually to rearrange the words to make sentences.
** Ss do the task individually.
*** Some Ss write their answer on the board.
****Teacher confirms the correct answers.
Task3:
* Teacher asks Ss to work in pairs to complete the conversation.
** Ss work in pairs to do the task.
*** Teacher calls on Ss to read aloud the complete conversation.
**** Teacher confirms the correct answers helps them to correct mistakes if needed.
*Answerkey:
1. won’t
2. will
3. will
4. won’t
5. Will
Task2:Rearrangethewordsandphrasesto makesentences.
* Answer key:
1. We will have driverless cars in 2030.
2. Cities won’t allow cars in 2050.
3. Will electric cars be popular?
4. We will use solar-powered buses soon.
5. Will we have enough parking places in ten years?
Task3:Usethecorrectformoftheverbsin bracketstocompletetheconversation.(Ex3, p.117)
*Suggestedanswers:
1. will take
2. won’t have
3. Will ... have
4. won’t drive
5. won’t be Activity4: GRAMMAR2
*Aims: To review possessive pronouns.
* Content: Complete this table about possessive pronouns.
*Products: Complete this table; Ss read aloud their answers on the board
*Organizationofimplementation:
Teacher’sandSs’activities Content
* GRAMMAR2:REVIEW POSSESSIVEPRONOUNS
* Teacher writes on the board an example then asks Ss some questions to remind them.
+ Do we use a possessive pronoun instead of a phrase?
+ Does a possessive pronoun come before a noun?
+ Let’s complete this table
** Ss work individually to answer teacher’s questions
* GRAMMAR2:REVIEW POSSESSIVEPRONOUNS
Ex: THIS IS YOUR BICYCLE. THAT BICYCLE IS HER BICYCLE. → HERS (hers=herbicycle)
Personal pronouns Possessive adjectives Possessive pronouns
I my mine
You your yours
We our ours
They their theirs
*** Teacher calls on some Ss to give their ideas.
**** Teacher confirms and corrects.
Task4:
* Teacher asks Ss to do the task individually to replace the underlined phrases with the correct possessive pronouns.
** Ss do the task individually and compare with their partners.
*** Some Ss read aloud their answers on the board
**** Teacher confirms the correct answers.
He his his She her hers
It its its
Task4:Replacetheunderlinedphraseswith possessivepronouns.(Ex5,p.118)
* Suggested answers:
1. theirs
2. mine
3. His
4. Yours
5. Ours
Activity5:Production
Task5
*Aims: To help Ss practise talking about some future means of transport To help Ss learn reasoning skills by giving reasons for their choice.
* Content:
*Products: Some pairs talk about their choices and reasons why they will / won’t use those means of travelling.
*Organizationofimplementation: Teacher’sandSs’activities Content Task5
* Teacher asks Ss to work in pairs to describe the picture.
** SS work with their partners to do the task.
***Some pairs talk about their choices and reasons why they will / won’t use those means of travelling.
**** Teacher listens to Ss to correct common errors after Ss finish speaking.
Task5:Lookatthepicturesandtellyour partnerifyouwill/won’ttravelbythese meansoftransport.Givereason(s).(Ex4,p. 118)
* Suggested answers:
- In picture 1, I can see a / an (electric) bus / coach. I can see many people on this bus / coach. I think I will go to school by electric coach because it has no fumes, and it can carry many people at the same time.
- In picture 2, I can see a flying car. It is flying over a city. I think I will travel by flying car. It will be fun to fly in one. I will be able to see the city below (or I can fly it when the roads are congested).
- In picture 3, I can see a ship. It has solar panels. I will travel on a solar-powered ship to visit some islands.
It will be comfortable / fun to travel by solarpowered ship.
- In picture 4, I can see a bamboo-copter. I will fly a bamboo-copter to work. It will be fun / fast. (or I won’t use a bamboo-copter to travel from one place to another. It will be dangerous. You might get hurt when it is windy …).
- In picture 5, I can see a car with a lot of smoke behind it. I won’t go by car in the future. It pollutes the environment.
*Consolidation(3’)
*Aim: To consolidate what students have learnt in the lesson.
* Content: summarize the main content in the lesson.
*Products: Ss say what they have learnt in the lesson.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
+Grammar: 1. The future simple
*Homework(2’)
2. The possessive pronouns.
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook
*Products: Students’ textbook and workbook
*Organizationofimplementation:
Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*- Evaluation:
- Do EX in the Textbook.
- Prepare lesson 4 ( communication)
Date of planning : …/… / 2022
Date of teaching : …/… / 2022
Week: UNIT11: TRAVELLINGINTHEFUTURE
Period: Lesson4:Communication
I.OBJECTIVES:
By the end of this lesson, students will be able to:
1.Knowledge
- learn how to how to make predictions.
- practise using some grammar points and vocabulary related to the topic.
2.Corecompetence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
- Be benevolent and responsible
II. MATERIALS
Grade 7 textbook, Unit 11, Communication Computer connected to the internet TV/ Pictures/ Projector sachmem.vn
III.PROCEDURES:(STAGES)
*Aim: To review conditional type 1
To lead in the new lesson.
Activity1:Warm-up(5’)
* Content: Game: Fun matching ( Write 5 conditional type 1)
*Products: Ss from 2 teams read the first conditional aloud.
*Organizationofimplementation: Teacher’sandSs’activities Content
Warmup
* Teacher checks Ss’ knowledge of the previous lessons by asking them to make sentences using The Future Simple or possessive pronouns.
** Ss write the form and give examples; complete the sentences with the Future Simple or possessive pronouns.
*** Teacher calls on some Ss to read aloud their sentences.
**** Teacher confirms, corrects grammar and pronunciation if needed.
- Teacher leads students into the new lesson
*GAME: Automatic name calling to check old lessons.
*Aims:
- To help Ss practise making predictions.
- To help Ss learn more about what information they can discover when talking about a means of transport
– To help Ss practise asking and answering questions about a future means of transport.
* Contents:
- Make similar conversation.
- Complete the conversation between Mark and Lan with the questions and answers from the box.
- Choose one means of transport below and make a similar conversation as in 3.
*Products:
- Ss’ correct answers.
- Ss’ speakings
*Organizationofimplementation: Teacher’sandSs’activities Content
II . HOW WILL CHILDREN GO TO SCHOOL?
Task2:Makesimilarconversation
Activity2: Presentation(5’)
*EVERYDAYENGLISH
Task1
*Aim: To introduce to Ss how to make predictions
* Content: Teach some structures to make predictions ; - Listen and read the conversation.
*Products: Teach some structures to make predictions
- Listen and read the conversation.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher plays the record for SS to listen and read the conversation
** Ss listen and practice saying with their partners.
*** Teacher calls some pairs to read aloud.
**** Teacher corrects pronunciation if needed.
* Teacher asks Ss to pay attention to the highlighted parts and asks them some questions to elicit the new structure
** Ss answer teacher’s questions to find out new structure to express preferences.
*** Some students give the new structure to the teacher.
**** Teacher corrects and writes on the board
I-EVERYDAYENGLISH
Task1:Listenandreadtheconversation.(Ex 1,p.119)
Structure: tomakepredictions
- We certainly will/ won’t …
if you are sure about your predictions.
- It probably won’t/ will …
if you are not sure about your predictions.
Activity3: Practice(20’)
Task2+3+4
Task2:
* Teacher has SS look at the situation in Ex 2 to make similar dialogue.
** Ss work in pairs to make similar dialogue.
*** Teacher calls some pairs to present it in front of the class.
**** Teacher gives feedback and some comments.
1. travelling long distances by hyperloop.
2. travelling to other planets for holidays.
Suggested answers:
Situation1:
A: Do you think we will travel long distances by hyperloop?
B: We certainly / probably will.
A: Will it allow us to travel to other planets?
B: It probably / certainly won’t.
Situation2:
A: Do you think people will travel to other planets for their holidays?
B: They certainly / probably will.
Task3:
* Teacher asks Ss to work in pairs to read the conversation and complete it with the questions and answers from the box
** Ss do the task in pairs
*** Teacher calls some Ss to give their answer and explain it.
**** Teacher confirms the correct answers. Task4
* Teacher asks Ss to n pairs to ask and answer questions about which means of transport they would like to
A: Will holidays on other planets be expensive / interesting?
B: They certainly will (be).
Task3:Completetheconversationbetween MarkandLanwiththequestionsandanswers fromthebox.
Answer key:
1. B
2. A
3. D
4. C
use to travel to school. Ask them to use the example in 3. Elicit any other questions and answers they can ask and answer about a means of transport.
** Ss work in pairs.
*** Teacher invites some pairs to role-play, asking and answering the questions in front of the class
**** Teacher confirms and corrects if needed.
For the conversation about bamboo-copter, for example, T may guide Ss to ask questions:
Task4:Chooseonemeansoftransportbelow andmakeasimilarconversationasin3.
bamboo-copter, a solowheel , a scooter or a bicycle and reasons for them to use:
Suggestedanswer:
1. So what means of transport will students use to go to school?
2. How many fans does it have?
3. How will it work?
4. What will it run on?
5. Why would you like to go to school by bamboocopter?
– For the Solo wheel, T instructs Ss to ask similar questions.
Activity4:Production
Task5
*Aims:
- To help Ss practise talking about which means of transport they would like to use to travel to school
– To help Ss practise giving reasons
– To help Ss practise reporting.
* Content:
- Choose one means of transport that you would like to use to travel to school. Give reasons.
*Products: - Ss’ presentations in front of the class
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks Ss to work in group to discuss which means of transport they would like to use to travel to school
** Ss work in groups to take notes several means of transport for Ss to think of such as a
Task5: Chooseonemeansoftransportthatyou wouldliketousetotraveltoschool.Give reasons.(Ex5,p.119)
- Teacher goes round the class to monitor and give support if necessary.
*** Ss from each group present their ideas to the class.
**** Teacher comments on their clarify, language, fluency, grammar, etc.
+ It is safe / fast / green / fun / economical / convenient.
+ It doesn’t cause noise or pollution.
+ It doesn’t make fumes.
+ It doesn’t pollute the environment.
Activity5:Consolidation(3’)
*Aims: To consolidate what students have learnt in the lesson.
* Content: Summarize the content of the lesson.
*Products: Ss say aloud what they have just learnt .
*Organizationofimplementation:
Teacher asks students to talk about what they have learnt in the lesson.
+ Vocabulary of the means of transport
+ The present simple
+ Possessive pronouns
Homework(2’)
*Aim:To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*- Evaluation:
- Learn by heart new words
- Review some exercises.
- To prepare for the next lesson: Unit 11 /Skills 1.
Date :…………..
*Aims:
- To introduce the topic of reading.
- To enhance students’ skills of cooperating with team mates.
- To lead in the lesson about Skills 1.
*Contents: Play the game “Networking”
*Products: The group which has more corrects ones will be the winner.
*Organizationofimplementation: Teacher’sandSs’activities
Warm-up
* Teacher asks Ss to think of the forms of transport they have used and any that they would like to experience.
** Ss in groups to share.
*** Teacher calls on groups to see how many different forms of transport they can list. The group which has more corrects ones will be the winner.
**** Teacher confirms and corrects.
Content
Game:NETWORKING
*Suggestedanswers:
tank, hot-air balloon, helicopter, yacht, bicycle, horse and carriage, RollsRoyce, hang glider, mule, double – decker bus, elephant, spaceship, etc.
Activity2: Presentation(7’)
Pre-teachvocab+Task1
Week: UNIT11:TRAVELLINGINTHEFUTURE
Period: Lesson5:Skills1
I.OBJECTIVES:
By the end of this lesson, Ss will be able to gain:
1.Knowledge
+ Reading:
- read for general and specific information about a future car.
+ Speaking:
talk about why a means of transport will / won’t be popular
2.Corecompetence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
Be benevolent and responsible
II. MATERIALS
- Grade 7 textbook, Unit 11, Skills 1
- Computer connected to the internet
- TV/ Pictures, cards
- sachmem.vn
III.PROCEDURES:(STAGES)
Activity1:Warm-up(5’)
* Aims:
- To lead in the reading skills.
- To provide students with some lexical items before reading the text.
*Contents:
- Work in pairs. Discuss the following questions.
- Read Phong’s blog. Match the underlined words in the text with their meanings.
*Products:
- Lists of vocabularies
- Answer key Teacher’sandSs’activities Content
Preteachvocabulary
* Teacher use different techniques to teach vocab (pictures, situation, explaination…..)
** Repeat in chorus and individually
*** Copy all the words
**** Checking vocab:
Task1
*Vocabulary
- (to) charge /tʃɑːdʒ/: sạc pin
- passenger (n) /ˈ pæs.ən.dʒər/: hành khách
- economical (a) /ˌiː.kəˈnɒm.ɪ.kəl/: tiết kiệm nhiên liệu
- autopilot (adj, n) /ˈɔː.təʊˌpaɪ.lət/: lái tự động
- function (n) /ˈfʌŋk.ʃən/: chức năng
- (to) run on/rʌn ɒn/:chạy bằng (nhiên liệu nào)
*Checkingvocab: Say the word by EL
* Teacher asks SS to work in pairs to look at the picture and answer the question: “What can you see in the picture?”
** Ss work with their partner to think of words to describe the car and the words or phrases about the driver.
*** Teacher calls on some Ss to read loud the listed words/ phrases.
**** Teacher writes on the board, corrects pronunciation or grammar if needed.
2.Brainstorming:Lookatthepictureand findthewordsorphrasestodescribeit.(Ex1, p.120)
*Suggestedanswer:
Thecar: convenient, safe, comfortable, modern, automatic, automated, autopilot, etc. Thedriver: relaxing / isn’t driving, etc.
Activity3: PRACTICE
I.Reading
Task2+3
*Aims:
- To improve Ss’ skills of reading for the general idea.
- To improve Ss’ skills of reading for details.
- To check students’ reading comprehension.
- To enable Ss to ask and answer questions about a car company
*Contents:
- Read the passage and answer the question.
- Read the passage again and complete the fact file with no more than two words or a number.
- Look at the fact file in 3 then ask and answer questions about it.
*Products:
- Answer key
*Organizationofimplementation:
Teacher’sandSs’activities Content Task2
Task2:Readthepassageandanswerthe question.
* Teacher tells Ss to read the text quickly and find out the main idea of the paragraph individually.
** Ss work independently to read.
*** Some Ss read out their answer and explain their choices.
**** Teacher confirms, corrects, and explains that B and C are just facts.
Task3:
* Teacher tells Ss that they are going to read to passage again to complete the table about the company and its car. Teacher also reminds Ss to look at the information on the left first before doing the task to guess what types of information they need to scan.
* Answer key: A
Task3:Readthepassageagainandcomplete thefactfilewithnomorethantwowordsora number.(Ex3,p.120)
Answer key:
** Ss work independently to do the task.
*** Teacher calls on some Ss to give their answers and points out where they can find the information.
**** Teacher corrects and confirms.
*Retelling
*Aims: To check students’ reading comprehension.
* Content: - Retelling
*Products: Students retell all the information about “Roadrunner”.
*Organizationofimplementation :
Teacher’sandSs’activities Content
* Teacher asks Ss to close their books and just look at the table in task 2 to retell what they have read about “Roadrunner”.
** Ss work on pairs, take turns to retell.
*** Some Ss retell all the information about “Roadrunner”.
**** Teacher listens and corrects if needed
* Ss retell all the information about “Roadrunner”.
II.SPEAKING(15’)
Task4+5
*Aims: To develop reading skill for general and specific information.
*Content: Read the text and answer the questions.
*Products: Students play game by answering the questions correctly.
*Organizationofimplementation :
Teacher’sandSs’activities Content
Task4
* Teacher asks Ss to work in pairs to look at the table once more times to make questions about Roadrunner and its car based on the fact file in 3.
** Ss work in pairs to make questions, then answer these questions.
*** Teacher calls on some pairs to role – play it in front of the class.
**** Teacher corrects Ss’ grammar and pronunciation mistakes if needed.
Task5
Task4:Lookatthefactfilein3thenaskand answerquestionsaboutit.(Ex4,p.120)
Suggestedquestions:
* When was Speed introduced? / When did they introduce Speed?
• What do you know about Safety? / What is special about Safety?
• What functions do these models have?
• What do these models run on?
• What can passengers do when they are travelling in the car?
Task5:DiscusswhyRoadrunner’scarswill orwon’tbecomepopularinthenearfuture. Reportyourreasonstotheclass.(Ex5,p.120)
* Teacher writes on the board: “Why Roadrunner’s cars will or won’t become popular in the near future?” and asks Ss to work in groups to discuss it.
** Ss work in groups to do the task. Teacher goes around to help them if needed.
*** Teacher invites one representative of each group to report the answers of their own group to the class
*Suggestedanswers:
+ Roadrunner’s cars will become popular in the near future, because they are fast / safe / comfortable / modern.
+ Roadrunner’s cars run on electricity, so they are eco-friendly / green / they do not pollute the environment.
+ Roadrunner’s cars have an autopilot function, so they are very comfortable and modern
Activity4:Post-Speaking(5’)
*Aims: To help students improve next time.
* Content: Give comments and vote for the most interesting and informative presentation.
*Products: The best and most fluent presentation
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Have students give comments on their friends and vote for the most interesting and informative presentation.
- Teacher gives feedback and comments.
*Students’comments
Activity5:Consolidation(2’)
*Aims: To consolidate what students have learnt in the lesson.
* Content: Ss summarise what they have learnt with the two skills.
*Products: Students say what they have learnt with the two skills in font of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- Some ways to go green, tips for going green).
* Homework(2’)
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson
*Products: Students’ textbook and workbook
*Organizationofimplementation:
- Teacher asks students to prepare the new lesson
*- Evaluation:
- Do Ex inWB
- Prepare: Skills 2
……………………………………………………………………………………………………
Week: UNIT11: TRAVELLINGINTHEFUTURE
Period: Lesson6:Skills2
I.OBJECTIVES:
By the end of this lesson, students will be able to:
1. Knowledge
+ Listening
listen for general and specific information about some future means of transport;
+ Writing: write about the advantages of a future means of transport.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
Be benevolent and responsible
II. MATERIALS
Grade 7 textbook, Unit 11, Skills 2
Computer connected to the internet Pictures sachmem.vn
III.PROCEDURES:(STAGES)
Date :…………..
Activity1:Warm–up (5’)
*Aim: To prepare for the new lesson; To introduce the new lesson.
*Content: Circle the words/ phrases that you think are used to describe the future means of transport
*Products: Students give their answers exactly.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Warmup
* Teacher asks Ss to look at the words or phrases in Ex 1 (p. 121) and think of which ones are used to describe the future means of the transport.
** Ss thinks of it individually, then discuss with their partners. Teacher encourages Ss to give reasons for their answers.
*** Teacher calls some students to give their answers.
**** Teacher listens and give comments.
-Teacher introduces students the content of the lesson: “In the lesson today, we are going to listen to a talk between Mr. Ha and his students about future means of transport.”
Activity2:I/Listening Presentation(7’)
*Aims:
- To provide students with some lexical items before listening the text
*Contents:
- Teach vocabularies
*Products:
- List of vocabularies
*Organizationofimplementation: Teacher’sandSs’activities Content
Pre-teachVocab
* Teacher introduces the vocabulary by:
- Providing the synonym or antonym of the words.
- Providing the pictures of the words.
- Providing the definition of the words. Concept check: Rub out and Remember
*Vocabulary
ə.bəl/: thoải mái
*Aims:
- To activate Ss’ knowledge of the topic of the listening text
-- To improve Ss’ skills of listening for general information
*Contents:
- Listen to a talk between Mr Ha and his students. How many means of transport are they talking about? Circle the correct answer.
*Products: SS give answer key correctly
*Organizationofimplementation:
Teacher’sandSs’activities Content Task2
* Teacher asks Ss to read the sentences and to predict the words they need to fill in each blank.
** Ss works in pairs to do the task. Then teacher plays the recording for Ss to listen and fill in the blank.
*** Teacher calls on some Ss to give theirs answers and writes them on the board.
**** Teacher plays the recording again as many times as needed for Ss to check their answers and clearly understand the conversation.
Task3
* Teacher asks Ss to read the sentences and to predict the words they need to fill in each blank.
** Ss works in pairs to do the task. Then teacher plays the recording for Ss to listen and fill in the blank.
*** Teacher calls on some Ss to give theirs answers and writes them on the board.
**** Teacher plays the recording again as many times as needed for Ss to check their answers and clearly understand the conversation.
Task2:ListentoatalkbetweenMrHaand hisstudents.Howmanymeansoftransport aretheytalkingabout?Circlethecorrect answer.(Ex2,p.121-cont)
*Answerkey: C
Task3:Listentothetalkagainandcomplete eachsentencewithONEword.(Ex3,p.121)
*Answerkey:
1. accidents
2. autopilot
3. expensive
4. Bamboo-copters
5. eco-friendly Audio script – Tracks 80 + 81:
- Mr Ha: Now, let’s turn to future means of transport. How do you think people will travel in 2050, Tom?
- Tom: I think people will use bullet trains. Bullet trains will be faster and safer than cars and they can help avoid traffic accidents.
- Lan: I think skyTrans will also be popular, too. They will not use up much space and will be safe because they run on autopilot. - Tom: But skyTrans may be too expensive for students to use. Bamboo-copters will be cheaper and easier for them to use. They will just put on their bamboo-copters and fly to school.
*While-listening Task2+Task3
- Mr Ha: Sounds interesting. How about travelling on sea?
*DISCUSSION Task1.Circlethewords/phrasesthatyou thinkareusedtodescribethefuturemeans oftransport
- Lan: I think people will use solar-powered ships to travel on sea. They will be eco-friendly and comfortable
Activity3:II/WRITING
*Aims: To help students generate ideas for their writing;
* Content: Choose one future means of transport in 3 and tick the words and phrases that describe its advantages.
*Products: Ss read out loud and encourages Ss to make sentences with the words/ phrases.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task4
* Teacher asks Ss to choose a future means of transport in Ex 3 and discuss with their partner by ticking the boxes or add as many words/ phrases as possible.
** Ss do the task in pairs.
*** Teacher calls on some Ss to read out loud and encourages Ss to make sentences with the words/ phrases.
**** Teacher corrects and confirms.
Task4:Chooseonefuturemeansof transportin3andtickthewordsand phrasesthatdescribeitsadvantages.Can youaddmorewordsandphrases?
* Teacher tells Ss that they are going to write about the advantages of the means of transport they ‘ve chosen. Teacher reminds them to start their writing as shown below.
** Ss do the task independently.
Task5:Writeaparagraphofabout70 wordsabouttheadvantagesofthemeans oftransportyou’vechosen.(Ex5,p.121)
*Suggestedanswers: economical, carrying many passengers, avoiding traffic jams, having an autopilot function, driverless, etc.
While-Writing(5’)
*Aims:To help Ss practise writing a paragraph about the means of transport .
*Content: Write a paragraph about the advantages of the means of transport you’ve chosen
*Products: Students’ perfect writing on the posters ( notebooks)
*Organizationofimplementation: Teacher’sandSs’activities Content
Activity4:Post-Writing(5’)
*Aim: To peer check, cross check and final check students’ writing.
*Content: Cross check students’ writing.
*Products: Students’ writing and cross check.
*Organizationofimplementation: Teacher’sandSs’activities Content
*** Teacher asks Ss to share their writing with their partners. Then, call on some Ss to show their writing in front of the class.
**** Teacher checks ideas, grammar, vocabulary and gives comments.
Activity5: Consolidation(2’)
* Aim: To consolidate what students have learnt in the lesson.
* Content: Summarize the content of the lesson.
*Products: A student says what she/ he has learnt in the lesson.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- listen and write about one future mean of transport
Homework(2’)
*Aim: To revise knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to rewrite their writing in their books.
- Teacher asks students to prepare the new lesson.
- Rewrite the writing in the notebook.
- Prepare “ Looking back and project”
*- Evaluation: ………………………………………………………………………………………………………
-apply what they have learnt (vocabulary and grammar) into practice through a project.
2.Corecompetence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
- Be benevolent and responsible
- Develop self-study skills
II. MATERIALS
Grade 7 textbook, Unit 11, Looking back & Project Computer connected to the internet TV/ Pictures, sachmem.vn
III.PROCEDURES:(STAGES)
Activity1:Warm-up(5’)
*Aims: To help students revise the vocabulary items they have learnt in the unit. To enhance students’ skills of cooperating with team mates.
* Content: Game : Mindmap
*Products: Students work group and write the correct answers on the board.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Warmup(Teamwork)
Mindmap
* Teacher writes on the board “Unit 11” asks Ss to think of what they have learnt already in this unit.
** Ss work in pairs to do the task.
***Teacher calls some students to retell.
**** Teacher confirms and leads them to do all the exercises in books
*Game: Mindmap
Week: UNIT11: TRAVELLINGINTHEFUTURE
Period: Lesson7:Lookingbackandproject
I.OBJECTIVES:
By the end of this lesson, students will be able to:
1.Knowledge
-review the vocabulary and grammar of Unit 11
Date :…………..
*Aims:
Activity2:Vocabulary Task1+Task2
-To help Ss revise the learnt vocabulary.
- To help Ss use the right adjectives / phrases to describe the appropriate means of transport
* Contents:
- Write three adjectives or phrases to describe each picture.
- Complete the sentences with the words and phrases from the box.
*Products: Ss write the answers on the board.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks Ss to work individually to look at the three pictures and think of the
Task1:Writethreeadjectivesorphrasesto describeeachpicture.
words or phrases they have learnt to describe means of transport
** Ss do the task independently.
*** Teacher asks for Ss’ answers.
**** Teacher confirms the correct ones
Task2:
* Teacher has Ss work individually to put the right words / phrases into the correct blanks.
** Ss do this activity individually, then compare their answers with their partners.
*** Teacher asks for some Ss to read aloud the sentences.
**** Teacher confirms the correct answer.
*Answerkeys:
1. fast, green, carrying many passengers
2. fast, convenient, autopilot function
3. electric, green, convenient
Task2: Completethesentenceswiththe wordsandphrasesfromthebox.
*Answerkeys:
1. eco-friendly
2. runs on
3. bamboo-copter
4. driverless
5. Bullet trains
Activity3: GRAMMAR(10’)
Task3+4
*Aims: - To help Ss revise the possessive pronouns.
- To help Ss revise the future simple
* Contents: - Find one mistake in each sentence and correct it.
- Read the passage and put the verbs in brackets in the correct future form.
*Products: Ss write the answers on the board exactly.
*Organizationofimplementation: Teacher’sandSs’activities Content
Task3
* Teacher asks Ss to find one mistake in each sentence and correct it
** Ss do the exercise individually and swap with their partners.
*** Teacher calls some Ss to check their answers.
**** Teacher confirms the correct answer.
Task4
* Teacher asks Ss to put the verbs in brackets in the correct form
** Ss work individually to do the task.
*** Teacher calls 1- 2 Ss to read out the passage.
**** Teacher checks and confirms their answers.
Task3:Findonemistakeineachsentence andcorrectit.
*Answerkeys:
1. Her → Hers
2. Our → Ours
3. My → Mine
4. its → his
5. yours → your
Task4:Readthepassageandputtheverbsin bracketsinthecorrectfutureform.
*Answerkeys:
1. will travel
2. won’t go
3. will need
4. won’t carry
5. Will … come
Activity4:Project(5’)
*Aim: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project.
* Content: PROJECT: Our future means of transport
* Products: Students’ perfect project. (Posters exhibition)
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks Ss to look at the picture and imagine a future means of transport they would like to see in the future. Teacher tells SS that they can draw pictures or pin the pictures or photos on A0 paper to illustrate their ideas.
** Ss do the task in group. Teacher goes around to help if necessary and check their progress.
*** Teacher calls some groups to present their poster to the class
**** Ss in other groups comment. Teacher confirms and corrects.
PROJECT: Ourfuturemeansoftransport
Activity5: Consolidation(2’)
* Aim: To consolidate what students have learnt in the lesson.
* Content: Summarize the content of the lesson.
*Products: A student says the lesson’s content aloud.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- revise vocabulary and grammar in unit 11
- make Project: Ourfuturemeansof transport.
*Homework(2’)
*Aim: To revise the knowledge that students have gained in Unit 12 and To prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to revise old lesson and to do exercise in workbook.
- Teacher asks students to complete the project and prepare the new lesson.
- Complete the project
- Prepare for the next lesson: Unit 12 ( Getting started)
*- Evaluation: ………………………………………………………………………………………………………
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT12:ENGLISH-SPEAKINGCOUNTRIES
Period: Lesson1:Gettingstarted
I. OBJECTIVES: By the end of this lesson, Ss will be able to gain:
1.Knowledge
- an overview about the topic “English-speaking countries”
- lexical items related to people and places in English-speaking countries
2.Corecompetence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
-The love of country; The awareness about importance of speaking English; Be ready to talk about English speaking countries.
- Develop self-study skills.
II. MATERIALS
- Grade 7 textbook, Unit 12, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III.PROCEDURES:(STAGES)
Activity1:Warm-up(5’)
* Aim: To introduce the topic of the unit.
*Content: Game: Flags matching
*Products: Groups match correctly.
*Organizationofimplementation: Teacher’sandSs’activities Content Warmup
*Warmup : Flags matching
*Products: Students read and understand the meaning of vocab.
*Organizationofimplementation: Teacher’sandSs’activities Content
Preteachvocabulary
* Teacher asks students to read the words and phrase in the box and work on their meanings. These words have appeared somewhere in the previous units (except the word Australians).
** Students fill in the blanks with the most suitable words/phrases.
*** Teacher allows students to share answers before discussing as a class.
**** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed.
*Vocabulary
- island (n) hòn đảo
- sunset (n) hoàng hôn
- landscape (n) phong cảnh
- penguin (n) chim cánh cụt
*Checkingvocab:<Ruboutandremember>
*Pre-reading Task1
*Aims: To practice the targeted language and the background knowledge of the topic.
* Contents:
- Answer some questions related the conversation.
-Listen and read the dialouge
*Products: Students give the correct answers Students know how to role play
*Organizationofimplementation: Teacher’sandSs’activities Content
*Setthesence
- Teacher asks student to open the textbook and draws students’ attention to the title of the conversation and the picture in the textbook and asks them questions about it:
*Setthesence
- Who are they in the picture?
- What activities are they talking about?
surfing, penguin watching
- In what English-speaking country can they do these activities?
Australia
* Teacher divides the class into 2 big groups and asks them to match the flag illustrations with names of the countries.
** Students work in groups to discuss and do the matching.
*** Teacher allows students to share their answers before discussing as a class and encourages them to pronounce the names of the countries correctly.
**** Teacher asks students to explain their choice, checks the answers as a class, gives feedback then introduces the similarity of these countries
“English-speaking countries”.
Activity2: Presentation(5’)
*Preteachvocabulary
*Aim: - To provide students with vocabulary.
- To help students well-prepared for the listening and reading tasks.
* Content:Learn some vocabularies related to the topic.
** Students raise hands to answer the questions.
*** Students discuss and give comments to their friends’ answers.
**** Teacher confirms the correct answers: They are Phong and Mark. They are talking about Phong’s holiday in Australia. They mention Phong’s use of English in real life, his travels, and Australia’s people and landscapes. Task1.
* Teacher plays the recording, asks students to underline the words that are related to the topic of the unit while they are listening and reading.
Task1.Listenandread
*Roleplay.
** Teacher can play the recording more than once.
*** Students listen and read.
****Teacher invites some pairs of students to read the dialogue aloud.
Activity3: Practice: (20’)
Task2+3+4
*Aims:
- To help students get the main idea of the conversation.
- To draw students’ attention to the key information of the text and see how much they can remember about the text.
- To introduce some key words related to the topic.
* Content:
- Answer the Q: What are Phong and Mark talking about? (p. 125).
- Read again and tick the information you can find in the conversation. (p. 125)
- Complete the sentences with the words and phrases from the box. (p. 125)
*Products: Students give the correct answers.
*Organizationofimplementation: Teacher’sandSs’activities Content
Task2
* Teacher asks to answer the question without reading the conversation again.
** Students choose the most suitable option A B or C.
*** Teacher allows students to share their answers before discussing as a class and encourages them to pronounce the words / phrases correctly.
**** Teacher asks students to explain their choice and checks the answers as a class and gives feedback.
Task3
* Teacher asks students to work individually to complete tick the information they can find in the conversation.
** Students work individually to read the sentences and do the task without referring to the text.
*** Teacher allows students to share answers before discussing as a class.
**** Teacher calls on some students to give the answers and asks them where they find the information.
Task4:
* Teacher asks students to read the words and phrase in the box and work on their meanings.
Task2:WhatarePhongand Marktalking about?(p.125).
* Answer key: A
These words have appeared somewhere in the previous units (except the word Australians).
** Students fill in the blanks with the most suitable words/phrases.
*** Teacher allows students to share answers before discussing as a class.
**** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed.
*Answer key:
1. landscape
2. penguin watching
3. island
4. sunset
5. Australians
Activity4:Production:(5’)
*Aims: To introduce the names of five English-speaking countries and their capital cities through a game.
- To create a fun atmosphere in the class.
*Content: Matching game: What’s its capital city?
*Products: The first group find all the correct answers is winner.
*Organizationofimplementation: Teacher’sandSs’activities Content
Task5: Matchinggame:
* Teacher writes the countries and the capital cities on the board (like in the book).
** Students discuss in their groups and do the task.
*** Teacher can go around to help weaker students.
**** Teacher stops the game when time is up. The first group find all the correct answers is winner.
Task5:Matchinggame:What’sitscapital city?(p.125)
*Answerkey:
1. Washington D.C.
2. Ottawa
3. London
4. Canberra
5. Wellington
Task3:Readagainandticktheinformation youcanfindintheconversation.(p.125)
* Answer key:
1. In Australia, Phong used English in real life.
4. Australia is beautiful.
5. Australians love outdoor activities.
Task4:Completethesentenceswiththe wordsandphrasesfrom thebox.(p.125)
Activity5: Consolidation(3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content: summarize the content of the lesson.
*Products: SS talk about what they have learnt in the lesson.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- Ss work indepently
- Some new words
- Read and understand content of the conversation
*Homework(2’)
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson ( A closer look 1)
*Products: Students’ textbook and workbook
*Organizationofimplementation
Teacher’s andSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*- Evaluation:
- Learn by heart all the new words.
- Read the dialogue again.
- Prepare lesson 2 ( A closer look 1)
Date of planning : …/… / 2022
Date of teaching : …/… / 2022
Week: UNIT 12:ENGLISH-SPEAKINGCOUNTRIES
Period: Lesson2: Acloserlook1
I. OBJECTIVES:
By the end of this lesson, students will be able to gain:
1.Knowledge:
- Vocabulary: Use words related to people and places in the English-speaking countries.
- Pronunciation: ask questions with the correct rising and falling intonation.
2.Corecompetence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
- Develop self-study skills
- Raise students’ awareness of the need to keep their neighbourhood green.
II. MATERIALS
1. Textbooks, Unit 12, A closer look 1
2. Equipment: computer accessed to the Internet, projector, loudspeaker
3. Slides
III.PROCEDURES: (STAGES)
Activity1: Warm-up (5’)
*Aim: To activate students’ prior knowledge and vocabulary related to the topic. To lead in the lesson about vocabulary and pronunciation.
*Content: Game: Matching
*Products: Students match the names of daily activity with suitable pictures.
*Organization ofimplementation:
Teacher’s and Ss’activities Content
* Teacher divides the class into groups of four and asks them to share their homework.
** Students work in groups to:
- discuss and share names of English-speaking countries.
- list all the names of English-speaking countries in a piece of paper.
*** Teacher asks the groups to swap their pieces of paper and do cross checking. The group with the most correct names of English-speaking countries will be the winner.
Game: Homework checking:
How many English-speaking countries can you find?
**** Teacher confirms the answers and give compliments to the winner.
*Aim: To introduce the new words.
Activity2:Presentation(7’) (Vocab-pre-teach)
*Content: Teach some new words, some action verbs go with nouns.
*Product: Ss learn how to use them.
*Organizationofimplementation: Teacher’sandSs’activities Content
Vocabularypre-teach:
* Teacher introduces the vocabulary.
** Teacher introduces the vocabulary by: providing the pictures providing the definition of the words.
*** Teacher asks students to repeat.
*** Teacher rubs out and checks
*Checkingvocab:< Whatandwhere>
*Vocabulary
- native (adj) thuộc về bản địa
- amazing (adj) tuyệt vời
- unique (adj) độc đáo, duy nhất
- local (adj) thuộc về địa phương
- ancient (adj) cổ kính
Activity3: Practice (25’)
Task1+2+3
*Aims: To introduce some key words (nouns) related to people and places through pictures. To introduce some key words (adjectives) to describe people and places in context. To introduce some more nouns and phrases through explanations. To help students recognise and practise the rising and falling intonation with questions. To provide students with more practice in the intonations of questions.
*Contents: Write the words or phrases under the correct pictures. Use the words in the box to complete the sentences. Discuss and write the word or phrase in the box next to its explanation.
*Products: Ss say the correct answers.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task1
* Teacher has students read aloud the words in the box and and asks them to match the words with the pictures illustrating them within 3 - 4 minutes.
** Students read the words and phrases in the box and match them with the pictures. *** Teacher asks them to share their answers in pairs before checking the answers as a class.
Task1: Writethewordsorphrasesunderthe correctpictures.(p.126)
* Answer key:
1. kangaroo
2. island country
3. tattoo
4. Scottish kilt
**** Teacher invites students to take turns to read out their answers and corrects their pronunciation if needed.
Task2
* Teacher asks to read the words in the box first, explains their meanings if needed then allows students 5 minutes to do the task.
** Students do the task individually.
*** Teacher allows students to swap their textbooks to peer check first.
**** Teacher confirms the answers and gives feedback, if necessary.
Ask Ss to read the words in the box first. Explain their meanings if needed.
Task3
* Teacher asks students to work in pairs to read the words and phrase first and see if they know any of them.
** Students have 4 - 5 minutes to discuss and complete the task.
*** Teacher asks students to work in pairs to swap their answers and peer check.
**** Teacher checks their answers as a class.
5. castle
6. coastline
Task2: Usethe words intheboxtocomplete thesentences.(p. 126)
*Answerkey:
1. amazing
2. ancient
3. unique
4. local
5. native
Task3: Workinpairs.Discuss andwritethe wordorphraseinthe boxnext toits explanation.(p. 126)
*Answerkey:
1. tower
2. symbol
3. capital
4. boat ride
Activity4: II.Pronunciation
* Rising and falling intonation for questions
*Aims: To help students recognise and practise the rising and falling intonation with questions
To provide students with more practice in the intonations of questions.
*Contents:
- Listen and repeat, paying attention to the intonation of the following questions.
- Circle the correct intonation. Then listen and repeat
*Products: Ss practise the rising and falling intonation with questions.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task4
* Teacher writes two short questions on the board: a yes / no question and a wh-question. Have some Ss say aloud the questions first, then ask other students to pay attention to the intonation at the end of the questions.
** Students look at the questions with the rising and falling already marked, listen and repeat as a class, a group, and finally as individuals.
*** Teacher plays the recording for Ss to listen once, then listen and repeat as a class, a group, and finally as individuals. Teacher can play the recording as many times as necessary.
Task4: Listenandrepeat,payingattentionto theintonationof thefollowing questions.
Can you speak English?
What is the capital of Scotland?
* Audio script
**** Teacher elicits the pattern from students: use rising intonation for yes / no questions and falling intonation for wh-questions.
Task5
* Teacher has students circle the correct intonation individually, based on what they have learnt in Task 4.
** Teacher plays the recording for students to listen and repeat each question and check their answers.
*** Teacher corrects them if needed and calls on some students to read the questions aloud.
**** Teacher plays the recording again and ask students to repeat each question after the recording. Teacher confirms the answers.
Task5: Circlethecorrectintonation.Then listenandrepeat. (p. 126)
*Audio script
Activity5: Production(5’)
Task5:
*Aims: To test students' quick reaction to the targeted intonation.
*Content:Game:UporDown?
*Products: Some students read out the statements in front of the class.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Teacher explains the rules: Teacher divides the class into 2 teams. Students will listen to questions which are made up from the words in the lesson. Students will have to stand up if it is a yes / no question and sit down if it is a wh-question. The team will receive minus points equivalent to the number of students who pose incorrect actions (stand up or sit down). The team with less minus points will be the winner.
** Students play the game.
*** Teacher helps students in the game. **** Teacher gives feedback.
Game:UporDown?
*Consolidation(3’)
*Aim: To consolidate what students have learnt in the lesson.
* Content: Summarize the content of the lesson.
*Products: Say aloud what they remember from the lesson.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson
- Vocabulary related to people and places
- practise the rising and falling intonation with questions.
*Homework(2’)
* Aim: To revise what they have learnt and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook
*Organizationofimplementation:
Teacher’s andSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*- Evaluation:
- Learn by heart all the new words.
- Prepare lesson 3 ( A closer look 2).
……………………………………………………………………………………………
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT12: ENGLISH-SPEAKINGCOUNTRIES
Period: Lesson 3:Acloserlook 2
I.OBJECTIVES:
By the end of this lesson, students will be able to gain:
1.Knowledge:
- Understand the use of use articles
- Practice using articles correctly
2.Corecompetence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
- Develop self-study skills
- Raise students’ awareness of the need to learn languages
II.MATERIALS
- Grade 12 textbook, Unit 3, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III.PROCEDURES: (STAGES)
Activity1:Warm-up (5’)
*Aim: - To activate students’ prior knowledge related to the targeted grammar: the past simple.
*Content: Picture describing
*Products: Ss describe the pictures fluently.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Warm up
* Teacher asks students to describe the picture.
** Students look at the picture and describe it.
*** Teacher and students discuss some sentences used to describe the picture:
**** Teacher corrects students answers if needed and confirms the use of articles “a/an” or “the”
* Game:
Picturedescribing
I see a clock. The clock is The Big Ben Clock Tower.
I see two buses. The buses are doubledecker ones.
Activity2: Presentation (7’)
Grammar:*Articles: a/an/the(review)
*Aim:To teach students the use of articles “a/an” or “the”
*Content: Articles “a/an” or “the”
*Product: Ss learn how to use them.
*Organization ofimplementation:
Teacher’sandSs’activities Content
Grammar:*Articles:a/an/the (review)
* Teacher lets students watch the following video and asks them to summarise the use of articles “a/an” or “the”:
https://www.youtube.com/watch?v=
drTyYqbz6Xk
** Teacher then asks students to study the grammar box and give some more examples.
*** Teacher and students discuss the examples.
**** Teacher confirms the answers and gives feedback.
*Grammar:*Articles:a/an/the(review)
* Aims:
Activity3: Practice(20’)
To help students revise the uses of articles they have learnt in Grade 6. To help students practise the uses of the as presented in the Remember! box. To teach students the use of articles with nationalities. To give students further practice in articles.
* Contents:
- Complete the sentences with “a / an” or “the”
*Product: Students give their answers exactly.
*Organizationofimplementation: Teacher’s andSs’activities Content
Task1
* Teacher has students work individually.
** Students work individually to complete sentences with the articles.
*** Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).
**** Teacher confirms the answers and gives feedback.
Task2
* Teacher has students work individually.
** Students work individually to complete the sentences.
*** Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).
**** Teacher confirms the answers and gives feedback.
Task3
* Teacher allows students some time to read the table first, then do the exercise.
** Students work in pairs to complete the task.
*** Teacher then has students compare their sentences. Teacher can go around to help students.
**** Teacher confirms the answers and gives feedback. (Note: The English, the Japanese, the French, but Australians, Canadians, Russians.)
Task4
Task1:Completethesentenceswith“a/an” or“the”(p.127)
*Answerkey: 1. the
2. an
3. a 4. a 5. the Task2:Putin"the" wherenecessary.(p. 127)
* Answer key:
1. The – x
2. x – the
3. the – the 4. the 5. the – the Task3:Putin“a/an”or“the”.(p.127)
*Answerkey:
1. a
2. an 3. an 4. the 5. a Task4:Completethesentenceswith“a/an”, or“the”(p.128)
* Answer key:
1. an
2. The 3. the 4. the 5. an 6. the
* Teacher has students do this exercise individually.
** Students complete the exercise individually.
*** Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).
**** Teacher confirms the answers and gives feedback.
Activity4: Production(5’)
*Aims: To provide students with more advanced practice in articles.
* Content: Game - Fasterdetective.
*Products: Students say the correct sentences aloud.
*Organizationofimplementation: Teacher’sandSs’activities Content Task5
* Teacher introduces the rules of the game: The class will be divided into 2 teams. Each team will have to detect errors in some sentences (if any) then make correction as fast as possible.
The team with more correct answers will be the winner.
** Students play the games.
*** Teacher lets the 2 teams discuss and give comments to their answers.
**** Teacher confirms the corrects answers and gives compliments to the winner.
Task5:Game–Fasterdetective.
* Answer key:
1. “What do you call a person from England?”
– “The Englishman.”
Correct
Edinburgh is a capital city of Scotland.
the
3. Queenstown is a amazingly beautiful town.
an
4. Are ancient castles an attraction of Scotland?
5. Where can you see a red telephone box?
Activity5:Consolidation(3’):
*Aim: To consolidate what students have learnt in the lesson.
* Content: Summarise the main content in the lesson.
*Products: Ss say what students have learnt in the lesson.
*Organizationofimplementation: Teacher’sandSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
- Teacher asks students to summarise what they have learnt in the lesson.
- Teacher has them say out loud the articles.
* Homework(2’)
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook
*Organizationofimplementation: Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
- Do exercises in the workbook.
- Prepare lesson 4 ( communication)
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT 12: ENGLISH - SPEAKING
COUNTRIES
Period: Lesson 4:Communication
I.OBJECTIVES:
By the end of this lesson, Ss will be able to:
- express amazement
- know interesting facts about English-speaking countries
1.Knowledge:
a. Vocabulary: vocabulary on the topic “English-speaking countries”.
b. Grammar: structures to express amazement.
2.Corecompetence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
- Develop self-study skills
- Raise students’ awareness of the need to learn languages.
II.MATERIALS
1. Textbooks, Unit 12 – Lesson 4: Communication
2. Equipment: computer accessed to the Internet, projector, loudspeaker
3. sachmem.vn
III.PROCEDURES:(STAGES)
Activity1:Warm-up (5’)
*Aim:To introduce the topic of the lesson.
*Content:Guessingtheremainingofthepicture
*Product: Having a chance to speak English and focus on the topic of the lesson.
*Implementation: Teacher’s instructions…
*Organizationofimplementation:
Teacher’sandSs’activities Content
Warm –up:
Guessingtheremainingofthe picture
* Teacher asks students to guess the remaining of the picture:
** Students answer the questions.
*** Teacher and students discuss the answers.
**** Teacher confirms the answers, reveals the remaining of the picture and provide more information on the Scottish kilts.
Guessingtheremainingofthepicture
Who are wearing these skirts?
Do you know the name of this kind of skirt?
Activity2: Presentation(5’)
*EVERYDAYENGLISH
Express amazement.
Task1:
*Aim: To introduce two ways to express amazement.
*Content: Express amazement.
*Product: Ss learn how to use them.
*Organizationofimplementation: Teacher’s andSs’activities Content
Task1
* Teacher plays the recording for students to listen and read the conversations and asks students to pay attention to the highlighted parts.
** Students pay attention to the highlighted parts.
*** Teacher elicits the expressions of amazement.
**** Teacher confirms the answers and gives feedback.
* Aims:
Givingcompliments
Task1: Listenandreadtheconversations,paying attentiontothehighlightedparts. * 2 ways to express amazement:
Wow ... I didn’t know that!
Amazing! Activity3: Practice(20’)
To introduce to students two ways to express amazement and to provide them some practice. To help students learn some facts about English-speaking countries through a quiz. To provide students with more facts about English-speaking countries and encourage interaction through responding.
*Contents:
- Make similar dialogues with the following situations, using expressions of amazement
- Discuss and write the name of the country next to the fact. (p. 129)
- Read some facts about English-speaking countries and tick the column true for you.
*Products: Some pairs practice in front of the class.
*Organizationofimplementation: Teacher’sandSs’activities Content
Task2
* Teacher has students work in pairs to make similar dialogues.
** Students work in pairs to make similar dialogues, using the contexts given:
*** Teacher asks some pairs to practice the dialogue so that the whole class can give comments.
**** Teacher gives feedback as a class.
InterestingfactsaboutEnglish-speaking countries
Task3
* Teacher has students work in groups to read the facts, discuss, and do the matching.
** Students work in groups to complete the task.
*** Teacher has the groups cross check and discuss.
**** Teacher gives feedback and correction (if needed)
Task2:Workinpairs.Makesimilardialogues withthefollowingsituations,usingexpressionsof amazement.
New Zealand has the cleanest and safest air on the planet.
There are no snakes in New Zealand.
More than half of all the lakes in the world are in Canada.
InterestingfactsaboutEnglish-speaking countries
Task3:Workingroups.Discussandwrite the nameofthecountrynexttothefact.
* Answer key:
Task4
* Teacher asks students to read the instructions, then the example to know what they have to do.
** Students work in pairs read the facts and tick the column true for them, then take turns with one saying a fact aloud and the other responding with his / her answer.
*** Teacher calls on 2 - 3 pairs to role-play in front of the class.
**** Teacher corrects any grammar or pronunciation mistakes if necessary.
Task4:Workinpairs.Readsomefactsabout English-speakingcountriesandtickthecolumn trueforyou.Thenroleplaybyonepersonsaying onestatementaloudandtheotherrespondingto it.
Example:
A: New York is the biggest city but not the capital of the USA.
B: I know this.
A: The state of Alaska in the USA has over 2,600 islands.
B: This is new to me.
Activity4: Production Task5
*Aim: To encourage students to share what they know about English-speaking countries with the class.
*Content: Some interesting facts you know about English-speaking countries.
*Product: Students share the facts with the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks students work in groups and allows them time to think about a fact they know and how to say it.
** Students share the facts in the group. The group leader takes notes of the facts. Some Ss may repeat facts which have previously appeared in the unit. This is also a revision activity.
*** Teacher calls on group representatives to share the facts with the class.
**** Teacher gives feedback on their reports.
Task5:Workingroups.Sharewithyourgroup someinterestingfactsyouknowaboutEnglishspeakingcountries.Thegrouptakes notes and presentsitsfindingstotheclass
*Answers:
A: There are more sheep than people in New Zealand, around 6 sheep per person.
B: I know this.
A: Canada has the longest coastline in the world
B: This is new to me.
Activity5: Consolidation(3’)
*Aims: To consolidate what students have learnt in the lesson.
* Content: Summarise the content of the lesson.
*Products: Ss say aloud what they have learnt .
*Organizationofimplementation:
Teacher’sandSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
- Some ways to express amazement
- know interesting facts about English-speaking countries.
*Homework(2’)
*Aim:To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1.
* Content: Revise the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook
*Organizationofimplementation:
Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*- Evaluation:
- Do exercises in workbook.
- Prepare for the next lesson: Unit 12 Skills 1.
…………………………………………………………………………
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT12: ENGLISH-SPEAKING COUNTRIES
Period: Lesson5: Skills1
I.OBJECTIVES: By the end of this unit, students will be able to gain the following things:
1.Knowledge:
- Develop reading skill for specific information about New Zealand
- Develop speaking skill: talk about Scotland
a.Vocabulary: vocabulary on the topic “English-speaking countries”.
b.Grammar:
2.Competence:
- Students will be able to know more words and phrases about English speaking countries.
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Qualities: The love of country; The awareness about importance of speaking English; Be ready to talk about English speaking countries.
- Develop self-study skills.
II. MATERIALS
- Grade 7 textbook, Unit 12, Skills 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III.PROCEDURES: (STAGES)
*Activity 1:Warm-up(5’)
*Aim: To activate students’ prior knowledge and vocabulary related to the topic and introduce the topic of reading.
* Content: Game: Guessing: Whatcountryisit?
*Products: Ss give the corrects answers.
*Organization ofimplementation: Teacher’s andSs’activities Content
*Game:Guessing:Whatcountryisit?
* Teacher asks students to watch a video about the introduction of a country and ask them to guess the name of the country.
** Students watch the video and raise hands to answer the question.
*** Teacher and students discuss the answers.
**** Teacher confirms the answers and gives feedback.
*Game:Guessing:Whatcountryisit?
Students watch the video and raise hands to answer the question.
NewZeland
Activity2: READING(15’)
*Pre–teachvocab
*Aim: To let students find out the meanings of these lexical items themselves based on provided context.
*Content: Learn some vocab related the topic.
*Products: Read and understand the meaning of words.
*Organization ofimplementation:
Teacher’s andSs’activities Content
* Teacher introduces the vocabulary.
** Teacher asks students to get the meaning in context and try to make up sentences with of the following words:
*** Teacher and students discuss the answers.
**** Teacher confirms student’s answers and checks their pronunciation and gives feedback.
*Vocabulary
1. shining (adj)
2. historic (adj)
3. rich (adj)
*Pre-reading(5’)
*Aims: To introduce the topic of reading, to lead in the content of reading
* Content: chatting ( some questions)
*Products: Ss anwer the questions correctly.
*Organizationofimplementation:
Teacher’s andSs’activities Content
Task3
* Teacher asks some students to do the task individually: read each question, locate where it appears in the text, read that part carefully and circle the correct answer.
** Students work individually to complete the task.
*** Teacher allows students to share their answers before discussing as a class and encourages them to give evidence.
**** Teacher calls a student to write his/her answer on the board, then check the answers as a class.
Task3: Readthepassageagain andchoosethe correctanswerA, B,orC.(p.130)
*Answer key:
1. C
2. B
3. B
4. A
5. C
Activity3: SPEAKING(15’)
*Pre-Speaking
Task1
* Teacher students to work in pairs to discuss and answer the questions.
** Students work in pairs to complete the task.
*** Students discuss the answers.
**** Teacher asks some pairs to share their answers. (Don’t confirm the answers. Leave them till the end of the reading.)
Task1: Workinpairs.Discussandchoosethe correctanswerA, B,orC.(p.130).
*Answer key:
1. A
2. B
*While–reading Task2+3
*Aims:
- To help students develop their reading skill of guessing the meaning of a word by using its context.
- To help students develop their reading skill for specific information (scanning).
* Contents:
- Read the passage and match the words in bold from the passage (1-4) with their meanings (a-d).
- Read the passage again and choose the correct answer A, B, or C
*Products: Ss say the correct answers aloud ( write the correct answers on the board)
*Organizationofimplementation:
Teacher’s andSs’activities Content Task2
* Teacher asks students to work individually to read the passage and find the highlighted words.
** Students read the text in detail, paying attention to the words in bold.
*** Teacher asks students to read the sentences where the words appear, and before and after it.
**** Teacher calls some students hare their answers then check the answers as a class.
Task2: Readthepassageandmatchthewordsin boldfrom thepassage(1-4)with theirmeanings
(a-d).(p. 130)
* Answer key:
*Aims: To give students an opportunity to express their own feelings about what they personally like about New Zealand.
*Content: Note two things you like about New Zealand.
*Products: Ss say two things they like most about New Zealand.
*Organizationofimplementation :
Teacher’s andSs’activities Content
Task4
* Teacher allows students to work individually first, referring (if necessary) to the text and list the two things they like most about New Zealand.
** Students work in pairs to to share their ideas with their partners, using use the suggested opening provided.
*** Students should give some reasons for their choice.
**** Teacher listens and passes positive comments.
Task4: Workinpairs.Notetwothingsyoulike aboutNewZealand.Sharethem withyour partner.(p.130)
* Suggestion for the opening: There are two things I like about New Zealand. They are ...
*While-speaking
*Aims: To provide an opportunity for students to practise introducing a country
*Content: Prepare a short introduction of Scotland and present it to the class. (p. 130)
*Products: Some groups share their discussion in front of the class
*Organizationofimplementation:
Teacher’s andSs’activities Content
Task5
* Teacher asks students to read the facts about Scotland first. Teacher explains that the introduction consists of four parts (as shown in the box).
** Students work in groups, refer to the reading to see how the ideas are used to discuss, then form complete sentences from the information given.
Task5: Workingroups.Prepareashort introductionof Scotlandandpresentittotheclass. (p.130)
*** Teacher goes around to help students.
**** Teacher calls on some groups to share their answers with the class.
*Aims:
Activity4: Post- Readingandspeaking(5’)
- To help students improve next time.
- To help some students enhance presentation skill
*Content: Give comments for their friends and vote for the most interesting and informative presentation
*Products: Ss give comments clearly and exactly.
*Organizationofimplementation:
Teacher’sandSs’activities
PRODUCTION
* Teacher allows students to give comments for their friends and vote for the most interesting and informative presentation.
** Students give comments for their friends and vote for the most interesting and informative presentation.
*** Teacher and students discuss the presentations.
**** Teacher gives feed-back and comments.
PRODUCTION
Content
* Students’ comments through group presentations
*- Evaluation: ………………………………………………………………………………………………………
Activity5: Consolidation(2’)
*Aims: To consolidate what students have learnt in the lesson.
* Content: Ss summarize what they have learnt with the two skills.
*Products: Students say what they have learnt with the two skills in font of the class.
*Organizationofimplementation:
Teacher’sandSs’activities
- Teacher asks students to talk about what they have learnt in the lesson.
Content
- 2 skills
*Homework(2’)
*Aim: To revise the knowledge that students have gained in this lesson.
*Content: Review the lesson and prepare for the next lesson .
*Products: Students’ textbook and workbook
*Organizationofimplementation:
- Teacher reminds students to do hw and prepare the new lesson.
- Do Ex in WB
- Prepare: Skills 2
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT12: ENGLISH-SPEAKING COUNTRIES
Period: Lesson6: Skills2
I.OBJECTIVES:
By the end of this lesson, Ss will be able to:
1.Knowledge:
- listen for specific information about a tour of a city;
- write a diary entry about a tour of a city.
2.Corecompetence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
- Develop self-study skills
- Raise students’ awareness of the need to learn languages
II.MATERIALS
1. Textbooks, Unit 12 – Lesson 6: Skills 2
2. Equipment: computer accessed to the Internet, projector, loudspeaker
3. sachmem.vn
III.PROCEDURES: (STAGES)
Activity1:Warm-up(5’)
*Aim: To activate students’ knowledge of different types of robots To help students have the ideas of what the conversation is about.
* Content: Write all abilities that the robots can have.
*Products: Students' answers on the posters.
*Organization ofimplementation: Teacher’sandSs’activities Content
* Warm up: Guessinggame *Warm-up:-Guessinggame: What city is it?
* Teacher divides the class into 2 teams. Each team will guess the the name of the city based on pictures given gradually by the teacher.
** Students play the guessing game.
*** The team with correct answer will be the winner.
**** Teacher introduces the topic of the listening task: A tour around London.
Activity2: LISTENING(15’)
*Pre-listening
*Aim: To prepare students for the listening by introducing two key phrases visually.
* Content: Match the phrases to the pictures
*Products: Students say the answers correctly.
*Organizationofimplementation
Teacher’sandSs’activities Content
*** Teacher has students exchange answers in pairs, invites some pairs to read their answers and confirm the correct ones
**** Teacher confirms the answers and gives feedback.
Task3
* Teacher has students read the questions and determine what information they need for answering the questions, reminds them that the questions ask for one-word answers.
** Teacher plays the recording again twice for students to listen and complete the sentences.
*** Teacher has students exchange answers in pairs, invites some pairs to say their answers and confirm the correct ones.
**** Teacher plays the recording again if needed, stopping at each place where the answers appear
.
Task1
* Teacher asks students work in groups to read the phrases and match them to the pictures.
** Students discuss with partners.
*** Teacher elicits as many learnt vocabularies as possible and asks one or two students to re-describe the pictures to the class.
**** Teacher gives feedback and introduces the topic of the listening task: A tour around London.
*Aims:
Task1: Workingroups.Match thephrases tothepictures(p. 131)
*Answer key:
1. Changing of the Guard
2. Buckingham Palace
*While-listening
-To help students develop their skill of listening for specific information, in this case: times.
- To help students further develop their listening skill for specific information.
* Contents:
- Listen and fill in the times about the schedule for a day trip in London
- Listen again and complete each sentence with ONE word.
*Products: Ss give the answers exactly.
*Organizationofimplementation: Teacher’sandSs’activities Content
Task2
* Teacher helps students revise the use of time in the listening and note taking skills by saying 3 - 4 different times for students to write down.
** Teacher has students read the questions quickly. This helps students get some ideas of what they are going to listen to as well as determine the information they need for answering the questions.
Task2: Atourguideistalking aboutthe scheduleforadaytripinLondon.Listenand fillinthetimes.
* Answer key:
1. 11:30 a.m.
2. 1:00 p.m.
Task3:
Listenagainandcompleteeach sentencewithONEword.(p.131)
* Answer key:
1. Queen
2. garden
3. Clock
4. photos
5. attractions
Welcome to our one-day tour of London. At 9:30 a.m., we'll go to Buckingham Palace. The Queen and her family live there. You can see the Queen's beautiful garden, and her collection of artworks. Remember to watch the Changing of the Guard at 11:30 a.m. We will then visit Big Ben. It is the Clock Tower on the River Thames. It is one of the most famous symbols of the United Kingdom. Lunch is at 1:00 p.m. You can then go around and take photos. We will return for a boat ride at 3:15 p.m. on the River Thames. You will see historic attractions along the river. We will return to our hotel at 5:00 p.m.
Activity3: WRITING(15’)
*Pre-writing
*Aims: To help students prepare ideas for their writing.
* Content: Fill in the table with information about the London tour
*Products: Ss complete the table and then stick it on the board .
*Organizationofimplementation: Teacher’sandSs’activities Content Task4
* Teacher asks students to work in pairs, lets them read the table and decide what information they need to complete the table.
** Students do the task within 4-5 minutes.
*** Teacher invites some pairs to share their answers with the class
**** Teacher gives feedback and provides suggested answers.
Task4: Workinpairs.Fillinthetable with informationaboutthe London tour.(p.131)
* Suggested answers:
*While-Writing
*Aims: To teach students how to write a diary entry about a tour they have taken.
* Content: Write a paragraph of 50-60 words about the robot you would like to have.
*Products: Students’ answers on the posters.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task5
* Teacher explains to students what a diary entry is: It is a description of what you do during a tour and how you feel about it.
** Students refer to the table in 4 for information. They can write about everything or just choose the activities they like most.
*** Teacher allows students to peer check first.
**** Teacher goes around to help (if necessary).
Task5:Imagine thatyoutook thetourof London. Writea diaryentryof about70 wordsaboutyourtour,basedonthetablein 4oruseyourimagination.
* Suggested answers: The tour of London began at 9:30 a.m. First, we went to Buckingham Palace. We visited the Queen’s Garden and saw her collection of artworks. At 11:30 a.m. we watched the Changing of the Guard. We then went to Big Ben. We took a lot of photos there. At 3:15 p.m., we took a boat ride on the River Thames. We saw many historic attractions along the river. I enjoyed the tour very much.
Activity4: Post-Writing(3’)
*Aim: To cross check and final check students’ writing.
* Content:. Share your writing with the class
*Products: Students’s perfect writing
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks students to work in groups of four and swap the entries to their group members.
** Students can give comment to others’ work.
*** Students then give comments to each other.
**** Teacher then gives feedback as a class discussion.
Activity5: Consolidation(3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content: talk about what they have learnt in the lesson.
*Products: Students present the content of the lesson.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- listen for specific information about a tour of a city;
- write a diary entry about a tour of a city.
*Homework(2’)
*Aim:To revise the knowledge and rewrite their writing in the notebooks.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbooks and workbooks
*Organizationofimplementation
- Teacher asks students to write down the paragraph in their notebooks.
- Teacher asks students to prepare the new lesson.
*Evaluation:
Rewrite your writing. Do the exercises in workbook. Prepare LOOKING BACK AND PROJECT..
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT12: ENGLISH-SPEAKING COUNTRIES
Period: Lesson7:Lookingbackandproject
I.OBJECTIVES: By the end of this lesson, Ss will be able to gain:
1.Knowledge Review the vocabulary and grammar of Unit 12 Apply what they have learnt (vocabulary and grammar) into practice through a project
2.Corecompetence
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
- Be more creative when doing the project
- Develop self-study skills
II.MATERIALS
- Grade 7 textbook, Unit 12, Looking back & Project Computer connected to the internet Pictures, A0 paper
- Projector/ TV
- sachmem.vn
III.PROCEDURES: (STAGES)
Activity1:Warmup(5’)
*Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson.
* Content: Video watching:
* Product: Having a chance to speak English and focus on the topic of the lesson.
*Organizationofimplementation: Teacher’sandSs’activities Content
Warmup
* Teacher lets students watch a video and ask them the questions:
How many English-speaking countries are there in the video?
What are they?
** Students watch the video, note down the names and the number of English-speaking countries.
*** Teacher and students discuss the answers.
**** Teacher confirms the answers as a class.
* Warm up
Video link: https://ejoyenglish.com/go/intl/vi/video/6-englishspeaking-countries/60729
*Answer key:
1. There are 6 English-speaking countries in the video.
2. They are:
The Philippines
Australia
Republic of Ireland
Canada
The USA
The UK
Activity2: VOCABULARY(15’)
Task2+Task3
*Aim: To help students revise phrases related to daily activities.
*Contents:
- Look at the pictures and write the correct words or phrases to complete the sentences
- Choose the best answer A, B, or C to complete each sentence.
*Products: Ss say the correct answers aloud.
*Organizationofimplementation: Teacher’s andSs’activities Content
Task1
* Teacher asks students to work in pairs, has students read the sentences and see if they can find the equivalent words illustrated by the pictures.
** Students do the task in pairs.
*** Students exchange their answers with their partners.
**** Teacher gives feedback as a class discussion.
Task2
* Teacher asks students to to complete the task individually.
** Students do the task individually complete the sentences.
*** Students exchange their textbooks with their partners.
**** Teacher gives feedback as a class discussion.
*Aims:
Task1:Lookatthepicturesandwritethe correctwordsorphrasestocompletethe sentences. (p.132)
*Answer key:
1. island
2. castle
3. boat ride
4. tattoos
5. coastline
Task2:ChoosethebestanswerA,B,orCto completeeachsentence.(p.132)
*Answer key:
1. A
2. B
3. B
4. C
5. A
Activity3: GRAMMAR(15’)
Task3+ Task4
-To help students revise the use of articles.
- To help students recognise mistakes in the use of the articles and correct them
* Contents:
- Complete the sentences with "a / an" or "the
- Underline and correct the article mistakes in the sentences below
*Products: Students write the perfect sentences on the board.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task3
* Teacher encourages students to complete the task individually.
** Students complete the passage with "a / an" or "the".
*** Students exchange their textbooks with their partners.
**** Teacher gives feedback as a class discussion.
Task4
* Teacher asks students to do this exercise in pairs.
** Students read each sentence carefully and discuss to find out which article is incorrect, then correct it.
Task3: Completethesentences with"a/ an"or"the".(p. 132)
*Answer key:
1. the – the
2. A – a
3. the – the
4. a – the
5. An – an
Task4: Underlineandcorrectthearticle mistakesinthesentencesbelow. (p.132)
* Answer key:
1. Ottawa is a capital of Canada. → the
2. He’s the Englishman. He lives in Oxford. → an
*** Teacher then asks them to check their answers with a partner before discussing the answers as a class.
**** Teacher confirms the answers and explains if necessary.
3. When people travel, they use an map to find their ways round. → a
4. Can you see a Big Ben from where you are standing? → the
5. Canadians love ice hockey, the winter sport.
→ a
Activity4:Project(5’)
*Aim: To guide students how to find information for a poster introducing a place in an English-speaking country.
* Content:*PROJECT
*Products: Ss complete the correct sentences on the board.
*Organizationofimplementation:
Teacher’s andSs’activities Content Project
* Teacher has students work in groups and gives instructions to students as follow: Discuss and choose a place in an Englishspeaking country.
Find information about it, including: its name its location its attractions
** Students do the project in groups.
*** Students vote for the best poster
**** Teacher gives feedback.
*PROJECT Postersexhibition:
Activity5: Consolidation(2’)
*Aim: To consolidate what students have learnt in the lesson.
*Content: summarize the content of the lesson.
*Product: A student says the lesson’s content aloud.
*Organizationofimplementation:
Teacher’s andSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
- Review the vocabulary and grammar of Unit 12
*Homework(2’)
*Aim: To revise the knowledge that students have gained in Unit 12 and To prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Teacher asks students to revise old lesson and to do exercise in workbook.
- Teacher asks students to complete the project and prepare the new lesson.
- Complete the project
- Prepare REVIEW4
*- Evaluation: ……………………………………………………………………………………………………… …………………………………………………………………………………………….
Week: Period:
I.OBJECTIVES:
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
feedback. The group having more correct answers is the winner.
REVIEW3
Lesson1:Language
By the end of this review, students will be able to revise the language they have learnt and the skills they have practised in Units 7,8,9
1.Knowledge:
*Vocabulary: - revise words related to Units 7,8,9
*Pronunciation: - revise pronouncing the sounds : /aɪ/ and /eɪ/ ; /ɪə/ and /eə/; pronounce two-syllable words correctly;
*Grammar: To review the grammatical points taught in Units 7-9: connectors (though/however), should/ shouldn't, and Yes/No questions.
2.Competence: Ss revise the language they have learnt and some skills they have practised in Units 7 – 9; Doing exercises on pronunciation, vocabulary, grammar and everyday English
3.Quality/behavior: Know the importance of revision and need to study harder ; Having the serious attitude toward studying and the good relationship with friends.
II. MATERIALS
1.Teacher: - Grade 7 textbook, Planning ( Review 3)
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2.Students: Text books, notebooks, posters, ….
III.PROCEDURES:(STAGES)
Activity1:WARM-UP(5’)
*Aim: To to review the words related the unit 7-9
*Content: Game: Write the name of the means of transport; types of films, names of festivals
*Products: Students write words related the topic exactly.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Warmup(Teamwork)
* Teacher divides the board, and divides the class into 3 teams.
** Members of each team take turns and write the name of the means of transport; types of films, names of festivals in 2 minutes.
*** Students cross check their answers first.
**** Teacher confirms the answers and gives
*Warm–up: Write the name of the means of transport; types of films, names of festivals
Activity2:Practice(5’) PRONUNCIATION
Task1
*Aim:To help Ss review the pronunciation of the sounds learnt in Unit 7 (/ai/ and /ei/) and Unit 8 (/ ia/ and /ea/), and the pronunciation of two-syllable words learnt in Unit 9.
* Content: Choose the word whose underlined part is pronounced differently
*Products: Students say the correct answer key.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task1
* Ss do this exercise individually,
** Then share their answers with a partner before giving T the answers.
*** Confirm the correct answers.
**** Have some Ss read out the words.
* Elicit the rules of putting stress in twosyllable words.
** Ss do this exercise individually then share their answers with their partners before giving T the answers.
***Confirm the correct answers.
**** Invite some Ss to say the words with correct stress.
Task1:Choosethewordinwhichthe underlinedpartispronounceddifferently.
1.bChoosethewordwhichhasadifferent stresspatternfromthatoftheothers.
4C 5B
Activity3: VOCABULARY(15’)
Task2.
*Aims: To review the meanings of road signs;To review the words related t o films and festivals.
*Content: Write the phrases from the box under the road signs.
*Products: Students say the sentences aloud and pronounce the words and phrases correctly
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task2
* Have Ss do this exercise individually
Task2: Writethephrasesfromthebox undertheroadsigns.
** Ss share their answers with their partners.
*** T checks and confirms the correct answers.
**** SS copy down
Task3:
* Teacher asks students to work individually to choose the correct words and complete the sentences.
** Students work individually to complete the task.
*** Teacher allows students to share answers before discussing as a class.
**** Teacher asks students to say the sentences aloud and makes sure they pronounce the words and phrases correctly. Teacher can ask for translation to check their understanding
1. No left turn
2. Walking only
3. Turn right ahead
4. Road work
5. School ahead
Task3:Fillineachblankwithasuitable wordfromthebox.
* Keys:
1. feast
2. shocking
3. Easter
4. fantasy
5. violent
Activity 4 :GRAMMAR (15’)
Task 4 + 5
* Aims: -To review the grammatical points taught inUnits 7-9: connectors (though/however), should/ shouldn't, and Yes/No questions.
- To review the grammatical points taught in Units 7-9: connectors (although/though), should/ shouldn't, and It indicating distance.
* Content:
* Products: Students say the correct answer key.
*Organizationofimplementation:
Teacher’sandSs’activities Content
answers with a partner.
** Call some Ss to go to the board to write their sentences.
*** Other Ss comment.
**** Confirm the correct sentences. Revise the structures if needed.
*Answerkeys:
1.It's / It is about five kilometres from my house to my school.
2.How far is it from Ha Noi to Hai Phong?
3.Although he was tired, he still performed the lion dance. / He still performed the lion dance although he was tired.
4.We/You/They shouldn't walk here because this lane is for cycling only.
5.Though my sister lives far away, she comes back home every Tet. / My sister comes back home every Tet though she lives far away.
Activity5:Consolidation(3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content: summarize the content of the lesson.
*Products: A student says the lesson’s content aloud.
*Organizationofimplementation: Teacher’sandSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
- vocabulary and grammar in the lesson
*Homework(2’)
*Aim: To revise the knowledge that students have gained in the lesson and to prepare for the next lesson
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook.
*Organizationofimplementation: Teacher’sandSs’activities Content
Task4
* Ss has Ss do this exercise on their own first.
** Ss compare their answers with a classmate.
*** T invites Ss to share their answers. Ask them to explain their answers and correct the mistakes.
**** Confirm the correct answers.
Task4: Which of the underlined parts in each question is incorrect? Find and correct it.
1. Did you walk to the supermarket? Yes, I do. A B C
2. Though he rode a motorcycle, but he didn't wear a helmet. A B C
3. There is a red light, so you should cross the road. It's dangerous. A B C
4. Will Lan to attend the music festival this Sunday?
A B C
5. The film was boring. However she watched it to the end.
A B C
*Answerkeys:
- Teacher asks students to revise old lesson and to do exercise in workbook.
- Teacher asks students to complete the project and prepare the new lesson.
- Do exercise in workbook.
- Prepare for the next lesson: Review (SKILLS).
*- Evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………..
Task5
* Ss do this individually and compare their
1. C 2. B 3. B 4. B 5. C
Task5: Rewrite the sentences so that they have the same meanings as the original ones. Use the words given in brackets.
Week: REVIEW3(UNITS7,8,9)
Period: Lesson2:Skills
I.OBJECTIVES:
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
By the end of this review, students will be able to revise the skills they have practised in Units 7-9
1.Knowledge:
- To practise the skill of reading for specific information about a festival;
- To practise asking and answering about the topic of traffic.
- practise the skill of listening for specific information about watching films;
- practise writing a paragraph about Ss' favourite means of transport;
2.Competences:
The abliity of using some skills to practice some exercises in the textbook
Develop communication skills and cultural awareness
Be collaborative and supportive in pair work and teamwork
Actively join in class activities
3.Quality/behavior: Know the importance of revision and need to study harder ; Having the serious attitude toward studying and the good relationship with friends
II. MATERIALS
- Grade 7 textbook, Review ( skills ).
- Projector/ pictures and cards
- sachmem.vn
III.PROCEDURES:
*Activity1: Warm-up(5’)
*Aims: To increase students’ interest and lead them into the lesson.
* Content: Ask some questions about festivals
*Products: Students’ correct answers .
*Organizationofimplementation:
Teacher’sandSs’activities
* Teacher lets ss look at some pictures and asks students some questions.
** Students raise hands to answer.
*** Teacher and students discuss the answers.
**** Teacher checks the answers as a class
Content
* Warmup
What festival is this?
What is its symbol?
Practice(35’)
*Activity2:READING
Task1
*Aims:- To help students practise reading for main information.
- To practise the skill of reading for specific information about a festival.
* Content: Read the passage. Match the headings in the box with the paragraphs.
*Products: Ss say the answers exactly.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task1
* T has Ss read the passage quickly and match the headings with the paragraphs.
** Ss compare their answers with a partner before giving T the answers.
*** Teacher asks students how can they choose the option.
**** Teacher confirms the answers as a class.
Task2
* Ss do the exercise individually and check their answers with a partner before giving the answers to T.
** Two Ss go to the board and write their answers if time allows.
*** T gives feedback ( T can have Ss play a game: LN)
Task1:Readthepassage.Matchthe headingsintheboxwiththeparagraphs.
* Answer key:
1. B
2. C
3. A
2. Read the passage again and answer the questions.
* Answer key:
1. People hold it in Bunol, Spain on the last Wednesday of every August.
2.There is a ham.
3. A jet of water from the water cannons.
4. It's one hour.
5. It's a traditional Spanish rice dish.
*Activity2: SPEAKING
Task3
*Aims: To help students practise asking and answering about the topic of traffic
* Content: Interview your group members about the topic of traffic,
*Products: Some pairs report their answers for the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task3
* Have Ss work in groups.
** One interviews the others. Tell Ss to write their group members'answers in their notebooks and report them to the class.
*** Summarise Ss' ideas.
**** T and Ss give comments
Task3:Workingroups.Interviewyourgroup members.Takenotesoftheiranswersand reporttotheclass.
1. How far is it from your house to your school?
2. How do you go to school?
3. What is good about walking?
4. What is good about public transport?
1. A: How far is it from your house to your school?
* Suggessted answers:
1.--> B: It is about 2 km from my house to my school.
2. --> B: I go to school by bike.
3. --> B: Walking can help us improve our health and stay in shape.
4. -- >B: Public transport helps reduce air pollution.
*Activity3: LISTENING
Task4
*Aims: To help students practise listening for specific information about watching films
* Content: Listen to Trang talking about watching films with her family. Fill in each blank with ONE word.
*Products: Some students read the words/adjectives they have ticked.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task4
* Have Ss read the sentences. Play the recording for the first time.
** Ask Ss to listen and complete the sentences. Ask for their answers and write them on the board.
*** Play the recording a second time for Ss to check their answers. Check Ss' answers. **** Play the recording again if necessary, stopping at different places
Task4 : ListentoTrangtalkingaboutwatching filmswithherfamily.Fillineachblankwith ONEword.
1. Trang's family mostly watches films at _____.
2. Watching films together improves their ______.
3. They can spend quality _______ together.
4. After watching a film, they talk about its _______ and what they like about the film.
5. Watching films in English is good for her _______ skills.
where Ss got the wrong answers
* Keys:
1. home 2. Relationship 3. time
4. lessons 5. language
*Activity4: WRITING
Task5
*Aims: To help students practise writing a paragraph about your favourite means of transport
* Content: Write a paragraph of about 70 words about your favourite means of transport
* Products: Students’ perfect writing.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task5
* Ask Ss to discuss and answer the questions in pairs.
** Have Ss write their paragraph individually. Ask one student to write the paragraph on the board.
*** Other Ss and T comment on the paragraph on the board.
**** T collects some writings to give feedback at home.
Task5:Writeaparagraphofabout70words aboutyourfavouritemeansoftransport.You mayusethefollowingquestionsascues.
My favourite means of transport is bike. I usually ride my bike to school everyday. I love riding my bike because it’s good for health and I can protect the environment.
*Activity5: Consolidation(3’)
* Aims: To consolidate what students have learnt in the lesson.
* Content: Summarize the content of the lesson.
*Products: A student says the lesson’s content aloud.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson. - 4 skills
*Homework(2’)
*Aims:To revise the knowledge that students have gained in the lesson and To prepare for the next lesson
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Teacher asks students to revise old lesson and to do exercise in workbook.
- Teacher asks students to complete the project and prepare the new lesson.
*- Evaluation:
- revise the old lesson.
- Do exercise in workbook.
- Prepare for the next lesson: UNIT10
T T Kĩ năng
MA TRẬN ĐỀ KIỂM TRA GIỮA KỲ 2
MÔN: TIẾNG ANH LỚP 7 – THỜI GIAN LÀM BÀI: 60 PHÚT
Mức độ nhận thức Tổng
Nhận biết Thông hiểu Vận dụng Vận dụng cao
Thời gian
5C * 0.25=1.25 đ
BẢNG ĐẶC TẢ KĨ THUẬT ĐỀ KIỂM TRA GIỮA KỲ 2
MÔN: TIẾNG ANH 7 – THỜI GIAN LÀM BÀI: 60 PHÚT
ng
Mức độ kiến thức, kĩ năng cần kiểm tra, đánh giá Số câu hỏi theo mức độ nhận thức Tổng Số CH Nhận biết Thông hiểu Vận dụng Vận dụng cao TN TL TN TL TN TL TN TL TN TL
Nhận biết:
- Nghe lấy thông tin chi tiết và chọn
Thông hiểu:
- Hiểu nội dung chính của đoạn độc thoại/ hội thoại để tìm câu trả lời
đúng.
V
T
2. Nghe một đoạn hội thoại/ độc thoại khoảng 1.5 phút (khoảng 80 – 100 từ) liên quan đến các chủ đề : Traffic, Films, Festivals around the world.
5C * 0.25=1.25 đ
ận dụng:
- Nắm được ý chính của bài nghe để
đưa ra câu trả lời phù hợp.
- Tổng hợp thông tin từ nhiều chi tiết,
loại trừ các chi tiết sai để tìm câu trả lời
đúng.
Nhận biết:
- Nghe lấy thông tin chi tiết. Thông hiểu:
- Hiểu nội dung chính của đoạn độc
V
ận dụng:
- Nắm được ý chính của bài nghe để
5
5
1 1
II. USE OF ENGLISH Pronunciation Các nguyên âm đơn, nguyên âm
đôi, phụ âm, tổ hợp phụ âm, trọng âm từ, trọng âm câu, nhịp điệu và ngữ điệu.
- Các nguyên âm đôi: /aɪ/, /eɪ/, /ɪə/ and /eə/
- Trọng âm của từ có 2 âm tiết
2C * 0.25=0.5 đ
Vocabulary
Từ vựng đã học theo chủ đề
Traffic, Films, Festivals around the world.
4C * 0.25=1.0 đ
- Tổng hợp thông tin từ nhiều chi tiết, loại trừ các chi tiết sai để tìm câu trả lời đúng.
Nhận biết:
- Nhận biết các âm và trọng âm thông qua các từ vựng theo chủ đề đã học
Thông hiểu:
- Phân biệt được các âm trong phần nghe.
Vận dụng:
- Hiểu và vận dụng vào bài nghe.
Nhận biết:
- Nhận ra, nhớ lại, liệt kê được các từ
v
ựng theo chủ đề đã học.
Thông hiểu:
- Hiểu và phân biệt được các từ vựng theo chủ đề đã học.
- Nắm được các mối liên kết và kết
h
ợp của từ trong bối cảnh và ngữ cảnh
tương ứng.
Vận dụng:
- Hiểu và vận dụng được từ vựng đã
học trong văn cảnh (danh từ, động từ, tính từ và trạng từ…)
Nhận biết: - Nhận ra được các kiến
Grammar
Các chủ điểm ngữ pháp đã học.
- It indicating distance
- should/ shouldn’t
thức ngữ pháp đã học. 2
Thông hiểu: Hiểu và phân biệt các chủ điểm ngữ pháp đã học. 2 2
- Connectors: although/ though, however
- Yes/ No questions
4C * 0.25=1.0 đ
III READING 1. Cloze test
Hiểu được bài đọc có độ dài khoảng 80-100 từ về các chủ điểm đã học.Traffic, Films, Festivals around the world
ận dụng:Hiểu và vận dụng các kiến ngữ pháp đã học vào bài nghe, đọc, viết.
Nhận biết: - Nhận ra được các thành
IV. WRITING
5C * 0.25=1.25 đ
2. Reading comprehension
Hiểu được nội dung chính và nội dung chi tiết đoạn văn bản có độ dài khoảng 100-120 từ, xoay quanh các chủ điểm có trong chương trình : Traffic, Films, Festivals around the world
5C * 0.25=1.25 đ
tố ngôn ngữ và liên kết về mặt văn
bản. 3
Thông hiểu: Phân biệt được các đặc
trưng, đặc điểm các thành tố ngôn ngữ
và liên kết về mặt văn bản 2
Vận dụng:
- Sử dụng các kiến thức ngôn ngữ và kỹ
năng trong các tình huống mới.
Nhận biết:
- Thông tin chi tiết về volunteer work 3
Thông hiểu:
- Hiểu ý chính của bài đọc và chú ý
đến các thông tin có liên quan
V
ận dụng:
- Đoán nghĩa của từ trong văn cảnh.
- Hiểu, phân tích, tổng hợp ý chính
của bài để chọn câu trả lời phù hợp.
V
ận dụng thực tế vào bản thân
Nhận biết:
- Nhận diện lỗi về ngữ pháp và từ loại trong câu. Rewrite the sentences Viết lại câu dùng từ gợi ý hoặc từ cho trước
Thông hiểu:
- Sử dụng các từ đã cho để viết lại thành câu hoàn chỉnh.
4C * 0.25=1.0 đ
Viết đoạn văn
Write a short paragraph of 70 -80 words about one of the festivals you 1bv =1.0 đ
Vận dụng: - Hiểu câu gốc và viết lại câu sao cho
nghĩa không thay đổi so với câu thứ nhất
Vận dụng cao: - Sử dụng outline đã cho để viết thành
đoạn văn hoàn chỉnh.
v
Đề thi GK 2
Tỉ lệ: 50% TN: 5đ (20 câu* 0.25 đ= 5đ) 50% TL: 5 đ (Trong đó 16 câu* 0.25đ= 4đ và 1bv = 1đ)
ĐỀ KIỂM TRA GIỮA KỲ HK 2 ( 2022- 2023)
MÔN: TIẾNG ANH 7 - THỜI GIAN LÀM BÀI: 60 phút
PARTA:LISTENING (2,5pts)
SectionI. Listen to Diane talking to a friend about a trip to London. .Forquestions1-5,tick A,BorC.Youwillheartheconversationtwice.(1,25pts)
1. Diane went to London by………………..
A. car. B. bus. C. underground
2. Diane and her friends ate……………………..
A. Mexican food. B. Chinese food. C. Spanish food.
3. Diane says the restaurant was
A. full. B. expensive. C. quiet
4. After the meal , . Diane and her friends ………………………..
A. sat and talked. B. saw a film. C. walked by the water
5. During Diane’s trip to London ,…………………………..
A. it rained. B. it snowed. C. it was windy SectionII.Youwilhearamantalkingaboutadaytrip.Listenandcompletequestions1-5. Youwillheartheinformationtwice.(1,25pts)
POPCONCERT
Name of group: Red River
In London: From: October 28th
To: November ……………………(1)
Price of ticket: £……………………………….(2)
Telephone no: …………………………………(3)
Place: . …………………………………..(4)Bank Hall
In: 78. ……………………………..(5) Street
PARTB:USEOFENGLISH(2,5pts)
SectionI.Circlethebestoption (A,B,C,orD)tocompleteeachquestion.(2pts)
1. Choose the word which has a different sound in the underlined part.
A. find B. design C. typical D. write
2. ___________ is one of special festivals for children in most Asian countries.
A.Tulip Festival B. Halloween C.Mid-Autumn Festival D. Easter
3.The play was so boring. ________, Lan saw it from beginning to end.
A. Despite B. However C. Although D. Because
4. _______________ is it from your house to school?- It’s about 2kms.
A. Where B. When C. How far D. What
5. That horror film is too _______ for me.
A. hilarious B. frightening C. romantic D. moving
6. The films was so _______ that we almost fell asleep.
A. interesting B. gripping C. boring D. violent
7. Tet holiday is a chance for all family members to _____________.
A. gather B. gathering C. gathered D. gathers
8. ____________ you celebrate Thanksgiving in October every year?
A. Does B. Is C. Are D. Do
Section II. Complete each sentence with the correct form of the word/ verb in brackets. (0.5pt)
7. We liked the ...................................... of that young singer. (perform)
8 He a good film on television last night.(watch)
PARTC:READING(2,5pts)
SectionI.Readtheletterandchoosethebestanswertofillineachblank.(1,25pts)
Dear Mark,
How are you? I’m writing to tell you about the great film I (1) _______ last Saturday at the cinema. I went to see Titanic with some friends. Titanic is a romantic film, which was directed (2)
_______ James Cameron. It stars Leonardo DiCaprio and Kate Winslet. The film is about the sinking of the ship Titanic on its first voyage. The main characters are Jack Dawson and Rose DeWitt Bukater. (3) _______ they are from different social classes, and Rose is already engaged, they fall in love. I won’t tell you what happens in case you want to watch it! Titanic received a lot of positive reviews because the plot is moving and, the acting is excellent. The special effects, visuals, and music are also incredible. I think it is worth (4) _____.
What about you? What type of films do you like? Have you been to (5) _______ cinema lately? What did you see? Write back and tell me.
Yours, Nick
1. A. see B. am seeing C. saw D. was seen
2. A. by B. with C. from D. as
3. A. Because B. However C. Despite D. Although
4. A. to watch B. watching C. watch D. watched
5. A. a B. an C. the D. x SectionII.Readthepassageandanswerthefollowingquestions.(1,25pts)
The streets are crowded with traffic. Taxis are bringing tired people from the airport and the train stations to the hotels. They hope to sleep a few hours before their busy day in the big city. Trucks are bringing fresh fruit and vegetables into the city. Ships are bringing food and fuel to the harbor. By seven o’clock in the morning, the streets are filled again with people. Millions of people live in the big city, and millions of people who work in the big city live in the suburbs, the commuters, are hurrying to get to their offices. Everyone is in a hurry. Some stop only to drink a cup of coffee. Others stop to buy a morning paper or to have breakfast.
The noise of traffic gets louder. The policemen blow their whistles to stop the traffic or to hurry it alone.
1. Where do taxis often take people from?
2. What are trucks bringing? And what about ships? ___________________________
3. Who are commuters?
4. What do people often do when they are in a hurry in the early morning? ___________________________
5. What do the policemen do to control the traffic
PART D: WRITING (2,5pts)
Section I: Complete the second sentence so that it has a similar meaning to the first one. (1,5 pts)
1. Although she is so young , she performs excellently.
→ Despite ……………………………………….................................................
2. What’s the distance between New York City and Boston?
→ How far ………………………………………...............................................?
3. The distance from Ha Noi to Can Tho is about 1,877 kilometres.
→ It's about ............................................................................................................
4. It's bad for you to talk on the phone while driving.
→ You shouldn’t ....................................
5. He was tired, but he still performed the lion dance.
→ Although………………………………………………………………………………..
6. My brother likes watching cartoons
→ My brother is ………………………….……………………………………………
Section II. Write a short paragraph of 70 -80 words about one of the festivals you know. (1pt) ..................................................................................................................................................
.…..The end ……….
HƯỚNG DẪN CHẤM
PART A. LISTENING ( 2,5 điểm)
Section I. Mỗi câu đúng 0, 25 điểm x 5 = 1,25 điểm
1. B 2. B 3. A 4. C 5. C
Section II. Mỗi câu đúng 0,25 điểm x 5 = 1,25 điểm
1. 2nd 2. 37 3. 2830065 4. South 5. Trinity
PART B: USE OF ENGLISH (2,5 điểm)
Section I. Mỗi câu đúng 0,25 điểm x 5 = 1,25 điểm
1. C 2. C 3. B 4. C 5. B 6. C 7. A 8. D
Section II. Mỗi câu đúng 0, 2 điểm x 5 = 1,0 điểm
1. performance
PART C: READING (2,5 điểm)
2. watched
Section I. Mỗi câu đúng 0,25 điểm x 5 = 1,25 điểm
1. C 2. A 3. D 4. B 5. C
Section II. Mỗi câu đúng 0, 25 điểm x 5 = 1,25 điểm
1. Taxis are bringing tired people from the airport and the train stations to the hotels.
2. Trucks are bringing fresh fruit and vegetables into the city. Ships are bringing food and fuel to the harbor.
3. Millions of people live in the big city, and millions of people who work in the big city live in the subrbs are the commuters,
4 Some stop only to drink a cup of coffe and other stop to buy the morning paper or to have breakfast.
5. The policemen blow their whistles to stop the traffic or to hurry it alone
PART D: WRITING (2,5 điểm)
Section I. Mỗi câu đúng 0, 25 điểm x 5 = 1,5 điểm
1. Despite being so young , she performs excellently. Despite her young age, she performs excellently.
2. How far is it from New York City to Boston ?
3. It's about 1,877 kilometres from Ha Noi to Can Tho.
4. You shouldn’t talk on the phone while driving
5. Although he was tired, he still performed the lion dance.
6. My brother is keen on / fond of / interested in watching cartoons
Section II. Bài viết (1,0 điểm)
2.Traffic accidents can be prevented if people …………..the rules.
A. obey B. go after C. remember D. take care of
3. If you turn off the light when you leave the room, you'll use ........ energy.
A. fewer B. less C. more D. most
4. I ...... a lot when I was younger.
A. use to swim B. used to swimming C.didn't swimming D. used to swim
5. The end of the film was so……………..
A. moved B. moving C. move D. moveable
PART A: LISTENING (2pts)
Section I. Listen to Michael talking to Marina about a new sports centre. For questions 1-5, tick A, B or C. You will hear the conversation twice. (1pt)
1. What sport can't you do at the sports centre?
A. tennis B. table- tennis C. volleyball
2. How much must Marina pay?
A. £ 14 a year B. £ 30 a year C. £ 50 a year.
3. How many days a week is the sports centre open late?
A. 2. B. 3. C. 4.
4. Which bus goes to the sports centre?
A. number 10. B. number 16. C. number 60
5. When will Michael and Marina go to the sports centre?
A. Tuesday B. Thursday C. Friday
Section II. You wil hear a man talking about a day trip. Listen and complete questions
1 - 5. You will hear the information twice. (1pt)
DAY TRIP
Leave : 9.30 a.m
Trip will take : (1)………………… hours .
We will stop at three places :
Stop 1 : (2) ……………….............
Stop 2 : (3) ………………... at 1 o'clock .
Stop 3 : (4) .............
Take your : (5) ............………
PART B: USE OF ENGLISH (2pts)
Section I. Circle the best option (A, B, C, or D) to complete each question. (1pt)
1. Choose the word which has a different sound in the underlined part.
A. stopped B. washed C. fastened D. walked
Section II. Complete each sentence with the correct form of the word/ verb in brackets. (1pt)
1. We liked the ...................................... of that young singer. (perform)
2. They used………………………… on holiday together. (go)
3.We were ……………....…………with the service at the cinema.(satisfy)
4. Playing outside is …………..…………… than staying inside.(health)
5. A lot of .............................. and artistic activities are held as part of the Flower Festival in Da Lat.(culture)
PART C: READING (2pts)
Section I. Fill in each blank with a suitable word from the box. (1pt) than many by how more
When you are in Hong Kong, you can go about by taxi, by tram, by bus, or (1)…………….underground. I myself prefer the underground because it is fast, easy and cheap. There are (2)……………..trams and buses in Hong Kong, and one cannot drive along the road quickly and without many stops.The underground is therefore usually quicker (3)……………… taxis or buses. If you do not know Hong Kong very well, it is very difficult to find the bus you want. You can take a taxi, but it is (4)……………… expensive than the underground or a bus. On the underground you find good maps that tell you the names of the stations and show you(5)…………………. to get to them, so that it is easy to find your way. Section II. Read Nick’s review of the film Titanic on his blog and answer the questions below. (1pt)
FILM BLOG
Mon, Apr 20,...
Titanic is a romantic film, which was directed by James Cameron. However, it’s also about a disaster. It stars Leonardo DiCaprio and Kate Winslet.
The film is about the sinking of the ship Titanic on its first voyage. The main characters are Jack Dawson and Rose DeWitt Bukater. Jack saves Rose from killing herself during the journey on board the ship. Although they are from different social classes, and Rose is already engaged, they fall in love. The film has a sad ending: the Titanic sinks and more than a thousand people die in the disaster, including Jack. Critics say it is a must-see. I agree because the story is moving and the acting is excellent. The special effects, visuals and music are also incredible. Titanic is a very sad film. Nevertheless, many people really love it. Go and see it if you can. Posted by Nick at 5.30 p.m.
5.My uncle drove carelessly some years ago, but now he doesn’t
→ My uncle used .................................................................................................... Section II. Write a short paragraph of 70 -80 words about one of the festivals you know. (1pt)
1. Is Titanic a romantic film?
2. Who does Titanic star?
......................................................................................................................................
3. What is Titanic about ?
4. Does the film have a sad ending?
.....................................................................................................................................
5. What do critics say about Titanic?
PART D: WRITING (2pts)
Section I: Complete the second sentence so that it has a similar meaning to the first one. (1 pt)
1. Although she is so young , she performs excellently.
→ Despite ……………………………………….................................................
2. What’s the distance between New York City and Boston?
→ How far ………………………………………...............................................?
3. The distance from Ha Noi to Can Tho is about 1,877 kilometres.
→ It's about ......................................
4. We will use less electricity in the future
→ Less electricity ................................
1. 7/seven 2. castle 3. café/ lunch 4. beach/ lake 5. camera
PART B: USE OF ENGLISH (2,0 điểm)
Section
1. C 2. A 3. B 4. D 5. B
Section II. Mỗi câu đúng 0, 2 điểm x 5 = 1,0 điểm
1. performance 2. to go 3. satisfied 4. healthier 5. cultural
PART C: READING (2,0 điểm)
Section I. Mỗi câu đúng 0,2 điểm x 5 = 1,0 điểm
1. by 2. many 3. than 4. more 5. how
Section II. Mỗi câu đúng 0, 2 điểm x 5 = 1,0 điểm
1. Yes, it is.
2. It stars Leonardo DiCaprio and Kate Winslet.
3. It is about the sinking of the ship Titanic on its first voyage.
4. Yes, it does .
5. They say it is a must-see.
PART D: WRITING (2,0 điểm)
Section I. Mỗi câu đúng 0, 2 điểm x 5 = 1,0 điểm
1. Despite being so young , she performs excellently./ Despite her young age, she performs excellently.
2. How far is it from New York City to Boston ?
3. It's about 1,877 kilometres from Ha Noi to Can Tho.
4. Less electricity will be used in the future.
5. My uncle used to drive carelessly some years ago.
Section II. Bài viết (1,0 điểm)
- Đảm bảo nội dung , đủ ý.
- Đúng ngữ pháp, đúng chính tả
- Diễn đạt ý mạch lạc.