Giáo án Tiếng Anh 7 - Week 10 - Năm học 2023-2024
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Date of planning : 4/11 / 2023 Date of teaching : /11/ 2023 Week: 10 UNIT 4: MUSIC AND ARTS Period: 25 Lesson 1: Getting started – A talk at the school gate I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge: - To introduce the topic “ Music and arts ”. To practice listening and reading. - Have an overview about the topic Music and arts * Vocab: -Use the vocabulary to talk about Music and arts * Grammar: - Comparisons: like, different from, (not) as as . 2. Core competence - use the words related to music and arts. . pronounce the sounds /ʃ/ and /ʒ/. correctly. - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - To educate the love of music and art. - Be ready to know the words about music and arts. - Develop self-study skills. II. MATERIALS 1. Teacher: - Grade 7 textbook, Planning ( Unit 4- Getting started ) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, . 3. Method: Ask and answer ; group works; individual III. PROCEDURES : (STAGES) Activity1: Warm-up (5’) * Aim: - To create an active atmosphere in the class before the lesson. - To introduce the topic. * Content: Teacher asks students some questions related about music. * Products: Some students give their ideas in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: T – SS * Warm up: CHATTING * Teacher plays a piece of music and lets students listen to. ** Students listen to music. v=rotCiRkaE08&ab channel=Dmusix *** After that, teacher asks students some questions about it and calls some students to - Do you like the piece of music you have listened? give their ideas. - Do you know what kind of music it is? **** Teacher comments on their ideas and - When do you listen to music? then leads students to the new topic in Unit 4. - How do you feel when you listen to music? Teacher says: “As you can see, music and arts - Is music important to our life? play an important role in our life. It can help people relax, entertain, or enrich their mind. Therefore, in Unit 4 we are going to learn more about them Music and Arts.” Activity2: Presentation (7’) * Pre teach vocabulary * Aim: To introduce the new words. * Content: Learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss. * Teacher introduces the vocabulary by: * Vocabulary + showing the pictures illustrating the words; 1. classical (a): [antonym] + providing the synonym or antonym of the 2. spare time (n): [synonym / explanation] words; 3. musical instruments (n): [visual] + providing the definition of the words. 4. landscape (n): [explanation] ** Students say the words. *** Other students correct if the previous 5. art gallery (n): [visual] answers are incorrect. **** Teacher shows and says the words aloud and asks students to repeat them. * Checking vocab: SET THE SCENE (3’) * Aims: to have students get to know the topic. * Content: Answer some questions. * Products: Students share their answers as a whole class. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher draws students‟ attention to the * PRE- QUESTIONS pictures in the textbook and asks them some 1. Who are they? questions about the pictures. Teacher don‟t 2. What are they doing? confirm whether their answers are right or 3. What are you going to learn in this lesson wrong. today? ** Students work out and answer questions in * Suggested answers: pairs. *** Students share their answers as a whole 1. They are Trang and Nick / students. class. 2. Nick is playing the piano and Trang is **** Teacher asks them to read and listen to the drawing. conversation to check their answers 3. (Students‟ answer). Activity 2: PRACTICE (30’) (CONTROLLED PRACTICE) * Task 1 * Aims: -To set the context for the introductory conversation; To introduce the topic of the unit. * Content: Listen and read the conversation. * Products: Students read and understand the meaning of the conversation. Students know how to role play. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss, Ss-Ss Task 1. Listen and read * Have Ss look at the title and the picture and guess what the conversation between Chau and Trang: Hi, Nick. What are you doing? Nick might be about. Have Ss answer some Nick: I'm listening to music. I like classical music, and I often play the piano in my spare time. questions. Trang: Wow. I can't play any instruments. -Encourage Ss to answer, but do not confirm Nick: And what about you? What's your hobby? whether their answers are right or wrong. Trang: I like painting and taking photos. ** Play the recording twice for Ss to listen and Nick: Taking photos? I've never tried it. Is it fun? read along. (They may read silently or aloud.) Trang: Yeah, it is, but not as fun as painting. **** Have some pairs of Ss read the Nick: Right. They seem quite different from each conversation aloud. other. What do you normally paint? ****Ask Ss what exactly Trang and Nick are Trang: Landscapes and animals, just for pleasure, talking about. Now confirm the correct answer. you know. I sometimes share them with my friends. (They are talking about music and arts, what they Nick: Really? Um, maybe we should go to an art often do in their free time, and then they agree on gallery next weekend? what to do next weekend.) Trang: Sounds good, but I'd prefer to go to the music festival at my school. Nick: Well... OK.That's fine. * Task 2 * Aims: To help students understand the main idea of the conversation. * Content: Answer the question by choosing the best answer. * Products: Students say aloud the correct answer. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss Task 2:ANSWER THE QUESTION BY * Teacher asks students to answer without TICKING THE CORRECT ANSWERS. (Ex. 2, reading the conversation again. p. 41) ** Ss work out and answer questions in pairs. What are Trang and Nick talking about? *** Teacher asks some students to explain why A. Playing the piano. they did not choose the other two options. B. Drawing and painting. **** Teacher confirms the correct answer. C. Music and arts . Answer key: C * Task 3 * Aims: To help students understand more the text; to acquaint students with the grammar points and new vocabulary of the unit. * Content: Complete each of the sentences with a suitable word or phrase from the box. * Products: Ss writethe right answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: COMPLETE EACH OF THE * Teacher asks students to work independently to SENTENCES WITH A SUITABLE WORD read the sentence, identify the kind of OR PHRASE FROM THE BOX. (Ex 3, p. 41) information to fill in the blanks, read the text again to locate the place to find the word. * Answer key: ** Students work individually, then they can 1. art gallery share their answers with their partners before 2. photos discussing as a class. 3. different from *** Teacher calls some students to check. 4. like **** Teacher confirms the right answers and writes on the board. * Task 4 * Aims: To develop students‟ knowledge of the vocabulary about music and arts * Content: Write the correct word or phrase under each picture. * Products: Ss writethe right answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss TASK 3: WRITE THE CORRECT WORD OR PHRASE UNDER EACH PICTURE. (Ex * Teacher asks students to work in pairs to do the 4, p. 41) task. * Answer key: ** Students work in pairs. 1. paintbrush *** Teacher plays the recording for students to 2. camera check and repeat. 3. painting **** Teacher checks and corrects their 4. musical instruments pronunciation and gives students the meaning of 5. water puppet show the words if needed. 6. art gallery Activity 4: Production:(5’) * Task 5: * Aims: To help students revise the vocabulary related to the topic Music and arts and to evaluate how artistic they are. * Content: Quiz “How artistic are you?”. * Products: Ss answer all the questions and then some students report to the whole class * Organization of implementation: Teacher’s and Ss’activities Content Task 5 :T-Ss, Ss-Ss Task 5: TASK 4: QUIZ HOW ARTISTIC * Teacher asks students to work individually to ARE YOU? (Ex 5, p. 41) answer all the questions and add up their points. For each question, you get two points if your ** Students work individually to do the task. answer is A, zero if your answer is B. Add up *** Students report to their groups how artistic your five answers and decide how artistic you they are. Then, teacher calls on some students to are on a scale from 1-10. report to the whole class. Not very (1-4) **** Teacher gives some comments. Somewhat (5-7) Very (8-10) Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson.. * Content:. Summarise briefly the main content in the lesson. * Products: Say aloud what they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - some new words have learnt in the lesson. - Read and understand content of the - Ss work indepently 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 * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Read the dialogue again. - Prepare lesson 2 ( A closer look 1). * Evaluation: : ( CN) Date of planning : 4/11 / 2023 Date of teaching : /11/ 2023 Week: 10 UNIT 4: MUSIC AND ARTS Period: 26 Lesson 2: A closer look 1 I. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge - Vocabulary: + use the lexical items related to the topic Music and arts; - pronunciation: pronounce and recognize the sounds /ʃ/ and /ʒ/. 2. Core competence - use the words related to music and arts. - pronounce the sounds /ʃ/ and /ʒ/. correctly. - Develop communication skills - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Be ready to know the words about music and arts - Develop self-study skills II. MATERIALS 1. Teacher: - Grade 7 textbook, Planning (Unit 4, A closer look 1) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, . 3. Method: Ask and answer ; group works; individual IV. PROCEDURES : (STAGES) Activity1: Warm-up (5’) * Aim: To activate students‟ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation. * Content: Game: Guessing game: Kinds of music * Products: Students play in groups listen, and guess kinds of music exactly. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher divides students into 2 groups and has Game: Guessing game: Kinds of music them listen to some songs to guess what kinds of Suggested answers: music they are. 1. Classical music: ** Students work in 2 groups, try to listen, and guess. *** The member in each group which has the NUBS8 &abchannel=JervyHou answer can raise hand. If student has the correct 2. Rock: answer, he/ she will get 1 point for his/ her group. betI &abchannel=Infraction-NoCopyrightMusic **** Teacher confirms the winner. 3. Jazz: Lead in cak &abchannel=bojunc 5. Pop: Teacher leads students into the lesson by telling IeE &ab channel=TaylorSwiftVEVO them that “In today lesson, we are going to learn 6. Country music: more words to talk about Music and arts and two sounds /ʃ/ and /ʒ/.” qs4 &abchannel=MusicTravelLove Activity2: Presentation (7’) (Vocab- pre-teach) * Aim: To introduce visually some words related to the topic. * Content: Some vocab related to the lesson. * Products: read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content T – Ss * Vocabulary * Pre teach vocabulary * Teacher introduces the vocabulary by: 1. concert hall (n): [visual + explanation] + providing the synonyms or antonyms of the 2. actress (n): [visual + explanation] words; 3. artist (n): [visual + explanation] + providing the pictures of the words. 4. composer (n): [visual + explanation] - Teacher has students read the phrases aloud and 5. puppet (n): [visual + explanation] corrects their pronunciation if needed. 6. portrait (n): [visual + explanation] - Teacher asks students for the Vietnamese 7. photography (n): [visual + explanation] meanings of these phrases 8. perform (v): [visual + explanation] ** Students say the words. *** Other students correct if the previous answers are incorrect. **** Teacher shows and says the words aloud and asks students to repeat them. Checking techniques: “What and where” Activity3: . Practice (10’) Task 1 * Aims: To revise / teach the names of some people and places related to the topic * Content: Listen and repeat. Write the names of some people and places related to the topic in the correct columns * Products: Students to read aloud the words and put these words / phrases in the correct box. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: Task 1: Listen and repeat. Write * Teacher asks students to listen and repeat the them in the correct columns words independently. * Answer key: ** Students work individually. *** Teacher calls on some students to read aloud People Places the words. **** Teacher corrects their pronunciation and actress art gallery explains the meaning of these words/ phrases if artist concert hall needed. composer puppet theatre musician painter * After that, teacher asks students work in pairs to put these words / phrases in the correct box. ** Students work in pairs. *** Some students read out their answers. **** Teacher confirms the correct answers. Task2: * Aims: To teach students how to combine a verb and a noun to talk about music and arts. * Content: Match a word in A with a word or phrase in B. * Products: Work in pairs and say alous the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Match a word in A with a word or * Teacher asks students to work in pairs to do the phrase in B. task and explains to students that in English * Answer key: some verbs and nouns go together, and some 1. e don‟t. 2. d ** Students work in pairs to do matching to form 3. a collocations. 4. c *** Some students give their answers. 5. b **** Teacher checks students „answers as a class. Task 3: * Aims: To give students practice in how to use words/ phrases related to music and arts in context. * Content: Underline the correct word to complete each sentence * Products: Ss writes the words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Underline the correct word to * Teacher has students work individually to read complete each sentence. the sentences carefully and look for clues to * Suggested answers: complete the sentences. 1. drawing ** Students work individually to do the task. 2. composer *** One student writes the words on the board. 3. museum **** Teacher confirms the correct answers. 4. concert 5. photography Activity 4 * PRONUNCIATION (Pre-teach the sounds /ʃ/ and /ʒ/.) * Aims: To help students identify how to pronounce the sounds /ʃ/ and /ʒ/. * Content: PRONUNCIATION * Sounds /ʃ/ and /ʒ/. * Products: Read and know how to pronounce the Sounds /ʃ/ and /ʒ/. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss PRONUNCIATION: *Teacher writes on the board two words * Sounds /ʃ/ and /ʒ/” musician and television. Then, teacher has EX: musician and television. students focus on the sounds of the two underlined letters “c” and “s”. ** Students practice saying the word individually. *** Teacher calls some students to read aloud. **** Teacher corrects if needed. * After that, teacher says “In this lesson we are going to learn how to pronounce two sounds /ʃ/ (link youtube) and /ʒ/”. **Teacher asks students to watch Tiếng Anh 7 - Pronunciation video, Unit 4 *** Students imitate and practise the two sounds together. **** Teacher explains if needed. * Practice: (7’) Task 4 * Aims: To help students practise pronouncing these sounds in words. * Content: Listen and repeat the words. Pay attention to the sounds /ʃ/ and /ʒ/ * Products: Whole class practice the sounds /ʃ/ and /ʒ/ * Organization of implementation: Teacher’s and Ss’activities Content Task 4 :T-Ss, Ss- Ss Task 4 : Listen and repeat. Pay attention to * Teacher has students read out the words first. the sounds /ʃ/ and /ʒ/” ** Students practice saying the words independently. /ʃ/ ***Teacher asks students to listen and try to /ʒ/ repeat the words as a class, a group, and musician television individually. show visual **** Teacher may play the recording as many share unusual times as necessary and correct their nat ion decision pronunciation Task 5 * Aims: To help students pronounce the final sounds /ʃ/ and /ʒ/ correctly in context. * Content: Listen and underline the words with the sound /ʃ/ and double – underline the words with the sound /ʒ/. * Products: Ss listen and underline and then Some SS read aloud the sentences exactly. * Organization of implementation: Teacher’s and Ss’ activities Content Task 5 :T-Ss, Ss- Ss Task 5: Listen and repeat, and single – underline the words with the sound /ʃ/ and * Teacher has students read the sentences and double – underline the words with the sound tells them to pay attention to the words with /ʒ/. sounds /ʃ/ and /ʒ/ to underline. * Suggested answers: ** Students read and underline words with the two sounds they have learnt. *** Teacher plays the recording for students to listen and repeat each sentence. Teacher calls on some students to read the sentences individually. **** Teacher corrects their pronunciation if needed. Activity 5: Production (5’) * Aim: To give students chances to apply what they have learnt. * Content: * Game: SIMON SAYS (Practice to help students recognize the sounds /ʃ/ and /ʒ/) * Products: Students plays in groups. the group which has more students with correct answers will be the winner. * Organization of implementation: Teacher’s and Ss’ activities Content * Teacher prepares some words which include * Game :SIMON SAYS the two sounds students have learnt. * Suggested answers: - Teacher gives students the rules of the game: + If teacher says only one word all students condition, ocean, measure, pleasure, shy, vision, must sit still. The person who stands up will be sugar, machine, closure, dishwasher, occasion, the loser. leisure, rubbish, etc. + If teacher says, “Simons says .” all students must listen carefully to identify which sound mentioned in each word. /ʃ/: students stand up. /ʒ/: students sit still. + At the end of the game: the group which has more students with correct answers will be the winner. ** Students listen to the rules of the game and can discuss with other members in their groups. *** Students play in groups. **** Teacher informs which group is the winner. * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab and how to pronounce the sounds /ʃ/ and /ʒ/ * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - Vocabulary and how to pronounce the sounds have learnt in the lesson //ʃ/ and /ʒ/) * Homework (2’) * Aim: To revise 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 * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Prepare lesson 3 ( A closer look 2).. *- Evaluation: : ( CN) Date of planning : 4/11 / 2023 Date of teaching : /11/ 2023 Week: 10 UNIT 4: MUSIC AND ARTS Period: 27 Lesson 3: A closer look 2 I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge : * Vocabulary: + use the lexical items related to the topic Music and arts; * Grammar: Comparisons 1. like → To show that sth is similar to sth else. 2. different from → To show that two or more things are not similar. 3. as + adj + as → To show that two things are similar. 4. not as + adj + as → To show that sth is “more” or “less” than sth else. 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 responsible and hard-working II. MATERIALS: 1. Teacher: - Grade 7 textbook, Planning (Unit 4- A closer look 2) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, . 3. Method: Ask and answer ; group works; individual III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) * Aim: To activate students‟ prior knowledge and vocabulary related to the targeted grammar of comparisons; To introduce the targeted grammar of the lesson. * Content: GAME: BRAINSTORMING (Adjectives) * Products: Ss play game in groups and write adjectives in the groupboard exactly. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (group work) GAME: BRAINSTORMING - T - Ss * Teacher asks students to work in 2 teams to think of as many adjectives to describe as possible. ** Students work in 2 teams. * Suggested answers: *** In 1 minute, students from each team, turn by turn, run to the board and write down one big, small, heavy, light, cheap, expensive, adjective. boring, interesting, special, fun, thin, fat, tall, **** Teacher comments and counts how many short, handsome, ugly, etc. correct answers for each team. - The team which has more correct answers will be the winner. * Teacher shows the picture and asks students to use one adjective they have found to make comparisons ** Students work individually. *** Students give teacher a sentence: **** Teacher gives feedback, then lead to the new lesson. “The boy on the left is taller than the boy on Lead in the right.” Teacher says: “This lesson today is going to tell you more about comparisons using like, different from, (not) as as” Activity 2: Presentation (7’) * Aim: To introduce the form of comparisons to students. * Content: Comparative adjectives * Products: understand and how to use comparative adjectives * Organization of implementation: Teacher’s and Ss’activities Content * Pre – grammar. * Grammar : Comparative adjectives * Teacher prepares some pictures and asks students to make comparisons. ** Students make comparison, using the pictures teacher shows on the screen. Students: The yellow pencil is shorter than the orange one Elicit the model sentences: Teacher: Right! Or I can say: “The yellow pencil 1. Teacher points to the yellow pencil and is not as long as the orange one.” the orange pencil. 2. Teacher points to the yellow pencil and the pen and asks students to focus on the length of The pen is as long as the yellow pencil.. the two things. 3. Teacher points to the yellow pencil and the pen again and has students focus on their shape The pen is different from the yellow pencil. 4. Teacher says: “This is Robert’s pencil case and this is Mary’s pencil case” and asks them make comparison with “like”. Robert‟s pencil case is like Mary‟s pencil case. * Concept checking: *** Students find out the form and the usage + Form: of comparisons using “like, different from, 1. (not) as + adj + as (not) as as” 2. as + adj + as 3. to be different from **** Teacher gives comments and writes on 4. like the board the form and the usage. + Use: ask students to read “Remember box”, then teacher asks students some questions to check understanding. Activity 3: Practice (20’) Task 1 * Aims: To help students identify the correct form of comparisons, using like, different from, (not) as as. * Content: Write like, as, or different in the gaps * Products: Students write correct the answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss TASK 1: WRITE LIKE, AS, OR * Teacher asks students to do the exercise DIFFERENT IN THE BLANKS. (Ex 1, p. 43) individually and then compare their answers * Answer key: with a classmate. 1. as ** Students do the task individually. 2. like *** Some students explain their choices. 3. different **** Teacher confirms the correct answers. 4. as 5. different Task 2 * Aims: To help students use the correct comparisons using like, different from, (not) as as. * Content: Finish the second sentence in each pair using like, different from, (not) as as. * Products: Students‟ correct sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss TASK 2: FINISH THE SECOND SENTENCE IN EACH PAIR, USING LIKE, AS AS, OR * Teacher has students do this exercise DIFFERENT FROM. (Ex 2, p. 43) individually. * Answer key: ** Students do the task individually. 1. different from 2. like *** Students give and explain their answers. 3. as as 4. different from ****Teacher confirms the correct answers. 5. as as Task 3 * Aims: To help student practiSe using like, different from, (not) as as. * Content: Compare the two museums, using like, different from, (not) as as. * Products: Ss read aloud the complete sentences in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss - Ss TASK 3: COMPARE THE TWO MUSEUMS: HISTORY AND SCIENCE, USING LIKE, AS * Teacher asks students to work in pairs and AS, OR DIFFERENT FROM. (Ex 3, p. 43) helps them interpret the table first. ** Students work in pairs to do the task and * Suggested answers: teacher encourages students to talk as much 1. The History Museum is not as modern as the as possible. Science Museum. *** Teacher calls on students to read aloud 2. The staff in History Museum is as friendly as the complete sentences. ones in Science Museum. **** Teacher confirms the correct answers 3. Things in History Museum are more interesting and helps them to correct mistakes if needed. than things in Science Museum. 4. The price in History Museum is like in Science Museum. Task 4 * Aims: To help students revise to write comparisons using like, different from, (not) as as. * Content: Rewrite the sentences, using the words given at the beginning. * Products: Ss write their correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 4: T - Ss, Ss - Ss TASK 4: REWRITE THE SENTENCES, * Teacher asks students to do the task USING THE WORDS GIVEN AT THE individually to write down the sentences in BEGINNING. (Ex 4, p. 43) their notebooks. * Suggested answers: ** Students do the task individually and 1. I think comedies are not as interesting as action compare with their partners. films. *** Some students write their answers on the 2. Our history homework is not as difficult as our board. maths homework. **** Teacher confirms the correct answers. 3. This year‟s music contest is not like last year‟s. 4. The characters in the film are different from the ones in the play. 5. That picture is not as bright as this one. Activity 4: Production (5’) * Aim: To help students practise speaking, using like, different from, (not) as as through pictures. * Content: Discuss and write a simple sentence from the two given sentences ( From 2 pictures) * Products: Ss‟ correct sentences on the group boards * Organization of implementation: Teacher’s and Ss’ activities Content Task 5: T - Ss, Ss - Ss TASK 5: LOOK AT THE TWO PICTURES * Teacher asks students to work in groups to AND COMPARE THEM. (Ex 5, p. 43) find out the similarities and differences * Suggested answers: between the two pictures and the things in - Picture A is not as big as picture B. them. - The cat in picture A is different from the cat in ** Students work in groups to do the task. picture B. *** Students give as many sentences as - The cat in the house in picture A is like the cat in possible. the house in picture B. **** Teacher listens to students to correct common errors after finishing speaking. - The fish in picture A is not as big as the fish in picture B. - The flower in picture A is not as small as the flower in picture B. Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content Teacher asks students to talk about what they - Grammar: Comparative adjectives have learnt in the lesson. - form and usage. * 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 * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Do exercises in the workbook. the new lesson. - Prepare lesson 4 ( communication) *- Evaluation: ( CN) .
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