Giáo án Tiếng Anh 7 - Week 11 - Năm học 2023-2024

 Date of planning : 11/11 /2023 
 Date of teaching : /11/2023 
 Week: 11 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. *** In 1 minute, students from each team, turn * Suggested answers: 
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. 
 Lead in “The boy on the left is taller than the boy on 
 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 two things. The pen is as long as the yellow pencil.. 
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 
 - The fish in picture A is not as big as the fish in 
common errors after finishing speaking. 
 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) 
 . 
 Date of planning : 11/11 /2023 
 Date of teaching : /11/2023 
 Week : 11 
 Period : 
 PAY ING THE FIRST MID-TERM TEST 
 I. OBJECTIVES : 
 - To check ss’ understanding of vocabulary, grammar and skills from unit 1 to unit 3. 
 - After the test, ss will be able to estimate how much knowledge they have got through 
 the three units above. 
 * Vocabulary: Ss revise words and phrases related to Hobbies; Healthy living; 
 Community service 
 * Grammar : 
 - Unit 1 : Hobbies: Review and teach present simple tense.Talking about likes and 
 dislikes. 
 - Unit 2: Healthy living: Simple sentences. Asking for and giving healthy tips. 
 - Unit 3 : Community service: Review and teach Past simple tense. Giving compliment 
 * Writing: - write a paragraph about one’s hobby. - write a paragraph of some advice about healthy habits. 
 - write an email about community activities. 
 2. Competence: Recall and master the skills systematically. 
 3. Qualities : Having serious attitude while doing the test. 
 II. TEACHING AIDS: 
 1. Teacher: Loud speakers, paper tests. 
 2. Students: pens. 
 III. CONTENT 
PHÒNG GD &ĐT HIỆP HÒA HƯỚNG DẪN CHẤM 
 ĐỀ KIỂM TRA GIỮA HỌC KỲ I NĂM HỌC 2023 - 2024 
 Môn: Tiếng Anh 7 (Global success) 
 Thời gian làm bài: 60 phút 
 A.  LISTENING (2 pts) 
 Part 1. Listen, then write the right answer (A, B, C) on your test paper. (1.0 pt) 
 1. A. skates 2. B. texting his friend 3. A. a mountain 4. B. took photos 
 Part 2: Listen and write: (1pt) 
 1. bus 2. handbags 3. basement 4. cakes 
 II. Choose the word that has the underlined part pronounced differently from the others 
 (1pt) 
 1. D. collect 2. C. school 3. A. stopped 4. B. recycle 
 III. Choose the best answer to complete each sentence. (2 pts) 
 1. C. homeless people 
 2. A. donate 
 3. B. elderly people 
 4. A. That's a good idea. 
 5. D. clean up 
 6. A. sunburn 
 7. B. I think you have the flu. 
 8. A. dim 
 III. Fill each blank with the correct form of the verb in brackets. (1pt) 
 1. played 2. listening 3. did you do 4. has 
 IV. Choose the correct answer A, B, C or D for each gap to complete the following passage. (1pt) 
 1. D. made 
 2. B. popular 
 3. D. of 
 4. B. It 
 V. Read the passage. Circle the best answer A, B or C to each of the questions. (1pt) 
 1. B. The development and benefits of judo. 
 2. B. Learning to control our bodies. 
 3. C. In 1964. 
 4. A. None. 
 VI. Reorder these words to complete the sentences. (0.5 pt) 
 1. We bought a new house in the countryside last year. 
 2. Eating healthily and doing regular exercise are important for a long life. 
 VII. Complete the second sentence so that it has the same meaning as the first one. (0.5pt) 
 1. She is interested in/ fond of/ keen on/ a big fan of arranging flowers. 
 2. She wears a hat and puts on some suncream. 
 VIII. Write a paragraph (about 70-80 words) about your favourite hobby. (1pt) 1. Nội dung: (0,5 pt) 
 - Đúng chủ đề, đúng cách viết đoạn văn (0,25) 
 - Logic, hợp lý: Có sự liên kết giữa các phần. (0,25) 
 2. Ngôn ngữ, trình bày: (0,5 pt) 
 - Đúng ngữ pháp, từ vựng phong phú. (0,25) 
 - Có sáng tạo, viết sạch sẽ, có ý tưởng tuy vẫn còn một số lỗi sai ngữ pháp. (0,25) 
 3. Trừ điểm: 
 - 04 lỗi từ vựng, chính tả,..: trừ 0,25 
 - 02 lỗi ngữ pháp, cấu trúc: trừ 0,25 
 - Viết ít hơn số từ quy định: trừ 0,25 
 Date of planning : 11/11 /2023 
 Date of teaching : /11/2023 
 Week : 11 UNIT 4: MUSIC AND ARTS 
 Period : 28 Lesson 4 : Communication 
 I. OBJECTIVES: 
 1. Knowledge 
 - Learn how to deal with some ways of expressing preferences 
 - Practise using some grammar points and vocabulary related to the topic 
 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: 
 1. Teacher: - Grade 7 textbook, Planning Unit 4, communication 
 - 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 revise the old lesson and introduce the new lesson; To lead in the lesson. 
 * Content: * Game: GAME: PELMANISM (words and pictures about music and arts) 
 * Products: Ss find out words and pictures exactly. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Warm up T - Ss * Game: GAME: PELMANISM 
* Teacher divides the class into 2 teams and asks 
them to think of the vocabulary they have learnt art concert actress portrait 
in the previous lessons. gallery hall 
** In 2 minutes, each member from each team has composer landscape painter puppet to take turns to turn over one card and try to find a theatre 
card that matches it. 
*** If the two cards match each other, the team 
gets one point. 
- If the two cards are different, put them back in 
the same places, facing down. 
**** The team with more points will win the 
game. 
 Lead in:
 Teacher leads students into the lesson 
by telling what they are going to learn: “We are 
going to learn how to express preferences and use 
the grammar and the vocabulary related to our 
topic Music and arts”. 
 Activity 2: Presentation ( 5’) 
 * EVERYDAY ENGLISH 
 Expressing preferences 
 Task 1: 
 * Aim: To introduce two ways of expressing preferences. 
 * Content: listenand pay attention to the highlighted parts ; practise saying with their partners. 
 * Products: Role play and practice in front of the class. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1:T –Ss TASK 1: LISTEN AND READ THE 
* Teacher plays the recording for students to listen and DIALOGUE, PAYING ATTENTION TO 
read the conversation. THE HIGHLIGHTED PARTS. (Ex. 1, p. 45) 
** Students listen and practise saying with their 
partners. 
*** Teacher calls some pairs to read aloud. 
**** Teacher corrects pronunciation if needed. 
* Teacher asks students to pay attention to the 
 *Structure: to express preference 
highlighted parts and asks them some questions to 
 - prefer sth 
elicit the new structure 
 - like sth better 
** Students 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: 
 Activity 3: Practice (20’) 
 Task 2 * Aims: To help students practise expressing their preferences. 
* Content: Make similar dialogue. Ask and answer questions about your preferences.. 
* Products: Some pairs to practise in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2: T –Ss : Ss- Ss TASK 2: MAKE SIMILAR 
* Teacher has students look at the situation in Ex. CONVERSATION. (Ex. 2, p. 45) 
2 to make similar dialogue: Work in pairs. Ask and answer questions 
1. painting and taking photos about your preferences for painting and 
2. singing and dancing taking photos; singing and dancing. 
** Students work in pairs to make similar * Suggested answers: 
dialogue. A: Which do you prefer, painting or taking 
*** Teacher calls some pairs to present it in front photos? 
of the class. B: I prefer taking photos because it is more 
 interesting. 
**** Teacher gives feedback and some 
 A: And which do you like better, singing or 
comments. dancing? 
 B: I like dancing better. 
 Task 3 
 MUSIC AND ARTS IN SCHOOL 
* Aims: To help students recall or get to know some information about famous people in the field of 
music and arts, and some common forms of arts. 
* Content: find answers to the questions about famous people in the field of music and arts, ) 
* Products: Ss give their answer and explain it. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 3: T - Ss, Ss – Ss TASK 3: CHOOSE THE CORRECT 
. * Teacher asks students to work in pairs to ANSWER TO EACH QUESTION. (Ex. 3, 
choose the correct answer. p.45) 
** Students do the task in pairs. What do you know? Work in groups and 
*** Teacher calls some students to give their choose the correct answer to each question. 
answer and explain it. * Answer key: 
**** Teacher confirms the correct answers. 1. B 2. A 3. A 4. B 
 Task 4: 
* Aims: To help students revise vocabulary related to the topic and to introduce how students in 
other countries learn music and arts 
* Content: Read and underline the words related to the topic of arts and music. 
* Product: Ss find, and underline the words related to the topic correctly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss TASK 4: READ THE FOLLOWING 
* Teacher asks students to work individually to PARAGRAPH. UNDERLINE THE WORDS 
read through the paragraph, find, and underline RELATED TO THE TOPIC OF ARTS AND 
the words related to the topic. MUSIC. (Ex. 4, p. 45) 
** Students work in individually. . * Suggested answer: (Teacher’s book, p.69) 
*** Some students read aloud. Hi. My name is Susie. I'm from Australia. I'm in grade 7. 
 My school teaches arts and music to all the students. 
**** Teacher confirms and corrects if needed Some forms of art such as painting or drama are optional: 
 you can choose to learn them if you like. 
 Music and dancing are compulsory: all of us must 
 study them every week. The school even has a choir, 
 and they perform every month. There are also different 
 art clubs, and you can join any of them. 
 Activity 4: Production (8’) 
 Task 5 
* Aims: To help students talk about how students in Viet Nam study music and arts. 
 - To help them compare their school and schools in other countries. 
* Content: work in group to discuss how students in Viet Nam learn music and arts, then compare 
with Susie’s school. 
* Product: Students from each group present their ideas to the class . 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task5: T - Ss, Ss – Ss TASK 5: TALK ABOUT HOW YOU 
* Teacher asks students to work in group to LEARN MUSIC AND ARTS. COMPARE 
discuss how students in Viet Nam learn music SUSIE’S SCHOOL WITH YOUR 
and arts, then compare with Susie’s school. SCHOOL. YOU CAN USE LIKE, AS AS, 
** Students work in groups to take notes some OR DIFFERENT FROM. 
activities they have when learning music and arts, * Example: 
then compare. 
 Hi. My name is Linh. I'm from Vietnam. I'm in 
- Teacher goes round the class to monitor and 
 grade 7. In daily life, music plays an important role 
give support if necessary. 
 in improving the human spirit. Arts and music are 
*** Students from each group present their ideas 
 compulsory like Susie’s school. We must have to 
to the class. study every Wednesday. On Monday. each class has 
****Teacher comments on their clarify, language, to perform one or more songs in the school 
fluency, grammar, meeting. My school is different from Susie’s school. 
 My school doesn’t have a choir. 
 Activity 5: Consolidation (3’) 
* Aims: To consolidate what students have learnt in the lesson. 
* Content: Summarize the content of the lesson 
* Products: Say aloud what they have learnt in front of the class. 
* Organization of implementation: Teacher’s and Ss’activities Content 
Teacher asks students to talk about what they - R evise vocabulary related to the topic and 
have learnt in the lesson. know how students in other countries learn 
 music and arts 
 * 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 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare the - Learn by heart the structures. 
new lesson. -Do exercise in WB 
 - To prepare for the next lesson: Skills 1. 
 *- Evaluation: : ( CN)