Giáo án Tiếng Anh 7 - Week 14 - Năm học 2023-2024
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Date of planning : 23/11/ 2023 Date of teaching : / / 2023 Week: 14 Period: 35 UNIT 5: FOOD AND DRINK Lesson 4 : Communication I. OBJECTIVES: By the end of this lesson, Ss will be able to: 1. Knowledge - Use lexical items related to the favourite food and drink in everyday life - Understand and use ways to ask and answer about prices and favourite food and drink in English 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Promote pride in the values of Vietnamese culture - Develop love for family II. MATERIALS 1. Teacher: - Grade 7 textbook, Planning (Unit 5- 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 activate students’ knowledge - To get students interested in the topic * Content: Answer some questions related the restarant. * Products: Ss give the answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Warm up:Chatting T – Ss * Teacher elicits and asks students some questions about the restaurant. ** Some students are invited to answer. *** Teacher and students discuss the answers. **** Teacher introduces the lesson. - Have you been to the restaurant? - Who did you go with? - What is your favorite food? - Do you think the dishes and drinks at the restaurant are cheap or expensive? Activity 2: Presentation ( 10’) * Vocabulary * Aim: To help students use key language more appropriately * Content: Listen and read the short conversation, paying attention how to make and accept appointments * Products: Understand and know how to make and accept appointments; * Organization of implementation: Teacher’s and Ss’activities Content T – Ss * Vocabulary * T asks Ss to look at the photo and answer 1. eel /iːl/: con lươn the question. 2. foreign /ˈfɒrən/: ngoại quốc What is this? 3. favourite /ˈfeɪvərɪt/: ưa thớch ** Ss say the word. 4. interview /ˈɪntəvjuː/: cuộc phỏng vấn *** Other Ss correct if the previous answer is 5. try /traɪ/: thử làm gỡ đú incorrect. **** Teacher shows and says the word aloud and asks Ss to repeat it. * Teacher gives some words in Vietnamese and asks Ss to translate into English ** Ss says the word **** Teacher gives the correct answers * Everyday English Asking and answering about prices Task 1: * Aims: To introduce ways to ask and answer about prices in English. * Content: Listen and repeat the conversation. Pay attention to the questions and answers * Products: Some pairs to role play in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss ; Ss- Ss Task 1: Listen and repeat the conversation. Pay attention to the questions and answers. * Teacher gives Ss instructions. ** Ss listen carefully, watch closely and repeat * Audio script – Track 34: as a whole class. They pay attention to the Mark: How much is a bottle of mineral water? questions whenever Teacher pauses and corrects Mrs Thu Ba: It’s 5,000 dong. their mistakes. Mark: And how much are two kilos of apples? *** Ss work in pairs to repeat the conversation. Mrs Thu Ba: They’re 50,000 dong. **** Teacher shows the conversation on the screen to make sure they ask the correct questions. Activity 3: Practice (15’) * Aims: To help Ss practise asking and answering about prices. * Content: Ask and answer about the prices of the food and drink on the menu. * Products: Ss role play in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss-Ss Task 2: Works in pairs. Ask and answer * Teacher shows the menu on the screen, shows about the prices of the food and drink on the the sample of the conversation, pairs Ss and menu. asks them to play the roles of a waiter and a customer to ask and answer about the prices of the food and drink on the menu. ** Ss practise for about 3 minutes. *** Ss work with another partner and change their roles, asking and answering questions about the prices. ****Teacher goes around observes, corrects their mistakes and notes some of their typical errors if necessary. Ex: A: How much is a bowl of beef noodles soup? B: It's 30,000 dong. YOUR FAVOURITE FOOD AND DRINK Task 3 * Aims: - To teach Ss the questions they can ask to interview someone about their favourite food and drink; - To help Ss revise the vocabulary related to the topic. * Content: Listen to the conversation and answer the questions. * Product: Ss gives the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T – Ss. Task 3: Listen to the conversation and answer * Teacher gives Ss some time to read the the questions. questions in Exercise 3, asks them to pay * Key: attention to the key words and predict the 1. Spring rolls. 2. Lemonade. answers. 3. Apple pie and pancakes. ** Ss do the exercise step by step. 4. Hu tieu (in Ho Chi Minh City). - Ss read and underline key words. 5. Omelettes, rice, and spring rolls. - Ss listen twice, find synonyms and paraphrases * Audio script – Track 35: of the key words and answer the question. Peter: Nam, can you help me with my school project? I need to ***Teacher asks Ss to swap their notebooks interview some people about what they like to eat and drink. Nam: Sure. What questions do you have? with each other, listen to the recording once Peter: What’s your favourite food, Nam? again and peer check. Nam: It’s spring rolls. ****Teacher gives Ss the correct answers and Peter: What’s your favourite drink? Nam: I like lemonade. then asks them to repeat the conversation. Peter: Interesting. What foreign food do you like? Nam: Mmm, I like apple pie and pancakes. Peter: How about new food? Is there anything that you’ve never had, but would like to try? Nam: Certainly. I’d love to try hu tieu in Ho Chi Minh City. Peter: I’d like to give it a try too. What can you cook? Nam: Let me think... I cook omelettes, rice, and spring rolls. Task 4 * Aims: To help Ss practise asking and answering about their friends’ favourite food and drink; - To help Ss get information to report on their friends’ favourite food and drink; * Content: Interview two of you friends about their favourite food and drink. Write their answers in the table. * Products: asking and answering the questions to get information about the others in their groups to complete the table exactly * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss – Ss Task 4: Work in groups. Interview two of you * Teach lets Ss randomly pick the cards to friends about their favourite food and drink. choose their teams. Then, teacher gives the Write their answers in the table. instruction. **Ss work in groups, practise asking and Questions Student 1 Student 2 answering the questions to get information 1. What's your favourite food? about the others in their groups to complete the 2. What's your favourite drink? table. 3. What food or drink do you want ***Ss share the collected information in the to try? class. 4. What foreign food or drink do ****Teacher listens to them, gives them you like? comments and correct when necessary. 5. What can you cook? Activity 4: Production (5’) * Aims: To help Ss practise reporting the results of their interviews about favourite food and drink. * Content: report your results to the class. * Products: Some Ss report the results of their interviews in front of the whole class fluently. * Organization of implementation: Teacher’s and Ss’activities Content * When Ss have finished the interview,T may Task 4 have Ss practise reporting the results of their * Now report your results to the class. interviews in pairs or in groups. ** Choose some Ss to report the results of their interviews in front of the whole class. *** After each student has finished his / her report, invite some comments from other Ss. ****Then comment and correct any common errors. Activity 5 : 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 . * Organization of implementation: Teacher’s and Ss’activities Content -Teacher asks students to talk about what they - Vocabulary of the favourite food and drink in have learnt in the lesson. everyday life - Ways to ask and answer about prices, and favourite food & drink in English * 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 - Create a menu and include starters, main new lesson. courses, side dishes, desserts and drinks. Don't forget the prices. - To prepare for the next lesson: Unit 4 ( Skills 1) *- Evaluation: Date of planning : 23/11/ 2023 Date of teaching : / / 2023 Week: 14 Period: 36 UNIT 5: FOOD AND DRINK Lesson 4 : Skills 1 I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Develop their reading skill for specific information about food and drink - Talk about the popular food and drink 2. Core competences - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Develop presentation skills - Actively join in class activities 3. Personal qualities - Promote pride in the values of Vietnamese culture - Develop love for family and traditional food and drink II. MATERIALS 1. Teacher: - Grade 7 textbook, Planning (Unit 5, skills 1) - 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 create an active atmosphere in the class before the lesson; To introduce the topic of reading. * Content: List some common dishes that your family often eats in daily meals. * Products: Students’ answers on the groupd board. * Organization of implementation: Teacher’s and Ss’activities Content - T- Ss Game: List some common dishes that your family often eats in daily meals. * Teacher asks Ss write names dishes that their family often eats in daily meals. - Breakfast: ** Students discuss in groups and write - Lunch: the answers on the group board. - Dinner *** The teacher asks Ss to hang the group board on the board **** Teacher gives feedback. Activity 2: Presentation (10’) Pre teach vocabulary * Aim:. To provide students with some lexical items before reading the text. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content T –Ss : * Vocabulary * Teacher uses different techniques to 1. snack /snổk/: đồ ăn vặt teach vocab (pictures, situation, 2. taste /teɪst/: nếm explaination ..) 3. broth /brɒθ/: nước dựng, canh ** Ss repeat in chorus and individually 4. stew /stju:/: hầm *** SS copy all the words 5. boneless /ˈbəʊnləs/: khụng xương **** T checks the vocab by playing game “ call in English” Activity 3: Reading * Pre -reading Task 1: * Aims: To activate Ss' knowledge of the topic in the reading text. * Content: Work in pairs. Discuss the following questions about “ pho” * Products: Ss say the answers aloud in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss , Ss- Ss Task1: Work in pairs. Discuss the following questions *Teacher pairs Ss, gives them some time to discuss about “Phở”, using suggested questions. ** Ss discuss as guided. *** After discussing, Ss talk about pho in front of the class. **** T listens and may ask some other questions about how to make Phở. 1. Is pho popular in your neighbourhood? 2. When can we have pho? 3. What are the main ingredients of pho? * Keys: 1. Yes, it is. 2. We have it in the morning. 3. The main ingredients of pho are noodles and beef or chicken, .. : While-Reading (10’) Task 2 * Aims: To check students understanding of using correct lexical items about the topic. * Content: - Read Phong’s blog. Match the underlined words in the text with their meanings. - Circle the correct answer A, B or C. * Products: Students swap their answers with their partner and say the correct answers. * Organization of implementation : Teacher’s and Ss’activities Content Task 2:T –Ss , Ss- Ss Task 2. Read Phong’s blog. Match the underlined words in the text with their *Teacher asks Ss to scan the passage to find an meanings. out the meanings of the words (1-5) in the pass match with their meanings (a-e), using the context.* Key: 1. d 2. b 3. c 4. a 5. e **Ss quickly locate the words, read with full concentration and complete focus, predict and match them with the provided meanings. ***Ss swap their answers with each other. ****Teacher checks the answers as a class, confirms the correct answers. Or for weak classes, Teacher may ask for translation to check understanding Task 3: Read Phong’s blog again and circle the Task 3:T –Ss , Ss- Ss correct answer A, B or C. *Teacher gives instructions. 1. The text is mainly about _______. A. pho, a popular dish in Viet Nam ** Ss work individually to carefully read and B. popular dishes in Viet Nam underline key words in the given part of the C. different ways to cook pho sentences and three options of the other part 2. Pho is made mainly with ______. A. rice noodles and beef or chicken that fit in. B. rice, pork, and vegetables - Teacher tells them to underline parts of the C. fish, shrimp, and noodles passage that help them with the answers and 3. We enjoy pho ______. set a strict time limit to ensure Ss read the A. only for breakfast text quickly for information. B. for lunch and dinner *** Ss share their answers with others to C. at any time of the day compare their choices in pairs before 4. To make noodles for pho, we use _____. A. a variety of sticky rice showing them in the class and to Teacher. B. the best kind of rice Teacher also asks them to give evidence C. eggs and rice flour when giving the answers. 5. The broth for pho is made by _____. ****Teacher nominates some Ss to read the A. slowly cooking beef or chicken bones completed sentences aloud, listens and then B. cooking beef or chicken with fish sauce gives them correct answers. C. boiling potatoes and chicken bones for a long time * Key: 1. A 2. A 3. C 4. B 5. A Activity 4: Speaking * Pre- speaking Task 4 * Aims: To help Ss generate ideas for the speaking activity * Content: Make notes about a popular food and drink in your area. Think about its main ingredients, how often and when you have it. * Products: Ss’ results on the group board clearly. * Organization of implementation : Teacher’s and Ss’activities Content Task 4: T - Ss, Ss – Ss Task 4: Make notes about a popular food and *Teacher asks Ss to brainstorm or use a mind drink in your area. Think about its main map/ web to make notes about a popular ingredients, how often and when you have it. food and drink in their area in groups of 4 or 5 Ss. (Teacher can show them a mind map as a sample) ** Ss think about a popular food or drink in their area, its ingredients and how often and when people in their neighbourhood have it and note down quickly these ideas as instructed during the time limit set by the teacher. *** Ss share their ideas with other groups. **** Teacher asks them some extra questions to help Ss if they lack ideas or if they have had too many ones to choose from * While and post Speaking * Aims: To provide an opportunity for Ss to practise talking about a popular food or drink. * Content: Work in groups of 3 or 4. Take turns to talk about a popular food or drink in your area. * Products: Some students share their preparation with the whole class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: T - Ss, Ss – Ss Task 5: Work in groups of 3 or 4. Take turns to * T asks Ss to talk using the notes/ maps/ talk about a popular food or drink in your area. webs that they have prepared in their own There are many delicious dishes in Vietnam, but group and then nominates some of them one of the popular dishes in my area is Banh Mi . (maybe, strong students) to model this Banh Mi called “ Sandwich or hamburgers ” is the activity in front of the class. most popular street food in Vietnam because of its ** Ss present in front of the class convenience, and deliciousness . Its ingredients *** Then, Ss listen to their classmates such as pork, fried eggs, pate, cucumber, green presenting and give positive comments to the onion, butter, and chili sauce. Vietnamese others'. Sandwich is served as an ideal breakfast and light snack. People can buy this dish very easily on the **** Teacher gives feedbacks. Vietnamese streets. Activity 5: 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. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what - 2 skills they have learnt in the lesson. + Listen about a traditional vietnamese dish. + talk about popular food or drink in your area.) * 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 * Organization of implementation: - Teacher asks students to prepare the new - Do Ex inWB lesson - Prepare: Skills 2 *- Evaluation: Date of planning : 23/11/ 2023 Date of teaching : / / 2023 Week: 14 Period: 37 UNIT 5: FOOD AND DRINK Lesson 6: Skills 2 I. OBJECTIVES: By the end of this lesson, Ss will be able to: 1. Knowledge - Develop their listening skill for specific information about food and drink - Write a paragraph about eating habits in their area . 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Develop presentation skills - Actively join in class activities 3. Personal qualities - Promote pride in the values of Vietnamese culture - Develop love for family and traditional food and drink II. MATERIALS 1. Teacher: - Grade 7 textbook, Planning (Unit 5, skills 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 help Ss know some famous places To introduce about the destination in the talk. * Content: Look at the pictures and name the places in the pictures * Products: Ss say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game : Kim’s game Look at the pictures in 15 seconds and write * T divides the class into groups. the names of the food and drink ** T have students watch pictures about food and drink in 15 seconds and Ask students not to write, but only to memorize. ** T deletes pictures. *** T Calls on the representatives of the groups to write down the names pictures they have just seen on the screen. *** T gives feedback and The group has more the correct answers is winner. * Answer key: T leads in the new lesson 1. roasted chicken 2. Rice 3. coffee 4. omelette 5. Beef noodles 6. Boiled pork 6. lemonade 8. Spring roll Activity 2: Presentation * Pre-teaching vocab ( 7’) * Aim:. To provide students with some lexical items before listening to the talk. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss - Ss * Vocab: 1. meal /mɪəl/: bữa ăn * T asks Ss to look at the photos and 2. toast / /təʊst/ : bỏnh mỡ nướng answer the question “What does it mean in 3. green tea: /ɡriːn ˈtiː/ : trà xanh English?” 4. seafood /ˈsiːfuːd/: hải sản ** Ss say the words. 5. fabulous /ˈfổbjələs/: tuyệt vời *** Other Ss correct if the previous 6. healthy /ˈhelθi/: khoẻ mạnh answers are incorrect. **** Teacher shows and says the words aloud and asks Ss to repeat them. - T checks vocab by game” what and where” Activity 3: Listening (10’) * Pre - listening Task 1: * Aim: To help Ss understand and activate their knowledge of the topic. * Content: Discuss and answer the question. * Products: Students’ answers on the posters. * Organization of implementation: Task 1: T - Ss, Ss - Ss Task 1: Work in groups. Discuss and answer * Teacher asks Ss to work in groups of 4 the question. or 5 discussing questions about the eating 1. What time do people in your area often have habits of the people in their area. breakfast, lunch, and dinner? ** Ss actively discuss and note down all 2. What do they often have for breakfast, lunch, members' answers. and dinner? *** Ss share their groups' answers as the * Suggested answers. whole class. 1. They usually have breakfast at 6.30 a.m. They **** T gives feedback. usually have lunch at 11 p.m. They usually have dinner at 7 p.m. 2. They eat a light breakfast with many kind of foods like pho, bread and milk. They eat rice with many dishes such as fish, meat, or vegetables for lunch or dinner * While -listening ( 10’) Task 2 (5’) * Aims: - To help Ss understand what the monologue is about; - To help develop their skill of listening for specific information. * Content: Listen to Minh talking about the eating habits in his area. Circle the food and drink you hear. * Products: Listen, understand and say the answer correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: Listen to Minh talking about the eating habits in his area. Circle the food and * Teacher asks Ss to guess which food and drink you hear. drink will appear in the monologue first. + eel soup + cakes ** Ss listen to the recording, tick the words + green tea or phrases they hear from the monologue. + coffee + toast *** Two or three Ss are nominated to write their answers on the board after the first listening. **** Teacher plays the recording again for * Key: Ss to check the answers. If time is limited, eel soup, green tea T may only play the monologue once. T may pause at the sentences that include the words or phrases Ss need circle. Task 3: * Aims: To help students develop their skill of listening for specific information * Content: Listen again and tick (✓) T (True) or F (False). * Products: Play game in groups and say the correct answer . * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 3: Listen again and tick (✓) T (True) or F * Teacher has Ss look at the statements in (False). this activity, asks them how to do it and gives them some strategies to do the * Key: 1. F 2. T 3. F 4. T 5. exercise. (e.g. reading the sentences, underlining the key words, listening to the T text, paying attention to the key words, Audio script - Tracks 36 + 37: deciding if each sentence is true or false). People in my area often have three meals a day: ** Ss individually do exercise as instructed. breakfast, lunch and dinner. For breakfast, we (For strong classes, Ss can take notes of the usually have pho or eel soup with bread. Sometimes information to explain why a sentence is we have instant noodles or xoi (sticky rice). Lunch false.) often starts at 11:30 a.m. Most of us have lunch at home. We often have rice, fish, meat, and vegetables. *** Ss swap their answers with their Dinner is the main meal of the day. It’s also the time partners for checking. when family members gather at home, so it takes a **** Teacher nominates Ss to read their bit longer than the other meals. It often starts at answers aloud, checks and gives around 7:30 p.m. We usually have rice with a lot of fresh vegetables and seafood or meat. We normally them the correct ones. talk about everyday activities during the meal. Then we have some fruit and green tea. I think the food in my area is fabulous. It’s very healthy and delicious. Activity 4: Writing (10’) * Pre -writing Task 4 * Aims: To help students talk about a travel attraction they know and collect information for their later writing. * Content: Make notes about the eating habits in your area. * Products: Ss fill the information exactly and read out the notes to the whole class * Organization of implementation: Teacher’s and Ss’activities Content – T - Ss, Ss-Ss Task 4: Make notes about the eating habits in * Teacher asks Ss to make notes, your area. brainstorm or cluster ideas to write about + What time do they have breakfast, lunch and the eating habits in their area, using the dinner? following questions. (Ss can use the language in the listening exercise.) + What food and drink do they have then? ** Ss do not have to write full sentences * Suggested answers. and they can use abbreviations. *** Then Ss share their notes with their partners. **** T may ask some strong students to read out the notes to the whole class.: * While-Writing * Aims: To teach students how to write a paragraph about 70 words about the eating habits in your area. * Content: Write a paragraph about 70 words about the eating habits in your area. * Products: Students’ perfect writing on the posters. * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 5: Write a paragraph about 70 words * Teacher suggests Ss think and write, about the eating habits in your area. using the notes they have done in Exercise * Model writing. 4. ** Ss write the first draft individually and People in our area usually eat breakfast at 6.30 listen to their classmates' and Teacher's am and they often have bread or sticky rice. They feedbacks and comments, and then write have meat and vegetable for lunch at 11.30 am. the final writing. They have fish, vegetable, soup for dinner at 7pm *** Then, they share their writings with the others, using marking criteria to give each other peer-feedbacks. ****Teacher observes Ss, notes some useful expressions and structures the Ss have used and some errors they have made for later comments and correction. * Post-Writing (3 ’) * Aim: To peer check, cross check and final check students’ writing. * Content: Display some students’ writing. * Products: Students give feedback and vote the best wrting exactly * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss, Ss-Ss Task 5: Students’ writing and cross check. * T may display all or some of Ss’s final People in our area usually eat breakfast at 6.30 writings on the wall / notice board . am and they often have bread or sticky rice. They have meat and vegetable for lunch at 11.30 am. ** Students vote for the best writing They have fish, vegetable, soup for dinner at 7pm *** Teacher gives feedback Activity 5: 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. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - listen for specific information about eating they have learnt in the lesson. habits - write a paragraph about eating habits in the area. * 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 * Organization of implementation: - Teacher asks students to rewrite their - Rewrite the writing in the notebook. writing in their books. - Prepare “ Looking back and project” - Teacher asks students to prepare the new lesson. *- Evaluation: .
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