Giáo án Tiếng Anh 7 - Week 18 - Năm học 2023-2024

 Date of planning : 31/12 / 2023 
 Date of teaching : /1 / 2024 
 Week: 18 UNIT 6: A VISIT TO A SCHOOL 
 Period: 46 
 REVIEW 2 
 Lesson 1: Language 
 I. OBJECTIVES: 
 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 4,5,6. 
 1. Knowledge: 
 * Vocabulary: - revise words related to music and arts; food and drinks; to school 
 facilities and school activities; 
 * Pronunciation: - revise pronouncing the sounds /ʃ/, /ʒ/, /ɒ/, /ɔ:/, /tʃ/ and /dʒ/ correctly; 
 * Grammar: - revise the use of comparisons (like, different from, as as); quantity 
 (some, a lot of / lots of); prepositions of time and place (at/in/on). 
 2. Competence: Ss revise the language they have learnt and some skills they have 
 practised in Units 4 – 6; 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 2) 
 - 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 4-6 
* Content: Game: FINDING KEYWORDS 
* Products: Students find a keyword for each set of pictures. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Warm up (Team work) * Game: FINDING KEYWORDS 
 T –Ss 
* Teacher shows 3 sets of pictures (taken from 
lessons of Units 4-5-6) and asks students to 
find a keyword for each set of pictures. 
What are these pictures talking about? 
** Students raise hands to answer. 
*** Teacher and students discuss the answers. 
 Set 1: MUSIC & ARTS 
**** Teacher checks the answers. 
- 
 Set 2: FOOD & DRINKS 
 Set 3: SCHOOL FACILITIES 
 Activity 2: Practice (5’) 
 PRONUNCIATION 
 Task 1 
* Aim: To help students review the pronunciation of the sounds learnt in Units 4 - 6. 
* Content: Choose the word whose underlined part is pronounced differently 
* Products: Students say the correct answer key. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
- T –Ss : Task 1: Circle the word in which the underlined 
* Teacher writes the sounds /ʃ/ and /ʒ/, /ɒ/ part is pronounced differently. Then listen, check 
and /ɔ:/, /tʃ/ and /dʒ/on the board. and repeat. (p. 70) - Teacher writes one word containing the * Answer key: 
sound below each of them. 1. D 
- Teacher asks students to read the words 2. B 
aloud. 3. C 
** Students do the task by reading aloud 4. B 
each group and circling the odd one out. 5. C 
*** Teacher can invite some pairs of 
students to read aloud. 
**** Teacher check students’ 
pronunciation ad give feedback. 
 Activity 3: VOCABULARY (15’) 
 Task 2. 
* Aims: To help students review the phrases taught in Unit 4-6 and use them in different contexts. 
* Content: Match a word in A with a word/phrase in B. Then complete the sentences with the 
appropriate phrases . 
* Products: Students say the sentences aloud and pronounce the words and phrases correctly 
* Organization of implementation: 
Teacher’s and Ss’activities Content T - Ss, Ss – Ss Task 2: Match a word in A with a 
* Teacher asks ss to read the verbs in A and word/phrase in B. Then complete the sentences 
match them with the nouns in B. Remind ss with the appropriate phrases (p.70) 
that they have learnt these phrases in the * Answer key: 
previous three units. Make sure they 1. e 
remember their meanings. 2. d 
** Students do this exercise individually. 3. a 
*** Teacher allows students to share their 4. b 
answers before discussing as a class. 5. c 
**** Teacher checks the answers as a class 1. play the guitar 
and gives feedback. 2. need some apples 
 3. perform a classical concert 
 4. drink juice 
 5. pass an entrance exam 
T - Ss, Ss – Ss Task 3: Underline the correct word to 
* Teacher asks students to work individually complete the sentences (p.70) 
to choose the correct words and complete the * Answer key: 
 1. composers 
sentences. 
 2. apples 
** Students work individually to complete the 
 3. concert 
task. 
 4. gifted 
*** Teacher allows students to share answers 
 5. outdoor activities 
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. 
 Activity 4 :GRAMMAR (15’) 
 Task 4 + 5 
* Aims: To help students review grammar elements taught in Unit 5: How much, How many, 
some, a lot of; 
 more than, different from, not as as, the same as. 
* Content: Complete the passages about camping. Use the words and phrases from the box (p.70). 
 - Complete the second sentence, using the words in brackets * Products: Students say the correct answer key. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
T - Ss, Ss – Ss Task 4: Complete the passages about camping. 
* Teacher asks students to work Use the words and phrases from the box 
independently to fill in the blanks with the (p.70). 
correct words from the box. * Answer key: 
** Students work individually to complete the 1. How much 
task. 2. How many 
*** Teacher allows students to share answers 3. a lot of. 
before discussing as a class. 4. much 
**** Teacher asks students to say the 5. some 
sentences aloud and makes sure they 6. many 
pronounce the words and phrases correctly. 
Teacher can ask for translation to check their 
understanding. 
 Task 5: Complete the second sentence, using 
T - Ss, Ss – Ss the words in brackets (p.70). 
* Teacher gives a brief revision of more * Answer key: 
than, different from, not as as, the same as 1. I think rock and roll is more exciting than 
then asks students to do the task individually. classical music. 
** Students do the task individually. 2. The poster in the gallery is not different from 
*** Teacher allows students to share answers the one in my house. 
before discussing as a class. 3. The ticket to the theatre is not as expensive as I 
**** Teacher asks students to say the expected. 
sentences aloud and makes sure they 4. The painting in the museum like the one in the 
pronounce the words and phrases correctly. gallery. 
Teacher can ask for translation to check their 
understanding 
 Activity 4 : 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. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
- Teacher asks students to talk about what - vocabulary and grammar in the lesson they have learnt 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. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- Teacher asks students to revise old lesson Do exercise in workbook. 
 and to do exercise in workbook. - Prepare for the next lesson: Review (SKILLS). 
- Teacher asks students to complete the 
project and prepare the new lesson. 
 *- Evaluation: 
 . 
 Date of planning : 31/12 / 2023 
 Date of teaching : /1 / 2024 
 Week: 18 REVIEW 2 (UNITS 4,5,6) 
 Period: 47 Lesson 2: Skills 
 I. OBJECTIVES: 
 By the end of this review, students will be able to revise the skills they have practised 
 in Units 4-5-6. 
 1. Knowledge: 
 - practice reading for specific information about one’s favourite kind of music; 
 - practice talking about a visit to a lower secondary school; 
 - practice listening for specific information about a meal at a restaurant; 
 - practice writing a paragraph about a meal at a restaurant. 
 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 famous place. 
 * Products: Students’ correct answers . 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
T -Ss * Warm up (Team work) 
* Teacher lets ss listen to some pieces of * What kind of music? 
music and asks students to discuss what types 1. Country music 
of music they are. 2. Classical music 
 4. Rock music 
** Students raise hands to answer. 
 5. Hip hop music 
*** Teacher and students discuss the answers. 
 6. Pop music 
**** Teacher checks the answers as a class 
 Practice (35’) 
 * Activity 2: READING 
 Task 1 
 * Aims: To help students practise reading for general information. 
 * Content: Choose the appropriate option (A, B or C) to fill in each gap of the paragraph 
 * Products: The correct answers from Ss. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
T –Ss : Task 1: Choose the appropriate option (A, B 
* Teacher has ss read the paragraph or C) to fill in each gap of the paragraph 
carefully and decide which option goes (p.70). 
with which gap. * Answer key: 
** Students read the text fully and choose 1. C 
the correct answers. 2. A 
*** Teacher asks students how can they 3. B 
choose the option. 4. C 
 5. A **** Teacher confirms the answers as a 
class. 
 * Activity 2: SPEAKING 
 Task 2 
* Aims: To help students practise asking and answering about a visit to a lower secondary school. 
* Content: Imagine you have just visited a lower secondary school. Ask and answer the 
questions 
* Products: Some pairs report their answers for the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
T –Ss ; Ss – Ss Task2: Work in pairs. Imagine you have just 
* Teacher asks students imagine that they visited a lower secondary school. Ask and 
have just visited a lower secondary school so answer the questions, using the suggestions 
that they can form their own ideas of where (p.70). 
the school is, how many teachers and 
students there are, what school facilities are, 
what school outdoor activities students do. 1. Where the school is. 
Let ss read the questions to focus on the 
information they are going to answer. 2. How many teachers and students there are. 
** Students work in pairs, asking and 
answering the provided questions. 3. What school facilities are. 
*** Teacher calls on some pairs to report 
their answers for the class. Each pair may 4. What school outdoor activities students do. 
answer just one question to allow room for 
more pairs. 
**** Teacher checks the answers and add 
more information if necessary. 
 * Activity 3: LISTENING 
 Task 3 
* Aims: To help students practise listening for specific information. 
* Content: Listen to a man talking about his meal at a restaurant and tick the adjs you hear 
* Products: Some students read the words/adjectives they have ticked. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
 T - Ss, Ss – Ss Task 3: Listen to a man talking about his 
* Teacher allows ss some time to read the meal at a restaurant and tick the adjectives 
words/adjectives. Check if the you hear (p. 70). 
words/adjectives are new or not. Check * Answer key: 
comprehension, if necessary. Play the recording once. 
** Students listen and do the task. 3. 
*** Teacher allows students to share answers 
before discussing as a class. 5. 
**** Teacher invite one student to read the 
words/adjectives they have ticked. 
 Task 4. 
* Aims: To help students review listening for specific information . 
* Content: Listen again and fill in each gap with ONE word . 
* Products: students’ correct answers . 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
T - Ss, Ss – Ss Task 4: Listen again and fill in each gap 
* Teacher has ss read the table. Draw their with ONE word (p.70). 
attention to the meanings of the words: 
starter, main dish, dessert, drink. 
Play the recording once or twice for the ss to 
complete the table. 
** Students listen and do the task. 
*** Teacher allows students to share answers * Audio script 
with their partners before discussing as a Last weekend, I went to a restaurant near my sister’s home. 
class. For a starter, I had a fresh salad. My main dish was fish. I 
 really enjoyed the spices in it. The vegetables were good – 
**** Teacher invite one student to read the very fresh and tasty. For dessert, I had an ice cream. It’s 
words/adjectives they have ticked usually delicious but this time it wasn’t very sweet. So, I 
 didn’t eat much. Then I had a glass of juice. I think the meal 
 was OK. 
 * Activity 4: WRITING 
 Task 5 
* Aims: To help students practise writing a paragraph about a meal in a restaurant. 
* Content: Write a paragraph of about 60 words about a meal you had at a restaurant. 
 * Products: Students’ perfect writing. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
 T - Ss, Ss – Ss Task 5: Write a paragraph of about 60 
* Teacher asks students to read the words about a meal you had at a restaurant . 
instruction and allow them some time to read the first sentence of the paragraph to think * Suggested paragraph: 
about the information they need to write. 
 Last weekend, my parents and I had a meal at a 
** Students do the task individually. 
 small restaurant in the centre of town. For a 
*** Teacher go around and check if they are 
 starter, I had a salad. It was fresh. My main dish 
doing the task correctly and offer help if included rice, beef, and vegetables. The beef was 
needed. tasty, and the vegetables were fresh. For dessert, I 
**** Teacher call one or two volunteers to had a big ice cream. Then I drank a glass of 
read aloud the paragraphs. Call for others’ orange juice with ice. The meal was great. 
comments. 
 * Activity 5: 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. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
- Teacher asks students to talk about what - 4 skills 
 they have learnt in the lesson. 
 * 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. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
Teacher asks students to revise old lesson - revise the old lesson. 
and to do exercise in workbook. - Do exercise in workbook. 
- Teacher asks students to complete the - Prepare for the next lesson: REVISION 
project and prepare the new lesson. 
 *- Evaluation: 
 .. 
 Date of planning : 31/12 / 2023 
 Date of teaching : /1 / 2024 
 Week: 18 REVISION 
I. OBJECTIVES: 
 By the end of this review, students will be able to revise the skills they have practised 
in Units 1-2-3-4-5-6. 
1. Knowledge: 
- Practice reading for specific information about topics 
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. 
 - Projector/ pictures and cards 
 - sachmem.vn 
 III. PROCEDURES: 
 SAMPLE TEST 
A. LISTENING: 
Part I. Listen and tick () the boxes. (1 pt) 
 1. How does Jack go to school? 2. What did Sally do at the weekend? 
 A.  B.  C.  A.  B.  C.  
 4. What can Peter see from his window? 
 3. Which book does Mary want to find? 
 A.  B.  C.  A.  B.  C.  
Part II. Listen and fill in the missing information in the numbered space. (1 pt) 
 AQUA PARK 
 0. Park opens: Every day 
 1. Saturday opening time: 9 am until ________________ pm. 
 2. Family ticket: ₤___________________________ 
 3. Café sells: ___________________ and drinks. 
 4. Shop sells: sweets, newspapers, ___________. 
B. USE OF LANGUAGE: 
I. Choose the best answer to complete each sentence. (2 pts) 
1. I think 10 years from now more people ______ traveling to work by bike. 
 A. to enjoy B. enjoy C. enjoying D. will enjoy 
2. Peter often uses his headphones when he listens to music ______ his parents don’t like loud 
 noise. 
 A. so B. but C. because D. and 
3. “Be a Buddy” has ______ education for street children. 
 A. given B. provided C. spent D. helped 
4. I do not have ______ oranges, but I have ______ apples. 
 A. any/ any B. some/ any C. any/ some D. some/ some 
5. My brother’s taste in art is quite different ______ mine. 
 A. from B. than C. to D. as 
6. This year’s musical festival is not ______ it was last year. 
 A. as well as B. as good as C. the same D. worse 
7. I never watch ballet, and my sister doesn’t ______. 
 A. too B. so C. either D. like that 
8. “Thanks for the lovely dinner.” “______ .” 
 A. It’s alright B. Thank you too C. Please don’t say so D. You’re welcome 
II. Give the correct form of the verbs in brackets to complete the following sentences. (1 pt) 
1. They are tired and they’d like (have) a rest. ________________________ 
2. You ever (do) volunteer work? ________________________ 
3. Eating carrots regularly (help) you see better. ________________________ 
4. Do more exercise and you (feel) healthier. ________________________ 
III. Complete the following sentences with appropriate form of the words in CAPITAL LETTERS. 
(1 pt) 
1. I find carving eggshells _________________. INTEREST 
2. Staying in shape is our most _________________ tip. IMPORTANCE 
3. The _________________ I like most is Karen Carpenter. SING 4. I’d like some meat and some _________________ vegetables for dinner. FRY 
C. READING: 
I. Read the passage and choose the word from the box that best fits the blank space. (1 pt) 
 for - meal - dish - to - easy - good - dried 
 NEM RAN AND CHA GIO (Fried Spring Roll) 
 This (1) ______________ is called Nem Ran by northerners and Cha Gio by southerners. 
In Ha Noi, the introduction of Nem Ran dates back to a time when Cha Ca had not existed. 
Although it ranks among Vietnam’s specialty dishes, Nem Ran is very (2) ______________ to 
prepare. Consequently, it has long been a preferred food on special occasions such as Tet and 
other family festivities. 
 Ingredients used (3) ______________ Nem Ran comprise of lean minced pork, sea crabs 
or unshelled shrimps, two kinds of edible mushroom, (4) ______________ onion, duck egg, 
pepper, salt and different kinds of seasoning. All are mixed thoroughly before being wrapped 
with transparent rice paper into small rolls. There rolls are then fried in boiling oil. 
D. WRITING: 
I. Rewrite the second sentence in the way that its meaning stays the same as the first one. (1 pt) 
1. My school is bigger than your school. 
 Your school is ____________________________________________________ 
2. What is the price of an ice cream? 
 How much _______________________________________________________ 
3. There is soup and chicken in the menu. 
 The menu ________________________________________________________ 
4. She prefers beef noodle soup to chicken noodle soup. 
 She likes _________________________________________________________ 
II. Write a paragraph (40-60 words) about your favorite food. (1 pt) 
IV. Consolidation (5’) 
-T elicits ss to sum up. 
V. Homework (5’) 
- Learn theory by heart. 
- Redo the tests 
- Prepare new lesson: Revision: 
*- Evaluation: 
 ..