Giáo án Tiếng Anh 7 - Week 20 - Năm học 2023-2024
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Date of planning: 14/01 / 2024 Date of teaching: /01/ 2024 Week : 20 UNIT 7: TRAFFIC Period: 48 Lesson 1: Getting started – Meeting in the school yard I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - An overview about the topic Traffic - Vocabulary to talk about means of transport 2. Core competence - Use some words related to the topic Traffic; ask and answer about some means of transport. - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities MRS THU - Develop awareness of travelling in town/city - Be concerned to the local traffic - Establish good habits in obeying traffic rules II. MATERIALS - Grade 7 textbook, Unit 7, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn III. PROCEDURES: (STAGES) Activity 1: Warm-up (5’) * Aim: To activate students’ knowledge on the topic of the unit. To enhance students’ skills of cooperating with team mates. * Content: Miming game * Products: Students guess words correctly. * Organization of implementation: Teacher’s and Ss’activities Content *Warm up: T –Ss (Team work) * Warm up: Miming game * Teacher gives instructions Ex: cycle (ride a bike) ** In groups, Ss - One of the students in the group go to the board. *** Teacher secretly show 1 picture of a mean of transport to that student. He/She has to mime the picture and the other has to guess. Of course the other groups will also be allowed to guess. - take turns go to the board until finish all the pictures. **** Teacher checks and corrects if Ss pronounce the words incorrectly. * Lead in: Teacher ues the picture and asks Ss questions to lead in the new lesson. Activity 2: Presentation (7’) Pre teach vocabulary * Aim: To introduce the vocabulary appearing in the text. * Content: Learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. Students know how to to play the game “what and where” * Organization of implementation Teacher’s and Ss’activities Content T-Ss * Vocabulary * T asks Ss to look at the photos and answer the question ** Ss say the words. ***Teacher shows and says the words aloud and asks Ss to repeat them. - cycle (v) /ˈsaɪkl/: đạp xe * *** Teacher asks Ss to translate the word into - traffic jam (n.phr.) /ˈtrổfɪk dʒổm/: tắc đường Vietnamese. - cross the road (v.phr.) /krɒs ðə rəʊd/: băng qua Concept check: Slap the board đường - rush hour (n.phr.) /ˈrʌʃ aʊə(r)/: giờ cao điểm * Checking vocab: Activity 3: Practice (23’) Lead-in/ pre-read and listen Task 1+Task 2 * Aims: - To get students interested in the topic; To set the context - To help Ss understand the main idea of the text * Content: Listen and read the conversation, choose the correct answer A, B, or C. * Products: Students read and understand content of the conversation. Ss choose the answers correctly. * Organization of implementation: Teacher’s and Ss’activities Content * Set the sences: * Answer the questions: T-Ss Look at the picture and the dialogue a) Who are they in the dialogue? b) Where are they? T-Ss, Ss-Ss, T-Ss a) They are Lan and Mark * Teacher asks Ss to look at the picture (p.73), b) They are at the schoolyard. Task 1: Listen and read answer the question: Task 2: Read the conversation again and choose ** Ss work out and answer questions in pairs. the correct answer: *** Ss share their answers as a whole class. 1. How does Lan often go to school? **** T asks them to read and listen to the A. By bicycle. conversation to check their answers. T B. By motorbike. encourages students to explain where they have C. On foot. 2. It normally takes Lan ___ to get to school. found the answers from the conversation. A. two minutes B. ten minutes C. twenty minutes 3. Lan and Mark agree to go cycling ______. A. tomorrow B. every day C. at the weekend MRS THU Controlled practice Task 3 * Aims: - To practise reading and listening for specific information, To practise scanning - To develop Ss' knowledge of vocabulary * Content: Write one word from the conversation to complete each sentence. * Products: Students write correct words on the board. (work independently) * Organization of implementation: Teacher’s and Ss’activities Content T-Ss, Ss-Ss, T-Ss Task 3: Write one word from the conversation * Teacher asks Ss to work individually to read to complete each sentence. and listen to the conversation and find the 1. Last Sunday afternoon, Lan ______ round the words and phrases and then share their answers lake near her home. with their partners who sit next to them. (peer 2. Mark says to Lan: “You ______ be careful, check) especially when you cross ** Ss do exercise 3 individually the road. *** Ss share and discuss with their partners to 3. Traffic ______ are a problem in big cities. write all words/ phrases down on the 4. – ______ does your mum go shopping? notebooks. – She often walks. **** Teacher corrects their answers as a class 5. This road is very ______ during the rush hours. * Answers 1. cycled 2. should 3. jams 4. How 5. crowded Task 4 * Aims: To help Ss revise and develop the vocabulary about means of transport. * Content: Look at the pictures and write a word under each. * Products: Ss read each word correctly. * Organization of implementation: Teacher’s and Ss’activities Content T – Ss Task 4: Look at the pictures and write a word *Teacher asks students to Look at the pictures under each. and write a word under each. ** Have Ss work in pairs and write the means of transport under the right pictures. *** Then T lets Ss read each word correctly. **** Check and correct their pronunciation. * Suggested answers: 1. bicycle 2. car 3. bus 4. motorbike 5. plane/air-plane 6. train 7. boat 8. Ship Activity 4: Production (Less controlled practice) (5’) Task 5 * Aims: To help Ss practising talking about how they go to school, To practise team working - To give students authentic practice in using target language * Content: Find someone who Write your friends’ names in the blanks. Then report to the class. * Products: Students write correct the adjectives words on the board. * Organization of implementation: Teacher’s and Ss’activities Content T-Ss, Ss-Ss Task 5: Find someone who Write your * Teacher gives Ss clear instructions in order to friends’ names in the blanks. Then report to make sure Ss can do the survey effectively. the class - ask students to look at the survey and think of the needed structures to ask their friends. + Students goes around the class and ask at least 20 classmates and ask them - observer Ss while they are role playing, note their language errors ** Ss do as instructed Eg: Do you usually walk to school? **** Teacher gives Ss feedback. Have you ever gone to school by bus/ ? - choose some useful or excellent words/ Do you ride a bike to school? phrases/ expressions/ word choices Ss have Do you ever travel by plane? used to suggest other students use them Yes, I do. - choose some typical errors and correct as a No, never/notyet. whole class without nominating the students’ names Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocabulary of traffic and means of transport; read and understand content of the conversation * 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 of traffic and means of transport. have learnt in the lesson. - Reading for specific information and details - Ss work indepently - Scanning * 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 all the new words by heart. new lesson. - talk about the traffic in your neighbourhood - Prepare lesson 2 ( A closer look 1). *- Evaluation: ............... Date of planning: 14/01 / 2024 Date of teaching: /01/ 2024 Week : 20 UNIT 7: TRAFFIC Period: 49 Lesson 2: A closer look 1 I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - Vocabulary about the verbs to use means of transport - Vocabulary to read the road signs. - Pronunciation: /aɪ/ and /eɪ/ 2. Core competence -Describe / name all the road signs and know some kinds of signs: informative, prohibitive, and warning - Pronounce the sounds /aɪ/ and /eɪ/ correctly; - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop awareness of understanding the road signs and obeying the traffic rules. II. MATERIALS - Grade 7 textbook, Unit 7, A closer look 1. - Computer connected to the internet - Projector/ TV/ small boards, markers. - sachmem.vn III. PROCEDURES: (STAGES) Activity 1: Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic. To lead in the lesson about vocabulary and pronunciation. * Content: Game: JUMBLED WORDS * Products: Ss make the correct words and write down onto the small boards. * Organization of implementation: Teacher’s and Ss’activities Content Warm-up: T - Ss Game: JUMBLED WORDS * Teacher gives instructions *Answers: ** In groups of 5, Ss will be given a small white 1- otba -> boat board and marker. 2- itanr -> train - Teacher show the jumbled words onto the 3- npeilapra -> airplane screen one by one 4- rsotrpca -> sport car *** Students work in groups to make the correct 5- otmiroekb -> motorbike words and write down onto the small boards. When they finish, they hold it up to show their answers to teacher. - take turns to write until finish all the words. **** Teacher checks and corrects if Ss write the words incorrectly. Activity 2: Presentation (5’) * Aim: To help students use key language more appropriately * Content: Learn some vocabularies related to the topic. * Products: Read and pronounce correctly and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content Pre teach vocabulary * Vocabulary * Teacher use different techniques to teach - road sign (n.phr.) /ˈrəʊd saɪn/: biển bỏo giao vocab (pictures, situation, realia) thụng **Follow the seven steps of teaching vacab. - cycle lane (n.phr.) /ˈsaɪkl leɪn/: đường đi riờng *** Repeat in chorus and individually cho xe đạp - traffic light (n.phr.) /ˈtrổfɪk laɪt/: đốn giao thụng **** Copy all the words - crossroads /ˈkrɒsrəʊdz/: (n) ngó tư * Checking vocab: < Rub out and - pavement /ˈpeɪvmənt/ = (n) Footpath: vỉa hố remmember> Activity 3: Practice (20’) Task 1 * Aims: To revise / teach some collocations of a verb and a phrase related to the different means of transport. * Content: Match the words in A with the phrases in B. * Products: Students give their answers exactly. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss Task 1: Match the words in A with the phrases * Teacher asks Ss to look at the table (p.74), in B. identify the form (verbs and nouns – means of transport): ** Ss work out and answer questions in pairs. *** Ss share their answers as a whole class. **** T asks them to to check their answers. _ Teacher asks students to make your own *Answers: sentences with these phrases. Then tell share 1- C 2 – A 3 – B 4 – E 5 – D them to share their sentences with a partner - My father taught me how to ride a bike. - My father usually drives a car to work. and correct for them. - I sometimes go on foot to school. Task 2 * Aims: - To practise identifying the meanings of road signs. - To develop Ss' knowledge of vocabulary * Content: Write the correct phrases under the signs * Products: Ss write the correct phrases under the signs correctly. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss - Ss Task 2: Look at these road signs. Then write * Teacher asks Ss to look at the road signs the correct phrases under the signs. and guess their meanings. Then work and share their answers with their partners who sit next to them. (peer check) ** Ss do exercise 3 in pairs. *** Ss share and discuss with their partners to write all words/ phrases down on the *Answers books. 1. traffic lights 2. Hospital ahead **** Teacher corrects their answers as a 3. No right turn 4. cycle lane 5. School ahead 6. No cycling class. Task 3 * Aims: To give Ss practice in how to talk about road signs in real life. * Content: Take turns to say which of the signs in 2 you see on the way to school. * Products: Students say correct answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content T-Ss, Ss-Ss Task 3: Work in pairs. Take turns to say which * Teacher gives suggestions and asks of the signs in 2 you see on the way to school. students to share their sentences. A: On the way to school, there are crossroads, so I ** Teacher nominates Ss to say the sentences see several traffic lights. aloud B: On my way to school, there is a school, so I see *** Ss say the sentences aloud. a “school ahead sign”. **** Teacher checks and gives the . corrections if they have mistakes. Activity 4: * PRONUNCIATION (10’) Task 4 * Aims: To teach Ss how to pronounce the sounds /aɪ/ and /eɪ/ and practise pronouncing these sounds in words correctly. * Content: Listen and repeat. Pay attention to the sounds /aɪ/ and /eɪ/. * Products: Students pronounce words exactly. * Organization of implementation: Teacher’s and Ss’activities Content * Presentation: T - Ss * PRONUNCIATION * First, T gives examples of the sounds /ai/ Task 4: Listen and repeat. Pay attention to the and /ei/. Ask Ss to observe the T's mouth sounds /aɪ/ and /eɪ/. when pronouncing the two sounds. * Suggested answers: ** Then let Ss practise the sounds /aɪ/ and /eɪ/ /aɪ/ /eɪ/ together. ***Play the recording and ask Ss to listen to cycle /ˈsaɪ.kəl/ sail /seɪl/ these words and repeat. fly /flaɪ/ train /treɪn/ fine plane ****Correct their pronunciation. Play the /faɪn/ /pleɪn/ sign /saɪn/ station /ˈsteɪ.ʃən / recording as many times as necessary. motorbike pavement /ˈməʊ.tə.baɪk /ˈpeɪv.mənt / Task 5 * Aims: -To help Ss pronounce the sounds /aɪ/ and /eɪ/ correctly in context; -To help Ss differentiate the sounds /aɪ/ and /eɪ/. * Content: Underline the words with the sound /aɪ/ and circle the words with the sound /eɪ/. Then listen, check and repeat. * Products: Students underline the words and read the words exactly. * Organization of implementation: Teacher’s and Ss’activities Content T - Ss, Ss-Ss Task 5: Underline the words with the sound /aɪ/ * Have Ss quickly read the sentences and and circle the words with the sound /eɪ/. Then underline the words with the sound /ai/ and listen, check and repeat circle the words with the sound /ei/. **Then play the recording for Ss to listen and check what they have done. ***Have them work in pairs to compare their answers. Check Ss' answers as a class. - Play the recording again. Let Ss listen and repeat sentence by sentence. Tell them to pay attention to the words with the sounds /ai/ and /ei/. **** Teacher gives Ss feedback. - choose some typical errors and correct as a whole class Activity 5: Consolidation (3’) * Aim: To help Ss memorise the target language and skills that they have learned. * Content: Vocab and how to pronounce the sounds /aɪ/ and /eɪ/ * Products: Say aloud what they remember from the lesson * Organization of implementation: Teacher’s and Ss’ activities Content T - Ss - Vocabulary of verbs and road signs Teacher asks students to talk about what they - Pronuciation: /aɪ/ and /eɪ/ have learnt in the lesson * Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Revise Vocabulary and find 5 more words with /aɪ/ and 5 more words with /eɪ/. * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Learn all the new words by heart. the new lesson. - Do exercises in the workbook. - Find 5 more words with /aɪ/ and 5 more words with /eɪ/. - Prepare lesson 3 ( A closer look 2).. *- Evaluation: Date of planning: 14/01 / 2024 Date of teaching: /01/ 2024 Week : 20 UNIT 7: TRAFFIC Period: 50 Lesson 3: A closer look 2 I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge Know how to use: - It to indicate distance - should and shouldn’t 2. Core competence - Ask and answer questions about distances; - Know to use “should/shouldn't”to give advice; - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop awareness of understanding the road signs and obeying the traffic rules. II. MATERIALS - Grade 7 textbook, Unit 7, A closer look 2. - Computer connected to the internet - Projector/ TV/ pictures. - sachmem.vn III. PROCEDURES: (STAGES) Activity 1: Warm-up (5’) * Aim: -To activate students’ knowledge on the topic of the unit -To enhance students’ skills of cooperating with team mates * Content: * Game: Pelmanism * Products: Students plays in groups and choose two cards exactly. * Organization of implementation: Teacher’s and Ss’activities Content Warm up (group work) * Game: Pelmanism * Teacher divides the class into two teams and gives instructions the game *T assk each group to choose two cards in turn. Flip the two selected student cards, if they match exactly, they will get 1 mark. If there is * Answers: no match, turn it over and continue the game 1- Cycle lane until all the cards are flipped. 2- School ahead 3- No cycling The group with more points wins. 4- No right turn 5- Hospital ahead Lead in: - Teacher says: “This lesson today is going to tell you about “it indicating distance” Activity 2: Presentation (15’) Task 1 * Aim: To introduce students the form of the key grammar and how to use them appropriately * Content: How to use “It” to indicate distance * Products: know how to use “It” to indicate distance * Organization of implementation: Teacher’s and Ss’activities Content T-Ss * IT INDICATING DISTANCE * Teacher draws students’ attention to the grammar point and the example - Teacher asks Ss: ** Ss read the grammar explicit and study the example. *** Ss may discuss within groups/pairs - What does the sentences tell us about? before answering. Distance from his/her house to the bus stop **** Teacher shows and says the sentences - What is the structure using in the sentence? aloud and asks Ss to make similar It be (about) + distance from A to B. sentences. * Practice/ Controlled practice Task 1 * Aim: To help Ss use “It” to write correct sentences * Content: Write sentences with It. Use these cues. * Products: Ss write the correct sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1. Task 1. Write sentences with It. Use these * Teacher asks Ss to look at the example cues. and the task. EX: 500 metres / my house / nearest shop. ** Ss work out and answer questions → It is about 500 metres from my house to the nearest shop. individually. *** Ss share their answers in pairs. **** T asks them to to check their answers. Then tell share them to share their sentences as a whole in class and correct for them. Task 2 * Aims: -To help Ss revise the question How far -To help Ss use It to ask and answer questions about distance in their neighbourhood. * Content: Work in pairs. Ask and answer questions about distances in your neighbourhood * Products: Ss asks and answer in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: Task 2: Work in pairs. Ask and answer * Teacher asks Ss to look at the example and questions about distances in your identify the structure of the question: How neighbourhood far is it from to ? Eg: A: How far is it from your home to your Then work with their partners who sit next to school? them to make similar conversations. B: It's about 3 kilometers from my home to my ** Ss do exercise 2 in pairs. school. *** Ss write all conversations down on the * How far is it from + place 1 + to + place 2? notebooks. It is (+ about) + from + place 1 + to + place **** Teacher corrects their answers as a 2. class. A: How far is it from your school to the market? B: It's about 1 kilometer from my school to the market. Activity 3: Should / shouldn't Task 3 * Aims: To help Ss review the first use of the modal verb should/shouldn't * Content: Choose the correct option in brackets (should/ shouldn’t) * Products: Ss read aloud the sentences. * Organization of implementation : Teacher’s and Ss’ activities Content Task 3 Task 3: Choose the correct option in T : we have already learnt should/shouldn't to brackets. give advice, so you repeat the usage of *Form: S + should/shouldn’t + Vinf “should/shouldn't” * Teacher draws students’ attention to the remember box. Teacher asks them to study the examples and identify the structure: * Teacher gives suggestions and asks students to make some similar sentences using the structures. *Key: *** Teacher nominates Ss to read aloud the 1.should 2. should 3. shouldn't sentences. 4. should 5. shouldn't **** Teacher checks and gives the corrections if they have mistakes Task 4 * Aims: To help Ss practise the uses of the modal verb should/shouldn't. * Content: Complete each sentence, using should / shouldn’t. * Products: Complete each sentence exactly * Organization of implementation: Teacher’s and Ss’ activities Content Task 4 Task 4: Complete each sentence, using * Teacher gives Ss time to do the exercise should / shouldn’t. individually and peer check with their * Answers: partner. 1- shouldn’t 2- should 3- shouldn’t **Call on some Ss to read the sentences 4- should 5- should 6- shouldn’t aloud *** Other Ss comment’ **** Teacher checks and gives the corrections if they have mistakes. Activity 4: Production (5’) Task 5 * Aims: To help Ss apply the uses of should / shouldn't in real context by making sentences using pictures and the cues. * Content: Look at the pictures. Make sentences, using should / shouldn’t and the cues. * Products: Ss write their answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Look at the pictures. Make *Have Ss look at the pictures carefully. sentences, using should / shouldn’t and the Provide the answer for the first item since it cues has a when phrase and Ss may not realise * Answers: this. 1- He shouldn’t waste water. ** Give them some time to work independently and write down the answers. 2- They should wear their helmets. -Then let them work in groups to check and 3- She should be more careful. say out the sentences. 4- They shouldn’t play football on the - T goes round giving help when and where pavement. necessary. 5- They shouldn’t ride their bikes dangerously. *** Some Ss may write their answers on the board. **** Other Ss comment and T makes corrections. Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarise the main grammar points of the lesson. * Products: Students say what they have learnt in the lesson * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what Summarise the main grammar points of the they have learnt in the lesson. lesson. - It indicating distance - Should/shouldn’t * Homework (2’) * Aim: To revise the 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’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Do exercise in the workbook. the new lesson. - Prepare lesson 4 ( communication) *- Evaluation: .
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