Giáo án Tiếng Anh 7 - Week 23 - Năm học 2023-2024

 Date of planning: 3/2/ 2024 
 Date of teaching: /2/2024 
 Week : 23 UNIT 8: FILMS 
 Period: 57 Lesson 3: A closer look 2 
 I. OBJECTIVES 
 By the end of this lesson, students will be able to gain: 
 1. Knowledge 
 - Understand the use of the connectors: although/ though and however 
 - Practice using the connectors: although/ though and however in contexts 
 2. Core competence 
 - Ss know how to make sentences using although/though and however 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Develop self-study skills 
 II. MATERIALS 
 - Grade 7 textbook, Unit 8, A closer look 2 
 - Computer connected to the Internet 
 - Projector/ TV/ pictures and cards 
 - sachmem.vn 
 III. PROCEDURES: (STAGES) 
 Activity 1: Warm-up (5’) 
 * Aim: To activate students’ prior knowledge related to the targeted grammar: connectors of contrast. 
 - To increase students’ interest. 
 - To enhance students’ skills of cooperating with team mates. 
 * Content: Game: Sentence puzzling 
 * Products: Students play the game in groups and arrange the word cards to make a meaningful 
 sentence. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Warm up (group work) Game: Sentence puzzling 
 * Teacher divides the class into 4 groups. Set 1: He goes out although it is raining. 
 -Teacher delivers different sets of word cards to 4 Set 2: She gets good marks though she is lazy. 
 groups. Set 3: The movie is not very interesting. However, 
 -Each group will have to arrange the word cards people still like to watch it. 
 to make a meaningful sentence. Set 4: He studied hard. However, he failed the 
 -The group with a correct sentence will get 1 exam. 
 point 
 ** Students play the game in groups. 
 *** Teacher and students discuss the answers. 
 **** Teacher confirms the answers and gives 
 feedback. 
 Lead in -Teacher draws students’ attention to the 
 connectors used to create the sentences. 
 -Teacher introduces the target of the lesson: 
 connectors of contrast – although/ though and 
 however. 
 Activity 2: Presentation (7’) 
 * Aim: - To have students get to know about the connectors: although/ though and however. 
 - To help students understand the use of the connectors: although/though and however. 
 * Content: * Grammar: Connectors of contrast 
 * Products: Ss understand and know how to use the connectors: although/ though and however. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Grammar: * Grammar: Connectors of contrast 
 * Teacher asks students to study the Grammar 1. Although/ though 
 box. - We use although/ though before a clause to connect 
 Teacher draws students’ attention to the two contrasting ideas in the same sentence. 
 meaning and use of although/ though and Examples: 
 however. + Although/ Though John Peters is an amateur actor, 
 ** Teacher then asks some more able students he gave a great performance in his latest film. 
 to give some more examples + John Peters gave a great performance in his latest 
 *** Teacher and students discuss the answers. film although/ though he is an amateur actor. 
 **** Teacher confirms the answers and gives 2. However 
 feedback. - We use however to contrast ideas in two sentences. 
 We normally use a comma after it. 
 Example: 
 John Peters is an amateur actor. However, he gave a 
 great performance in his latest film 
 Activity 3 : Practice (15’) 
 Task 1 + Task 2 
 * Aims: To check students’ understanding of the connectors although/though. 
* Content: Combine the two sentences, using although/ though. 
 * Products: Ss give the correct answers. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Task 1 Task 1: Combine the two sentences, using although/ 
 * Teacher has students work individually. though. 
 ** Students work individually to combine the * Answer key: 
 sentences. 
 1. Although the questions were very difficult, he solved 
*** Teacher lets students work in pairs and 
 them easily. 
exchange the answers before checking with 
 2. Although he was a great actor, he never played a 
the whole class (explain each sentence if 
 leading role in a film. 
necessary). 
 3. Although they spent a lot of money on the film, it 
**** Teacher confirms the answers and gives 
 wasn’t a big success. 
feedback. 4. Although the film was a comedy, I didn’t find it 
 funny at all. 
 5. Although We played well, we couldn’t win the 
 match. 
 Task 2 Task 2: Complete the sentences, using although/ 
 * Teacher has students work individually. though or however. 
 ** Students work individually to complete the * Answer key: 
 sentences. 1. Although/ Though 
*** Teacher lets students work in pairs and 2. However 
exchange the answers before checking with 3. although/ though 
the whole class (explain each sentence if 4. However 
necessary). 5. although/ though 
**** Teacher confirms the answers and gives 
feedback. 
 Task 3 
* Aims: To check students’ understanding of the connectors although/though or however in contexts. 
* Content: Use your own ideas to complete the sentences. 
 * Products: Ss complete the sentences exactly. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Task 3 Task 3: Use your own ideas to complete the 
 * Teacher asks students to read the sentences. 
 instruction. 1. I don’t really like the film though my sister likes it. 
 ** Teacher asks students to do the exercise 2. He felt very well. However, he didn’t go to work. 
 individually, using their own ideas to write 3. The film was a great success. However, it wasn’t 
 sentences. given any prizes. 
 *** Teacher then has them work in pairs, 4. Although it rained all day, my clothes were dry. 
 comparing their sentences. Teacher can go 5. The music in the film was terrible. However, the 
 around to help students. visual effect was wonderful. 
 **** Teacher confirms the answers and gives 
 feedback. 
 Task 4 
* Aims: To further check students’ understanding of the connectors although/though or however. 
* Content: Choose the correct answer A, B or C to complete each sentence. 
 * Products: Ss choose the correct answer and say aloud in front of the class. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Task 4 Task 4: Choose the correct answer A, B or C to 
 * Teacher has students work independently. complete each sentence. 
 ** Teacher asks students to do the exercise * Answer key: 
 individually. 1. A 
 *** Teacher lets students work in pairs and 2. C 
 exchange the answers before checking with 3. A 
 the whole class (explain each sentence if 4. C 
 necessary). 5. A **** Teacher confirms the answers and gives 
 feedback. 
 Activity 4: Production (5’) 
 Task 5 
 * Aims: To help students practice using the connectors although/though or however 
 * Content: Game – Chain story 
 * Products: Ss read aloud their answer and check with the whole class. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Task 5 Task 5 : Game – Chain story 
 * Teacher has students work in groups. Example: 
 ** Students write a story beginning with the Although it rained yesterday, we went shopping. 
 clause, using the second part of the previous Although / Though we went shopping, we didn’t buy 
 sentence with although / though as the first anything. 
 part of the next sentence. 
 The group with the longest story wins. 
 *** Teacher lets students work in groups and A: Although / Though the sun is shining, the weather 
 cross check their answers before checking isn't very warm. 
 with the whole class (explain each sentence if B: Although / Though the weather isn't very warm, we 
 necessary). go camping. 
 **** Teacher confirms the answers and gives C: Although / Though we go camping, we don’t prepare 
 feedback. anything. 
 Activity 5: Consolidation (3’) 
 * Aim: To consolidate what students have learnt in the lesson. 
* Content: Summarize the content of the lesson. 
 * Products: Some students raise their hands and 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: Connectors of contrast 
 have learnt in the lesson. 
 * 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 Make 4 sentences about yourself, using Connectors of 
 the new lesson. contrast 
 - Prepare lesson 4- Communication. 
 *- Evaluation: 
 .. 
 Date of planning: 3/2/ 2024 
 Date of teaching: /2/2024 
 Week : 23 UNIT 8: FILMS 
 Period : 58 Lesson 4: Communication 
 I. OBJECTIVES 
 By the end of this lesson, students will be able to: 
 - accept and decline suggestions; 
 - do a survey about group members’ favorite film; 
 - report the survey’s result to class. 
 1. Knowledge: 
 - Vocabulary: revise vocabulary on types of films, adjectives to describe films 
 - Grammar: structures to accept and decline suggestions 
 2. Core competence: 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Develop self-study skills 
 II. MATERIALS 
 - Grade 7 textbook, Unit 8, Communication 
 - Computer connected to the Internet 
 - Projector, loudspeaker 
 - sachmem.vn 
 III. PROCEDURES : (STAGES) 
 Activity 1: Warm-up (5’) 
 * Aim: To activate students’ prior knowledge and to increase students’ interest. 
 * Content: Game: Conversation rearranging 
 * Products: Ss arrange the sentences to make a meaningful conversation. (Work in groups) 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
Warm up: Game: Conversation rearranging 
* Teacher divides the class into 4 groups. * Keys: 
Teacher delivers a set of sentences in a 
conversation to each group. 
** Students will have to work in groups to 
arrange the sentences to make a meaningful 
conversation. The group with the fastest correct conversation will be the winner. 
*** Teacher allows students to cross check first. 
**** Teacher plays the recording to check and 
ask students to identify the content of the 
conversation. 
 Activity 2: Presentation (7’) 
 * EVERYDAY ENGLISH 
 * Aim: To introduce ways to accept/decline suggestions. 
 * Content: Listen and read the short conversation below, paying attention to the highlighted parts. 
 * Products: Ss understand the structure of ways to accept/decline suggestions; Role play and 
practice in front of the class fluently. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1 Task 1: Listen and read the short 
* Teacher lets students listen to the examples in conversation below, paying attention to the 
Ex. 1 in the book. highlighted parts 
** Teacher draws their attention to the form of 
ways to accept/ decline suggestions. 
*** Teacher and students discuss the form of 
ways to accept/ decline suggestions. . 
**** Teacher confirms the answers and gives * How about + V-ing? 
feedback. * Let’s + V-infinitive! 
 It sounds good/ interesting/ great to me/ 
- T asks Ss list of ways to accept and decline No, thanks./ Thanks but I can’t 
suggestions 
 *Practice (13’) 
 Task 2 
* Aims: To give students opportunities to use ways to accept and decline suggestions correctly in 
context 
* Content: Make a similar conversation and work in pairs ( Role play) 
* Products: Role play and practice in front of the class fluently. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2 Task 2: Work in pairs. Make similar 
* Teacher has students work on the conversations conversations with the following situations 
in pairs. Example: 
** Students work on the conversations in pairs. A: Hey, let’s go to the cinema this weekend! *** Teacher asks some pairs to act out in front of B: Good idea! I like action movie. 
the class. A: So do I. I’ll see you at 6 p.m. this Sunday. 
**** Teacher gives feedback and correction (if B: Great. See you. 
needed). 
 Activity 3: (10’) 
 A SURVEY ABOUT FILMS 
 Task 3 
* Aims: -To teach Ss the questions they can ask their classmates to do a survey about their favourite 
films; 
 -To help Ss revise vocabulary related to the topic. 
* Content: Listen to the conversation and fill in the blanks with the words you hear. 
* Products: Students answer the questions exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 3 Task 3: Listen to the conversation and fill in 
* Teacher asks several questions to set the scene. the blanks with the words you hear. 
Then ask students to look at Ex. 3, quickly predict * Answers: 
the answers and exchange the ideas with a (1) best 
partner. (2) comedies 
** Play the recording and ask students to fill in 
the blanks, focusing on the structures to ask for (3) favourite 
information in the survey. (4) stars 
Then let students read through the conversation (5) funny 
and answer 2 questions: 
What kinds of information do you need to ask in 
the survey? 
Which structures do you need to ask for the 
information? 
*** Teacher allows students to peer check first. 
**** Teacher confirms the answers and gives 
feedback. 
 Task 4 
* Aims: To let students have some time to brainstorm the ideas and do the survey 
* Content: Do a survey about your group members’ favourite films. 
* Products: Ask and answer the questions in front of the class fluently and exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 4 Task 4. Work in groups. Do a survey about 
* Teacher lets students group up and spend 2 your group members’ favourite films. 
minutes on making the table onto their notebook. 
** Students work in groups. 
*** Then ask them to ask an answer as well as 
note down among their groups. 
**** Teacher goes around and listen, make 
 suggestions and corrections if needed 
 * Production (5’) 
* Aims: To let students practice talking about others’ favorite films 
* Content: Report your results to the class 
* Products: Ss report the results of their surveys in front of the whole class 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher invites some students to show their Task 5: Report your results to the class. 
survey notes and talk about their group member’s My friend's name is Nam. His favourite film is 
favorite film. Tom and Jerry because he likes cartoon. The 
** Students show their survey notes and talk main character are "Tom and Jerry" , . this 
about their group member’s favorite film. film is funny. 
*** Teacher allows students to cross check first. 
**** Teacher listens, gives comments or 
corrections if needed. 
 * Consolidation (3’) 
* Aims: To consolidate what students have learnt in the lesson. 
* Content: Summarize the main content in 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 they - Practice the form of to accept and decline 
 have learnt in the lesson. suggestions; 
 - do a survey about group members’ favorite 
 film; 
 - report the survey’s result to class. 
 * Homework (2’) 
* Aim: To revise what they have learnt and prepare for the next lesson Skills 1. 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. 
* Products: Students’ textbook and workbook. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare the - Do EX in the workbook. 
new lesson. - Prepare lesson 5 ( Skills 1) 
 *-Evaluation: 
 Date of planning: 3/2/ 2024 
 Date of teaching: /2/2024 
 Week : 23 UNIT 8: FILMS Period : 59 Lesson 5 : Skills 1 
 I. OBJECTIVES 
 By the end of this lesson, students will be able to: 
 1. Knowledge 
 - Develop reading skill about one’s favourite film 
 - Develop speaking skill: Talking about a film 
 2. Core competence 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Develop presentation skill 
 - Actively join in class activities 
 3. Personal qualities 
 - Develop self-study skills 
 II. MATERIALS 
 - Grade 7 textbook, Unit 8, Skills 1 
 - Computer connected to the Internet 
 - Projector/ TV/ pictures and cards 
 - sachmem.vn 
 III. PROCEDURES: (STAGES) 
 Activity 1: Warm-up (5’) 
 * Aim: To introduce the topic of reading and also revise the previous lesson. 
 * Content: play a game: PELMANISM 
 * Products: Ss work in groups and join the game actively. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
Warm-up Warm-up: PELMANISM 
* Teacher divides the class into 2 teams. 
- Each team will have to choose the pair of 
number ( the correct types of films under the 
posters) 
-The team with more correct answers will be 
the winner. 
** Students play the game in team mode. 
*** Teacher and students discuss the answers. 
**** Teacher confirms the answers and gives 
feedback. 
 Activity 2: Reading (20’) 
 Pre-reading 
 Task 1: 
* Aim: To activate students’ knowledge of the topic of the reading text. 
 * Content: Look at the picture and answer the questions. 
 * Products: Students answers the questions in front of the class. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content Task 1 I/ READING SKILL: 
* Teacher has students work in pairs, ask and Task 1: Work in pair, discuss the questions. 
answer the following questions: 
 Do you like fantasies? 
 Why or why not? 
** Students work in pairs. 
*** Teacher and students discuss the questions 
and answers. 
**** Teacher accepts all students’ questions. 
 - Do you like fantasies? 
 - Why or why not? 
 (Vocab – pre-teach) 
* Aim: To provide students with some lexical items before reading the text. 
 * Content: Learn some vocab related in the lesson. 
 * Products: Read and understand the meaning of vocab. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Pre teach vocabulary * VOCABULARY: 
* Teacher introduces the vocabulary. 1. series (n): chuỗi, loạt (phim, chương trình) 
** Teacher asks students to get the meaning in 2. wizard (n): phù thủy, người có tài phi thường 
context and try to make up sentences with of 3. must-see (n): ng xem 
the following words: 4. gripping (a): lôi cuốn, hấp dẫn 
*** Teacher and students discuss the answers. 
**** Teacher confirms students’ answers and * Checking vocab: 
checks their pronunciation and gives feedback. 
 * While reading 
 Task 2 
* Aims: To develop reading skill for general information (skimming). 
* Content: Match the words or phrases with their meanings 
* Products: Some students give the answer and explains which sentences give them the 
information.. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2 Task 2: Read the film review of Harry Potter 
* Teacher asks students to open the book, and the Sorcerer's Stone on Mark's blog. Match 
read through the text and do the task. the words or phrases with their meanings 
** Students read the text and do the task. 
*** Teacher allows students to share their 
answers before discussing it as a class and 
encourages them to give evidence. 
**** Teacher calls some students to give the 
answer and explains which sentences give them the information. * Answer key: 
 1. b 2. d 3. A 4. c 
 Task 3 
* Aims: To help students develop their reading skill for specific information (scanning); 
 To help students broaden and deepen their knowledge of the famous football star el . 
* Content: Read the text again and answer the questions. 
* Products: Ss answer the questions correctly . 
* Organization of implementation : 
 Teacher’s and Ss’activities Content 
Task 3 Task 3: Read Mark’s blog again and answer the 
* Teacher can set a longer time limit for questions. 
students to read the text again and answer the Game: Spin the big wheel 
questions. * Answer key: 
Teacher asks students to read the questions 1. Harry otter and the Sorcerer’s Stone is a 
and underline key words, then reminds them fantasy. 
to focus on the types of information they have 2. Daniel Radcliffe is one of the stars in the film. 
to find. 3. The film tells the story of Harry otter. He’s a 
Teacher asks students to note where they powerful wizard. He is a student at a school for 
found the information that helped them to wizards and learns about himself, his family, and 
answer the questions. the bad things happening around him. 
** Teacher asks students to work in pairs and 4. eople say it’s a must-see for teens. 
find the answer. Students can compare 
answers before discussing them as a class. 
*** Teacher allows students to share their 
answers before discussing it as a class and 
encourages them to give evidence. 
**** Teacher calls a student to write his/ her 
answer on the board, then checks sentence by 
sentence with the class. 
 Activity 3: Speaking 
 * Pre - speaking 
 Task 4: 
* Aims: To help students form the ideas for their speaking. 
* Content: Ask and answer questions about the film Kungfu Boy. 
* Products: Some pairs practice in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 4 II. SPEAKING SKILL 
* Teacher models this activity with a good Task 4: Look at the table. Work in pairs. Ask 
student first. and answer questions about the film Kungfu 
** Teacher asks students to work in pairs. Boy. 
*** Teacher can go around to help weaker * Example: 
students. A: Let’s see a film this evening? 
**** Teacher calls on some pairs to practice B: That’s a great idea. What film shall we see? in front of the class. A: Kungfu Boy. 
 B: What kind of film is it? 
 A: __________________ 
 * While- speaking 
* Aims: To help students use what they practice to give a long talk about the film Kungfu Boy 
* Content: Work in groups. Take turns to talk about the film Kungfu Boy. 
* Products: Some groups give presentations in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 5 Task 5: Work in groups. Take turns to talk about 
* Teacher has students work in groups, talk the film Kungfu Boy. 
about the film Kungfu Boy based on the Example: 
information from Task 4. 
** Students work in groups to do the task. Kungfu Boy is on at at p.m. It’s a(n) about 
*** Teacher goes around to help students. 
**** After finishing, teacher can call some 
groups to give presentations in front of the Kungfu Boy is on at Ngoc Khanh Cinema at 4.30 
class. p.m. It's a comedy about a very big boy who saves 
 his town and becomes a hero. It stars Bruce Wane 
 and was directed by John Stevenson. People say 
 that it is very funny and interesting. 
 Activity 4: Post-Reading and Speaking (5’) 
* Aims: -To help students improve next time; To help some students enhance their presentation 
skill. 
* Content: Students give comments for their friends and vote for the most interesting and 
informative 
* Products: Students give comments in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher allows students to give comments Students’ comments 
for their friends and vote for the most 
interesting and informative presentation. 
** Students give comments for their friends 
and vote for the most interesting and 
informative presentation. 
*** Teacher and students discuss the 
presentations. 
**** Teacher gives feedback and comments. 
 * Consolidation (3’) 
* Aims: To consolidate what students have learnt in the lesson. 
* Content: Summarize the lesson’s content briefly. 
* Products: Some students say aloud what they have learnt in the lesson. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
 T - Ss, - Read the text about ele’ - Teacher asks students to talk about what - Talk about the famous sportsperson . 
they have learnt in the lesson. 
 * 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’s and Ss’ activities Content 
- Teacher asks students to write down their - Learn by heart vocab. 
opinion about a famous sportsperson. - Do EX in the workbook. 
 - prepair Project 
 *- Evaluation: