Giáo án Tiếng Anh 7 - Week 3 - Năm học 2023-2024
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Date of planning : /9/ 2023 Date of teaching : /9 / 2023 Week : 3 UNIT 1: HOBBIES Period : 7 Lesson 6: Skills 2 I. OBJECTIVES: By the end of this lesson, Ss will be able to: 1. Knowledge - Use the lexical items related to the topic Hobbies - Listen for specific information about Trang’s hobby - Write a passage about her hobbies 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Learn more about their own hobby - Be encouraged to take up a new hobby if they haven’t had one. II. MATERIALS 1. Teacher: - Text books , pictures, planning ( Unit 1, Skills 2) - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, . 3. Method: Ask and answer ; group works; individual III. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: - Check students’ knowledge related the previous lesson. - To introduce the topic of listening. * Content: Game: Network ( my new school) * Products: Ss write word on the board. * Organization of implementation Teacher’s and Ss’activities Content * Warm up (Individual work) * Game: CHATTING T -Ss What will you mention when you talk about - T asks Ss to answer the question: What will someone’s hobby? you mention when you talk about someone’s * Suggested answers: hobby? + Name of the hobby - Ss work individually to answer the + The time he / she started the hobby questions. + His / Her feeling about the hobby - T calls Ss to give answers. + His / Her future plan about the hobby - T gets feedback and write on the board. - T leads Ss to the new lesson. - T sets the scene: You are going to listen to an interview about Trang’s hobby and complete the word web. * PRE-LISTENING (5’) * Pre- vocab * Aim: - To enrich students’ vocabulary - To lead in the listening tasks. * Content: 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: - Pre teach vocabulary decorate /ˈdekəreɪt/: trang trí - Teacher use different techniques to teach benefit (n) /ˈbenɪfɪt/: lợi ích vocab (pictures, situation, realia) - Repeat in chorus and individually - Copy all the words Lead in: T- Ss And then T leads students in the listening tasks. * Pre -listening (5’) Task 1: * Aims: To help Ss understand and activate their knowledge of the topic. * Content: Look at the picture. What hobby is it? Do you think it is a good hobby? Why or why not? * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1:T –Ss : Ss- Ss Task 1: Look at the picture. What hobby is it? * T asks Ss to work in pairs to answer the Do you think it is a good hobby? Why or why questions. not? + Do you know anything about building * Suggested answers: dollhouses? In the picture, I can see two girls. They build + Do you think it is a good hobby? Why/ a dollhouse. In my opinion, their hobby is Why not? building dollhouses. I think It’s a good hobby. - Ss work in pairs to answer. Because it develops your creativity. It also makes - Ss share their answers. T monitors and you more patient. accepts all answers if they make sense. * WHILE-LISTENING (7’) Task 2: * Aims: To help students develop listening skill for specific information. * Content: Task 2: Listen and complete the mind map. * Products: Students’ correct answers on the posters. * Organization of implementation Teacher’s and Ss’activities Content Task 2: T - Ss, Ss – Ss Task 2: Listen and complete the mind map. - T explains the way to listen to Trang’s + What is Trang’s hobby? (name of the hobby) hobby and asks them to guess and complete + When did she start the hobby? the mind map. + Who shares the hobby with Trang? **** Ss share their answer. + To do this hobby what does Trang have to ? + How does she feel about the hobby? - T asks Ss to work individually to listen + Does she intend to continue her hobby in the and complete the word web. future ? - Ss work individually to listen and * Suggested answers: complete the word web. 1. dollhouses 2. three / 3 3. cousin - Ss work in pairs to compare their answers 4. a) house b) cloth 5. with each other and with the word / phrase creative on the board. * Audio script – Track 7: - T plays the recording a second time for Lan: Today we’ll talk about hobbies. I know that your hobby is building dollhouses. It’s quite unusual, isn’t it? pairs to check their answers. Trang: Not really. A lot of girls like it. - T asks Ss to write the answers on the Lan: When did you start doing this? board. Trang: Three years ago. I read an article about building - T checks and corrects. dollhouses. I loved the idea right away. Lan: Do any of your friends or relatives build dollhouses too? - T gives further comments Trang: Yes, my cousin Mi loves building them too. Lan: Is it hard to build a dollhouse? Trang: No, it isn’t. I use cardboard and glue to build the house and make the furniture. Then I make the dolls from cloth. Finally, I decorate the house. Lan: What are the benefits of the hobby? Trang: Well, I’m more patient and creative now. * POST-LISTENING (5’) * Aims:. To check students’ understanding of the listening part. * Content: Summarize the information of the listening part. * Products: Ss summarize the information in the listening part before the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss( work group) - Students work in groups of four. * Summarize the information of the listening - Teacher asks students to summarize the part. information in the listening part and talk about it. - Teacher helps if necessary. * PRE- WRITING (5’) * Aims: - To brainstorm ideas and make an outline for Ss’ writing. - To help Ss take notes and make outline for the next writing passage * Content: Fill in the blanks about your hobby. * Products: Ss complete the information about their exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss * T tells Ss that they are going to write Task 3: What is your hobby? Fill in the blanks about his / her hobby. below. ** T asks Ss to use the word web as a way Suggested answers: Lan's hobby: to organize their ideas. 1. Name of the hobby: collecting waste paper ** T models with a S (Ex: Lan) 2. Started: 3 years ago *** Ss work individually to do Task 3. 3. Person who shares he hobby with: Nga *** T checks the answer. 4. To do this hobby Nga has to: **** T give more comments and feedback. a. collect paper after use b. make flowers, dishes, toys. boxes... c. use it for drawing if possible 5. Lan's feeling about the hobby: interesting, useful, protect the environment 6. Future: continue the hobby * WHILE - WRITING (5’) * Aim: To let Ss write about their hobby. * Content: Write a paragraph about your hobby. * Products: Students’ perfect writing on the posters. * Organization of implementation Teacher’s and Ss’activities Content * T asks Ss to write their paragraphs Task 4: Write a paragraph about your hobby. individually based on the information in their word webs. * Students’ writing ** Ss listen to the teacher then do the task. *** T asks one S to write his / her paragraph on the board. **** T asks Ss to check the writing. - **** T gives comments to the students. * POST - WRITING (3’) * Aim: To cross check and final check students’ writing. * Content: Cross check students’ writing * Products: Students check the others’ writing carefully . * Organization of implementation: Teacher’s and Ss’ activities Content - T may have students do their writing on * Sample paragraph: large sheets of paper and organize a class My hobby is arranging flowers. I started gallery for students to display their writings on the board. Then students can this hobby 3 years ago. I share my hobby go around to see their friends’ work, give with my mom. We often arrange flowers at and receive comments. weekend. To arrange flowers, I need - Teacher t gives feedback on one writing as flowers, vase and scissors. When I a model.. arranging flowers, I feel happy. It helps me to develop my creativity and to be more patient. * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the main content in the lesson. * Products: Say aloud what they have just learnt in front of the class. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Some new words. they have learnt in the lesson. - Listen a passage about Trang’s hobby. - write a paragraph about your hobby * Homework (2) * Aim: To revise the knowledge that students have gained in this lesson. - To allow students finalize their versions after being checked by friends and teacher. * 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 asks students to write down the - Rewrite the paragraph in the notebooks. paragraph in their books. - Write about one of your family members’ hobby - Teacher asks students to prepare the new in about 60 words. lesson. - Prepare for the project. *- Evaluation: . Date of planning : / / 2023 Date of teaching : / / 2023 Week : 3 UNIT 1: HOBBIES Period : 8 Lesson 7: Looking back and project I. OBJECTIVES: - Review the vocabulary and grammar of Unit 1 - Apply what they have learnt (vocabulary and grammar) into practice through a project 1. Knowledge * Vocab: hobbies lexical items * Grammar: - Review the knowledge on present simple tense 2. Core competence - Develop communication skills and creativity - Develop presentation skill - Develop critical thinking skill - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be more creative when doing the project - Develop self-study skills III. MATERIALS 1. Teacher: - Text books , pictures, planning (Unit 1, Looking back and project) - Smart TV/Pictures. - sachmem.vn 2. Students: Text books, notebooks, posters, . 3. Method: Ask and answer ; group works; individual III. PROCEDURES : (STAGES) * Warm-up (3’) * Aim: - To revise the vocabulary related to the topic and lead in the next part of the lesson. - To enhance Ss’ skills of cooperating with team mates. * Content: Game: Guessing game * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Game: Guessing game T –Ss * T divides the class into two big groups. E.g:1. I have a lot of bottles, dolls or stamps. - Ss take turns to think of a hobby for your What is my hobby? partner to guess. - Their partner can ask up to 10 yes / no questions and he / she can only answer with a 'yes’ or 'no’. - Time allowance: 3 minutes ** T asks ss to listen carefully and say aloud the name of the hobby. Who has the quicker and correct answer will get one point. The group with more points is the winner. ** Ss work in groups to do the task. *** Ss give answer. **** T monitors and gives feedback LOOKING BACK (vocabulary) Task 1 (5’) * Aim: To help Ss revise the vocabulary items they have learnt in the unit. * Content: Complete the sentences with appropriate hobbies. * Products: Students write corr ectwords on the board. ( say the correct answers aloud) * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Complete the sentences with * Have Ss do this activity individually then appropriate hobbies. compare their answers with their partners. * Answer key: 1. collecting coins ** Ss do this activity individually. 2. doing judo *** Ask for Ss’ answers or ask one student 3. making models to write his / her answer on the board. 4. gardening **** Confirm the correct answers. 5. playing football Task 2: (5’) * Aims: To help Ss revise vocabulary relating to hobbies. * Content: Write true sentences about you and your family members. * Products: Students’ correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2:T –Ss : Ss- Ss Task 2: Write true sentences about you and * T has Ss write true sentences about them your family members. and their family members. Eg: ** Ss write true sentences about them and 1. I like playing volleyball. their family members. 2. My dad enjoys reading books *** T asks them to share their answers with a classmate. 3. My mom doesn’t like gardening **** T invites some Ss to write their 4. My grandmother loves cooking sentences on the board. T and other Ss 5. My grandfather hates making models comment * Grammar Task 3. + Task4 (10’) * Aims: - To help students revise the present simple tense. - To help Ss revise the present simple in questions and negative sentences. * Content: Use the present simple form of each verb to complete the passage; Change the sentences into questions and negative ones. * Products: Write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Use the present simple form of each verb * Ask Ss about the uses of the present to complete the passage. simple that they have learnt in the unit. * Answer key: ** Have Ss do this exercise individually. 1. loves 2. has 3. enjoys 4. *** Have compare their answers with a don’t like partner. Call on some Ss to give the 5. is 6. is 7. go 8. answers. begins **** Confirm the correct answers and write them on the board. Task 4:T-Ss, Ss-Ss Task 4: Change the sentences into questions and * Have Ss do this exercise individually negative ones. then compare their sentences with a * Answer key: partner. 1. Does this river run through your home town? This river doesn’t / does not run through my ** Ss do this exercise individually. home town. 2. Does your drawing class start at 8 a.m. every *** Invite some Ss to read their answers Sunday? aloud. My drawing class doesn’t / does not start at 8 a.m. every Sunday. **** Give feedback. 3. Do they enjoy collecting stamps? They don’t / do not enjoy collecting stamps. 4. Do you do judo every Tuesday? I don’t / do not do judo every Tuesday. 5. Does your brother love making model cars? My brother doesn’t / does not love making model cars. * PROJECT * My dream school * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: Make project “My hobby” * Products: Students’ answers on the posters. . * Organization of implementation: Teacher’s and Ss’activities Content Project: T - Ss, Ss – Ss (group work) * HOBBY POSTER * Ask Ss to read the instructions again (T 1. List of hobbies: gardening, cooking, reading, has already assigned the project since the listening to music, cycling, swimming, building first lesson of the Unit and check their dollhouses, painting,... progress after each lesson). Let students 2. The benefits of the hobby – Reading: have some time to check their posters for - It is a great way to learn about new things, learn the final time and make any adjustments if more about your own world. neccessary. - It can reduce stress. ** T has groups show their posters and - It can improve your concentration. present the hobbies to the class. Remember to have the “show and tell” session and vote for the best poster. *** Students vote for the best poster. **** Teacher gives feedback. Remember to have the “show and tell” session and vote for the best poster. *** Students vote for the best poster. **** Teacher gives feedback. My favourite hobby is reading. It is one of the popular activities. It is suitable for everyone, especially teens. You can do it everywhere, from your own room to the park, library,... When reading, you learn more about your own world. It is a great way to learn about new things. Reading is also good because it can reduce stress and improve your concentration. * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize what students have learnt in the lesson. * Products: Say aloud what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what - revise vocabulary in unit 1. they have learnt in the lesson. - Sounds /ə/ and /ɜ:/ - The present simple; - Verbs of liking and disliking - Make a project about some hobbies * Homework (2) * Aim: To revise the knowledge that students have gained in Unit1 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 - Complete the project lesson and to do exercise in workbook. - Teacher asks students to complete the - Prepare for the next lesson: Unit 2 –Lesson 1. project and prepare the new lesson. Getting started. *- Evaluation: . Date of planning : / / 2023 Date of teaching : / / 2023 Week : 3 Period : 9 UNIT 2: HEALTHY LIVING Lesson 1: Getting started – Let’s go out! I. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge - Use the lexical items related to the topic Healthy living - Identify and talk about the daily activities and decide if they are good or bad for health 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 - Be ready to talk about Healthy living - Know some daily activities whether good or bad for health II. MATERIALS 1. Teacher: - Grade 7 textbook, Planning (Unit 2, Getting started) - 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) * WARM-UP (5’) * Aim: - To create an active atmosphere in the class before the lesson. - To introduce the topic and To lead in the topic of Healthy living * Content: * Products: Work in groups and then write words relating to health on the board. * Organization of implementation Teacher’s and Ss’activities Content Warm up: Team work * Game: BRAINSTORMING * Teacher gives instructions. - Teacher writes the word “HEALTH” on the weak strong board, divides the class into two teams. ** Members of each team to think of words relating HEALTH to health. *** In team, Ss take turn to come to the board and write one word. **** Teacher checks and corrects if Ss spell or sick ill pronounce the words / phrases incorrectly. - The team which has more points or more correct answers will be the winner. - - Then, teacher asks student a question - What should we do to be stronger?” - - Students can have their own answers. we should have a healthy living (Eat, drink After that, teacher says: “There are many ways to be stronger and the most important thing is that: healthy, exercise regularly,relax, .) we should have a healthy living. And it’s also our topic in this unit”. - T Introduces the topic of the lesson. * PRESENTATION (5’) * Aim: To prepare students with vocabulary related to the topic Healthy living ; * Content: Learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content * Pre teach vocabulary * Vocabulary - Teacher use different techniques to teach - popular (a): phổ biến vocab (pictures, situation, realia) - fresh (a):tươi mát - Follow the seven steps of teaching vacab. - join (v): tham gia - Repeat in chorus and individually - bring (v): mang , đem theo - boat (v): chèo thuyền - suncream (n): kem chống nắng - Copy all the words - sunburn (n): cháy nắng * Checking vocab: Task 1: (5’) Listen and read: * Aims: - To set the context for the listening and reading text. -To introduce the topic of the unit. * Content: Listen and read the dialogue. * Products: Students read and understand the content of the dialogue. Students know how to role play * Organization of implementation Teacher’s and Ss’activities Content * Set the sences: T-Ss * Chatting - Teacher draws students’ attention to the 1. Who are they in the picture? pictures in the textbook and asks them some 2. What are they doing? questions about the pictures. 3. Are they healthy activities? Suggested answers: 1- They are Mark and his dad * Now we are going to listen a conversation 2->. They are doing boating, between Mark and Mi 3..(Students’answers) Task 1: T-Ss * Teacher plays the recording, asks students to Task 1: Listen and read. underline the words related to the topic Healthy living. (Teacher may check the meaning of some words if necessary.) - Teacher can play the recording more than once. - Students listen and read. ** Teacher can invite some pairs of students to read aloud. *** Teacher refers to the questions previously asked. - **** Then, teacher confirms the correct answer. * PRACTICE/ CONTROLLED PRACTICE (15’) * Task 2 * Aims: To help students understand the main idea of the conversation. * Content: Tick the correct answers * Products: Students say the correct answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss, T-Ss Task 2: What are Mark and Mi talking about? * Teacher asks students to answer without *Answer key: B reading the conversation again. Because the dialogue mentions cycling and ** Ss work out and answer questions in pairs. boating and they are good for our health. *** Teacher asks some students to explain why So the answer is B. Healthy activities. they did not choose the other two options. **** Teacher confirms the correct answer. Task 3: * Aims: To help student learn some vocabulary from the conversation visually to ensure their understanding of the context. * Content: Write a word or phrase from the box under its picture * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Write a word or phrase from the box * Teacher asks students to work independently under its picture to read the words, look at the pictures and write * Answer key: the correct words / phrase under the pictures 1. sunburn ** Teacher allows students to share their 2. suncream answers before discussing as a class. 3. lunch box *** Teacher calls some students to check. 4. boating **** Teacher confirms the right answers and 5. cycling writes on the board. Task 4: * Aims: To help student develop the vocabulary about the topic. * Content: Complete each sentence with a word from the conversation. * Products: Students’ answers on the posters . * Organization of implementation: Teacher’s and Ss’activities Content Task 4: Complete each sentence with a word Task 4:T-Ss, Ss-Ss from the conversation. * Teacher asks students to work independently * Answer keys: to fill in each blank with a word from the 1. boating conversation. 2. park ** Ss do exercise 3 individually. 3. countryside *** Teacher asks them to tell where to find the 4. suncream words. 5. health **** Teacher checks the answers as a class. * PRODUCTION (5’) Task 5: * Aims: To help student identify and talk about their daily activities and decide if they are good or bad for their health * Content: Take survey and report. * Products: Students take survey and present in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5:T-Ss, Ss-Ss Task 5: Survey : Good or bad for health * Teacher asks students to work in groups of 4 * Suggested answers: or 6 to take turns to ask and answer about their Daily How often Good Bad daily activities, how often they do these activities activities and discuss if they are good or bad for Walking to Every day √ their health. school ** Ss work in groups to ask and answer Eating breakfast Rarely √ - Teacher moves around to observe and offer Going swimming Twice a √ help when needed. week *** By the end of the activity, one student from Sleeping 12 hours per √ day each group can stand up and report to the class. Doing yoga Three times √ - **** Teacher checks and gives the correct answers a week * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Vocab about school things and 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 - Vocab about Healthy living have learnt in the lesson. - Read and understand content of the conversation - Ss work indepently * Homework (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson ( A closer look 1) * Products: Students’ textbook and workbook * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Read the dialogue again. - Prepare the vocabulary for the next lesson: A closer look 1. - Start preparing for the Project of the unit. *- Evaluation:
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