Giáo án Tiếng Anh 7 - Week 34 - Năm học 2023-2024
Bạn đang xem nội dung tài liệu Giáo án Tiếng Anh 7 - Week 34 - Năm học 2023-2024, để tải tài liệu về máy bạn click vào nút DOWNLOAD ở trên
Date of planning: 21/4./2024 Date of teaching: ./4/2024 Week 34 – Period 84 UNIT 11: TRAVELLING IN THE FUTURE Lesson 7: Looking back and project I. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge -review the vocabulary and grammar of Unit 11 -apply what they have learnt (vocabulary and grammar) into practice through a project. 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 - Be benevolent and responsible - Develop self-study skills II. MATERIALS Grade 7 textbook, Unit 11, Looking back & Project Computer connected to the internet TV/ Pictures, sachmem.vn III. PROCEDURES : (STAGES) Activity 1: Warm -up (5’) * Aims: To help students revise the vocabulary items they have learnt in the unit. To enhance students’ skills of cooperating with team mates. * Content: Game : Mindmap * Products: Students work group and write the correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Game : Mindmap Mindmap * Teacher writes on the board “Unit 11” asks Ss to think of what they have learnt already in this unit. ** Ss work in pairs to do the task. ***Teacher calls some students to retell. **** Teacher confirms and leads them to do all the exercises in books Activity 2: Vocabulary Task 1 + Task 2 * Aims: -To help Ss revise the learnt vocabulary. - To help Ss use the right adjectives / phrases to describe the appropriate means of transport * Contents: - Write three adjectives or phrases to describe each picture. - Complete the sentences with the words and phrases from the box. * Products: Ss write the answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher asks Ss to work individually to Task 1: Write three adjectives or phrases to look at the three pictures and think of the describe each picture. words or phrases they have learnt to * Answer keys: describe means of transport 1. fast, green, carrying many passengers ** Ss do the task independently. 2. fast, convenient, autopilot function *** Teacher asks for Ss’ answers. 3. electric, green, convenient **** Teacher confirms the correct ones Task 2 : Complete the sentences with the Task 2 : words and phrases from the box. * Teacher has Ss work individually to put * Answer keys: the right words / phrases into the correct 1. eco-friendly blanks. 2. runs on ** Ss do this activity individually, then 3. bamboo-copter compare their answers with their partners. 4. driverless *** Teacher asks for some Ss to read aloud 5. Bullet trains the sentences. **** Teacher confirms the correct answer. Activity 3: GRAMMAR (10’) Task 3 + 4 * Aims: - To help Ss revise the possessive pronouns. - To help Ss revise the future simple * Contents: - Find one mistake in each sentence and correct it. - Read the passage and put the verbs in brackets in the correct future form. * Products: Ss write the answers on the board exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3 Task 3: Find one mistake in each sentence * Teacher asks Ss to find one mistake in and correct it. each sentence and correct it * Answer keys: ** Ss do the exercise individually and swap 1. Her → Hers with their partners. 2. Our → Ours *** Teacher calls some Ss to check their 3. My → Mine answers. 4. its → his **** Teacher confirms the correct answer. 5. yours → your Task 4 Task 4: Read the passage and put the verbs in * Teacher asks Ss to put the verbs in brackets in the correct future form. brackets in the correct form * Answer keys: ** Ss work individually to do the task. 1. will travel *** Teacher calls 1- 2 Ss to read out the 2. won’t go passage. 3. will need **** Teacher checks and confirms their 4. won’t carry answers. 5. Will come Activity 4: Project (5’) * Aim: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: PROJECT: Our future means of transport * Products: Students’ perfect project. (Posters exhibition) * Organization of implementation: Teacher’s and Ss’activities Content * Teacher asks Ss to look at the picture and PROJECT: Our future means of transport imagine a future means of transport they would like to see in the future. Teacher tells SS that they can draw pictures or pin the pictures or photos on A0 paper to illustrate their ideas. ** Ss do the task in group. Teacher goes around to help if necessary and check their progress. *** Teacher calls some groups to present their poster to the class **** Ss in other groups comment. Teacher confirms and corrects. Activity 5: Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what - revise vocabulary and grammar in unit 11 they have learnt in the lesson. - make Project: Our future means of transport. * Homework (2’) * Aim: To revise the knowledge that students have gained in Unit 12 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 - Complete the project and to do exercise in workbook. - Prepare for the next lesson: Unit 12 ( Getting - Teacher asks students to complete the started) project and prepare the new lesson. *- Evaluation: . Date of planning: 21/4./2024 Date of teaching: ./4/2024 Week 34 – Period 85 UNIT 12: ENGLISH - SPEAKING COUNTRIES Lesson 1: Getting started I. OBJECTIVES: By the end of this lesson, Ss will be able to gain: 1. Knowledge - an overview about the topic “English-speaking countries” - lexical items related to people and places in English-speaking countries 2. Core competence - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities -The love of country; The awareness about importance of speaking English; Be ready to talk about English speaking countries. - Develop self-study skills. II. MATERIALS - Grade 7 textbook, Unit 12, Getting started - 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 the unit. * Content: Game: Flags matching * Products: Groups match correctly. * Organization of implementation: Teacher’s and Ss’activities Content Warm up * Warm up : Flags matching * Teacher divides the class into 2 big groups and asks them to match the flag illustrations with names of the countries. ** Students work in groups to discuss and do the matching. *** Teacher allows students to share their answers before discussing as a class and encourages them to pronounce the names of the countries correctly. **** Teacher asks students to explain their choice, checks the answers as a class, gives feedback then introduces the similarity of these countries “English-speaking countries”. Activity 2: Presentation (5’) * Pre teach vocabulary * Aim: - To provide students with vocabulary. - To help students well-prepared for the listening and reading tasks. * 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 asks students to read the words and - island (n) hòn đảo phrase in the box and work on their meanings. - sunset (n) hoàng hôn These words have appeared somewhere in the - landscape (n) phong cảnh previous units (except the word Australians). - penguin (n) chim cánh cụt ** Students fill in the blanks with the most suitable words/phrases. * Checking vocab: *** Teacher allows students to share answers before discussing as a class. **** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed. * Pre- reading Task 1 * Aims: To practice the targeted language and the background knowledge of the topic. * Contents: - Answer some questions related the conversation. -Listen and read the dialouge * Products: Students give the correct answers Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content * Set the sence * Set the sence - Teacher asks student to open the textbook and - Who are they in the picture? draws students’ attention to the title of the - What activities are they talking about? conversation and the picture in the textbook and surfing, penguin watching asks them questions about it: - In what English-speaking country can they do ** Students raise hands to answer the questions. these activities? *** Students discuss and give comments to their Australia friends’ answers. **** Teacher confirms the correct answers: They are Phong and Mark. They are talking about Phong’s holiday in Australia. They mention Phong’s use of English in real life, his travels, and Australia’s people and landscapes. Task 1. * Teacher plays the recording, asks students to underline the words that are related to the topic of the unit while they are listening and reading. ** Teacher can play the recording more than once. *** Students listen and read. ****Teacher invites some pairs of students to read the dialogue aloud. Task 1. Listen and read * Role play. Activity 3: Practice: (20’) Task 2+ 3+ 4 * Aims: - To help students get the main idea of the conversation. - To draw students’ attention to the key information of the text and see how much they can remember about the text. - To introduce some key words related to the topic. * Content: - Answer the Q: What are Phong and Mark talking about? (p. 125). - Read again and tick the information you can find in the conversation. (p. 125) - Complete the sentences with the words and phrases from the box. (p. 125) * Products: Students give the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 2 Task 2: What are Phong and Mark talking * Teacher asks to answer the question without about? (p. 125). reading the conversation again. * Answer key: A ** Students choose the most suitable option A B or C. *** Teacher allows students to share their answers before discussing as a class and encourages them to pronounce the words / phrases correctly. Task 3: Read again and tick the information **** Teacher asks students to explain their you can find in the conversation. (p. 125) choice and checks the answers as a class and * Answer key: gives feedback. 1. In Australia, Phong used English in real life. Task 3 4. Australia is beautiful. * Teacher asks students to work individually to 5. Australians love outdoor activities. complete tick the information they can find in the conversation. ** Students work individually to read the Task 4: Complete the sentences with the sentences and do the task without referring to words and phrases from the box. (p. 125) the text. *Answer key: *** Teacher allows students to share answers 1. landscape before discussing as a class. 2. penguin watching **** Teacher calls on some students to give the 3. island answers and asks them where they find the 4. sunset information. 5. Australians Task 4: * Teacher asks students to read the words and phrase in the box and work on their meanings. These words have appeared somewhere in the previous units (except the word Australians). ** Students fill in the blanks with the most suitable words/phrases. *** Teacher allows students to share answers before discussing as a class. **** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed. Activity 4: Production:(5’) * Aims: To introduce the names of five English-speaking countries and their capital cities through a game. - To create a fun atmosphere in the class. * Content: Matching game: What’s its capital city? * Products: The first group find all the correct answers is winner. * Organization of implementation: Teacher’s and Ss’activities Content Task 5: Matching game: Task 5: Matching game: What’s its capital * Teacher writes the countries and the capital city? (p. 125) cities on the board (like in the book). * Answer key: ** Students discuss in their groups and do the 1. Washington D.C. task. 2. Ottawa *** Teacher can go around to help weaker 3. London students. 4. Canberra **** Teacher stops the game when time is up. 5. Wellington The first group find all the correct answers is winner. Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the content of the lesson. * Products: SS talk about what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what they - Some new words have learnt in the lesson. - Read and understand content of the - Ss work indepently conversation * Homework (2’) * Aim: To revise 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 lesson 2 ( A closer look 1). *- Evaluation: Date of planning: 21/4./2024 Date of teaching: ./4/2024 Week 34 – Period 86 UNIT 12: ENGLISH-SPEAKING COUNTRIES Lesson 2: A closer look 1 I. OBJECTIVES: By the end of this lesson, students will be able to gain: 1. Knowledge: - Vocabulary: Use words related to people and places in the English-speaking countries. - Pronunciation: ask questions with the correct rising and falling intonation. 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 - Raise students’ awareness of the need to keep their neighbourhood green. II. MATERIALS 1. Textbooks, Unit 12, A closer look 1 2. Equipment: computer accessed to the Internet, projector, loudspeaker 3. Slides 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: Matching * Products: Students match the names of daily activity with suitable pictures. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher divides the class into groups of four Game: Homework checking: and asks them to share their homework. How many English-speaking countries can you ** Students work in groups to: find? - discuss and share names of English-speaking countries. - list all the names of English-speaking countries in a piece of paper. *** Teacher asks the groups to swap their pieces of paper and do cross checking. The group with the most correct names of English-speaking countries will be the winner. **** Teacher confirms the answers and give compliments to the winner. Activity 2: Presentation (7’) (Vocab- pre-teach) * Aim: To introduce the new words. * Content: Teach some new words, some action verbs go with nouns. * Product: Ss learn how to use them. * Organization of implementation: Teacher’s and Ss’activities Content Vocabulary pre-teach: * Vocabulary * Teacher introduces the vocabulary. - native (adj) thuộc về bản địa ** Teacher introduces the vocabulary by: - amazing (adj) tuyệt vời providing the pictures - unique (adj) độc đáo, duy nhất providing the definition of the words. - local (adj) thuộc về địa phương *** Teacher asks students to repeat. *** Teacher rubs out and checks - ancient (adj) cổ kính * Checking vocab: Activity 3: Practice (25’) Task 1+ 2+3 * Aims: To introduce some key words (nouns) related to people and places through pictures. To introduce some key words (adjectives) to describe people and places in context. To introduce some more nouns and phrases through explanations. To help students recognise and practise the rising and falling intonation with questions. To provide students with more practice in the intonations of questions. * Contents: Write the words or phrases under the correct pictures. Use the words in the box to complete the sentences. Discuss and write the word or phrase in the box next to its explanation. * Products: Ss say the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1: Write the words or phrases under the * Teacher has students read aloud the words in correct pictures. (p. 126) the box and and asks them to match the words * Answer key: with the pictures illustrating them within 3 - 4 1. kangaroo minutes. 2. island country ** Students read the words and phrases in the 3. tattoo box and match them with the pictures. 4. Scottish kilt *** Teacher asks them to share their answers 5. castle in pairs before checking the answers as a class. 6. coastline **** Teacher invites students to take turns to Task 2: Use the words in the box to complete read out their answers and corrects their the sentences. (p. 126) pronunciation if needed. * Answer key: Task 2 1. amazing * Teacher asks to read the words in the box 2. ancient first, explains their meanings if needed then 3. unique allows students 5 minutes to do the task. 4. local ** Students do the task individually. 5. native *** Teacher allows students to swap their textbooks to peer check first. Task 3: Work in pairs. Discuss and write the **** Teacher confirms the answers and gives word or phrase in the box next to its feedback, if necessary. explanation. (p. 126) Ask Ss to read the words in the box first. * Answer key: Explain their meanings if needed. 1. tower Task 3 2. symbol * Teacher asks students to work in pairs to 3. capital read the words and phrase first and see if they 4. boat ride know any of them. ** Students have 4 - 5 minutes to discuss and complete the task. *** Teacher asks students to work in pairs to swap their answers and peer check. **** Teacher checks their answers as a class. Activity 4: II. Pronunciation * Rising and falling intonation for questions * Aims: To help students recognise and practise the rising and falling intonation with questions To provide students with more practice in the intonations of questions. * Contents: - Listen and repeat, paying attention to the intonation of the following questions. - Circle the correct intonation. Then listen and repeat * Products: Ss practise the rising and falling intonation with questions. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4: Listen and repeat, paying attention to * Teacher writes two short questions on the the intonation of the following questions. board: a yes / no question and a wh-question. Can you speak English? Have some Ss say aloud the questions first, What is the capital of Scotland? then ask other students to pay attention to the * Audio script intonation at the end of the questions. ** Students look at the questions with the rising and falling already marked, listen and repeat as a class, a group, and finally as individuals. *** Teacher plays the recording for Ss to listen once, then listen and repeat as a class, a Task 5: Circle the correct intonation. Then group, and finally as individuals. Teacher can play the recording as many times as necessary. listen and repeat. (p. 126) **** Teacher elicits the pattern from students: * Audio script use rising intonation for yes / no questions and falling intonation for wh-questions. Task 5 * Teacher has students circle the correct intonation individually, based on what they have learnt in Task 4. ** Teacher plays the recording for students to listen and repeat each question and check their answers. *** Teacher corrects them if needed and calls on some students to read the questions aloud. **** Teacher plays the recording again and ask students to repeat each question after the recording. Teacher confirms the answers. Activity 5: Production (5’) Task 5: * Aims: To test students' quick reaction to the targeted intonation. * Content: Game: Up or Down? * Products: Some students read out the statements in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher explains the rules: Game: Up or Down? Teacher divides the class into 2 teams. Students will listen to questions which are made up from the words in the lesson. Students will have to stand up if it is a yes / no question and sit down if it is a wh-question. The team will receive minus points equivalent to the number of students who pose incorrect actions (stand up or sit down). The team with less minus points will be the winner. ** Students play the game. *** Teacher helps students in the game. **** Teacher gives feedback. * Consolidation(3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Say aloud what they remember from the lesson. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what they - Vocabulary related to people and places have learnt in the lesson - practise the rising and falling intonation with questions. * Homework (2’) * Aim: To revise what they have learnt 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 - Learn by heart all the new words. the new lesson. - Prepare lesson 3 ( A closer look 2). *- Evaluation:
File đính kèm:
giao_an_tieng_anh_7_week_34_nam_hoc_2023_2024.pdf
