Giáo án Tiếng Anh 7 - Week 35 - Năm học 2023-2024

 Date of planning: 29/04/2024 
 Date of teaching: /05/2024 
 Week : 35 
 Period : 87 
 UNIT 12: ENGLISH - SPEAKING COUNTRIES 
 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 use articles 
 - Practice using articles correctly 
 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 learn languages 
 II. MATERIALS 
 - Grade 12 textbook, Unit 3, 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: the past simple. 
* Content: Picture describing 
* Products: Ss describe the pictures fluently. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Warm up * Game: 
 * Teacher asks students to describe the picture. Picture describing 
** Students look at the picture and describe it. 
*** Teacher and students discuss some 
sentences used to describe the picture: 
**** Teacher corrects students answers if 
needed and confirms the use of articles “a/an” 
or “the” 
  I see a clock. The clock is The Big Ben 
 Clock Tower. 
  I see two buses. The buses are double-
 decker ones. Activity 2: Presentation (7’) 
 Grammar : * Articles: a/an/the (review) 
* Aim: To teach students the use of articles “a/an” or “the” 
* Content: Articles “a/an” or “the” 
* Product: Ss learn how to use them. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
Grammar : * Articles: a/an/the (review) * Grammar : * Articles: a/an/the (review) 
* Teacher lets students watch the following 
video and asks them to summarise the use of 
articles “a/an” or “the”: 
drTyYqbz6Xk 
** Teacher then asks students to study the 
grammar box and give some more examples. 
*** Teacher and students discuss the examples. 
**** Teacher confirms the answers and gives 
feedback. 
 Activity 3: Practice (20’) 
* Aims: 
To help students revise the uses of articles they have learnt in Grade 6. 
To help students practise the uses of the as presented in the Remember! box. 
To teach students the use of articles with nationalities. 
To give students further practice in articles. 
* Contents: 
- Complete the sentences with “a / an” or “the” 
* Product: Students give their answers exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1 Task 1: Complete the sentences with “a / an” 
* Teacher has students work individually. or “the” (p. 127) 
** Students work individually to complete * Answer key: 
sentences with the articles. 1. the 
*** Teacher lets students work in pairs and 2. an 
exchange the answers before checking with the 3. a 
whole class (explain each sentence if 4. a 
necessary). 5. the 
**** Teacher confirms the answers and gives feedback. Task 2: Put in "the" where necessary. (p. 
 127) 
Task 2 * Answer key: 
* Teacher has students work individually. 1. The – x 
** Students work individually to complete the 2. x – the 
sentences. 3. the – the 
*** Teacher lets students work in pairs and 4. the 
exchange the answers before checking with the 5. the – the 
whole class (explain each sentence if Task 3: Put in “a / an” or “the”. (p. 127) 
necessary). * Answer key: 
**** Teacher confirms the answers and gives 1. a 
feedback. 2. an 
 3. an 
Task 3 4. the 
* Teacher allows students some time to read the 5. a 
table first, then do the exercise. Task 4: Complete the sentences with “a / an”, 
** Students work in pairs to complete the task. or “the” (p. 128) 
*** Teacher then has students compare their * Answer key: 
sentences. Teacher can go around to help 1. an 
students. 2. The 
**** Teacher confirms the answers and gives 3. the 
feedback. (Note: The English, the Japanese, the 4. the 
French, but Australians, Canadians, Russians.) 5. an 
Task 4 6. the 
* Teacher has students do this exercise 
individually. 
** Students complete the exercise individually. 
*** Teacher lets students work in pairs and 
exchange the answers before checking with the 
whole class (explain each sentence if 
necessary). 
**** Teacher confirms the answers and gives 
feedback. 
 Activity 4: Production ( 5’) 
* Aims: To provide students with more advanced practice in articles. 
* Content: Game - Faster detective. 
* Products: Students say the correct sentences aloud. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
Task 5 Task 5: Game – Faster detective. 
* Teacher introduces the rules of the game: * Answer key: 
The class will be divided into 2 teams. 1. “What do you call a person from England?” 
Each team will have to detect errors in some – “The Englishman.” 
sentences (if any) then make correction as fast Correct 
as possible. Edinburgh is a capital city of Scotland. The team with more correct answers will be the the 
winner. 3. Queenstown is a amazingly beautiful town. 
** Students play the games. an 
*** Teacher lets the 2 teams discuss and give 4. Are ancient castles an attraction of Scotland? 
comments to their answers. 5. Where can you see a red telephone box? 
**** Teacher confirms the corrects answers 
and gives compliments to the winner. 
 Activity 5: Consolidation (3’): 
* Aim: To consolidate what students have learnt in the lesson. 
* Content: Summarise the main content in the lesson. 
* Products: Ss 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 - Teacher asks students to summarise what they 
have learnt in the lesson. have learnt in the lesson. 
 - Teacher has them say out loud the articles. 
 * 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 the - Do exercises in the workbook. 
new lesson. - Prepare lesson 4 ( communication) 
 *- Evaluation: 
 . 
Date of planning: 29/04/2024 
Date of teaching: /05/2024 
Week : 35 Period : 88 
 UNIT 12: ENGLISH - SPEAKING COUNTRIES 
 Lesson 4 : Communication 
I. OBJECTIVES: 
By the end of this lesson, Ss will be able to: 
- express amazement 
- know interesting facts about English-speaking countries 
1. Knowledge: 
a. Vocabulary: vocabulary on the topic “English-speaking countries”. 
b. Grammar: structures to express amazement. 
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 learn languages. 
II. MATERIALS 
1. Textbooks, Unit 12 – Lesson 4: Communication 
2. Equipment: computer accessed to the Internet, projector, loudspeaker 
3. sachmem.vn 
III. PROCEDURES : (STAGES) 
 Activity 1: Warm-up (5’) * Aim: To introduce the topic of the lesson. 
* Content: Guessing the remaining of the picture 
* Product: Having a chance to speak English and focus on the topic of the lesson. 
* Implementation: Teacher’s instructions 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Warm – up : Guessing the remaining of the picture 
Guessing the remaining of the picture 
 * Teacher asks students to guess the remaining 
of the picture: 
** Students answer the questions. 
*** Teacher and students discuss the answers. 
**** Teacher confirms the answers, reveals the 
  Who are wearing these skirts? 
remaining of the picture and provide more 
  Do you know the name of this kind of skirt? 
information on the Scottish kilts. 
 Activity 2: Presentation ( 5’) 
 * EVERYDAY ENGLISH 
 Express amazement. 
 Task 1: 
* Aim: To introduce two ways to express amazement. 
* Content: Express amazement. 
* Product: Ss learn how to use them. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1 Giving compliments 
* Teacher plays the recording for students to Task 1: Listen and read the conversations, paying 
listen and read the conversations and asks attention to the highlighted parts. * 2 ways to 
students to pay attention to the highlighted express amazement: 
parts.  Wow ... I didn’t know that! 
** Students pay attention to the highlighted  Amazing! 
parts. 
*** Teacher elicits the expressions of 
amazement. 
**** Teacher confirms the answers and 
gives feedback. 
 Activity 3: Practice (20’) * Aims: 
To introduce to students two ways to express amazement and to provide them some practice. 
To help students learn some facts about English-speaking countries through a quiz. 
To provide students with more facts about English-speaking countries and encourage interaction 
through responding. 
* Contents: 
- Make similar dialogues with the following situations, using expressions of amazement 
- Discuss and write the name of the country next to the fact. (p. 129) 
- Read some facts about English-speaking countries and tick the column true for you. 
* Products: Some pairs practice in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2 Task 2: Work in pairs. Make similar dialogues 
* Teacher has students work in pairs to make with the following situations, using expressions of 
similar dialogues. amazement. 
** Students work in pairs to make similar  New Zealand has the cleanest and safest air 
dialogues, using the contexts given: on the planet. 
*** Teacher asks some pairs to practice the  There are no snakes in New Zealand. 
dialogue so that the whole class can give  More than half of all the lakes in the world 
comments. are in Canada. 
**** Teacher gives feedback as a class. 
 Interesting facts about English-speaking 
Interesting facts about English-speaking countries 
countries Task 3: Work in groups. Discuss and write the 
Task 3 name of the country next to the fact. 
* Teacher has students work in groups to * Answer key: 
read the facts, discuss, and do the matching. 1. Australia 
** Students work in groups to complete the 2. The USA 
task. 3. Canada 
*** Teacher has the groups cross check and 4. The UK 
discuss. 5. New Zealand 
**** Teacher gives feedback and correction Task 4: Work in pairs. Read some facts about 
(if needed) English-speaking countries and tick the column 
 true for you. Then role play by one person saying 
Task 4 one statement aloud and the other responding to 
* Teacher asks students to read the it. 
instructions, then the example to know what Example: 
they have to do. A: New York is the biggest city but not the capital of 
** Students work in pairs read the facts and the USA. 
tick the column true for them, then take turns B: I know this. 
with one saying a fact aloud and the other A: The state of Alaska in the USA has over 2,600 
responding with his / her answer. islands. 
*** Teacher calls on 2 - 3 pairs to role-play B: This is new to me. 
in front of the class. 
**** Teacher corrects any grammar or pronunciation mistakes if necessary. 
 Activity 4: Production 
 Task 5 
* Aim: To encourage students to share what they know about English-speaking countries with the 
class. 
* Content: Some interesting facts you know about English-speaking countries. 
* Product: Students share the facts with the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher asks students work in groups and Task 5: Work in groups. Share with your group 
allows them time to think about a fact they some interesting facts you know about English-
know and how to say it. speaking countries. The group takes notes and 
** Students share the facts in the group. The presents its findings to the class. 
group leader takes notes of the facts. Some * Answers: 
Ss may repeat facts which have previously A: There are more sheep than people in New 
appeared in the unit. This is also a revision Zealand, around 6 sheep per person. 
activity. B: I know this. 
*** Teacher calls on group representatives to A: Canada has the longest coastline in the world 
share the facts with the class. B: This is new to me. 
**** Teacher gives feedback on their reports. 
 Activity 5: Consolidation (3’) 
* Aims: To consolidate what students have learnt in the lesson. 
* Content: Summarise the content of the lesson. 
* Products: Ss say aloud what they have learnt . 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Teacher asks students to talk about what - Some ways to express amazement 
 they have learnt in the lesson. - know interesting facts about English-speaking 
 countries. 
 * Homework (2’) 
* Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next 
lesson: Skills 1. 
* Content: Revise 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 exercises in workbook. 
the new lesson. - Prepare for the next lesson: Unit 12 Skills 1. 
 *- Evaluation: 
 Date of planning: 29/04/2024 
 Date of teaching: /05/2024 
 Week : 35 Period : 89 
 UNIT 12: ENGLISH - SPEAKING COUNTRIES 
 Lesson 5 : Skills 1 
 I. OBJECTIVES: By the end of this unit, students will be able to gain the following 
 things: 
 1. Knowledge: 
 - Develop reading skill for specific information about New Zealand 
 - Develop speaking skill: talk about Scotland 
 a. Vocabulary: vocabulary on the topic “English-speaking countries”. 
 b. Grammar: 
 2. Competence: 
 - Students will be able to know more words and phrases about English speaking 
 countries. 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. 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, Skills 1 
 - 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 and vocabulary related to the topic and introduce the 
topic of reading. 
 * Content: Game: Guessing: What country is it? 
 * Products: Ss give the corrects answers. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Game: Guessing: What country is it? * Game: Guessing: What country is it? 
* Teacher asks students to watch a video about Students watch the video and raise hands to 
the introduction of a country and ask them to answer the question. 
guess the name of the country. New Zeland 
** Students watch the video and raise hands to 
answer the question. 
*** Teacher and students discuss the answers. 
**** Teacher confirms the answers and gives 
feedback. 
 Activity 2: READING ( 15’) 
 * Pre – teach vocab 
 * Aim: To let students find out the meanings of these lexical items themselves based on provided 
context. 
 * Content: Learn some vocab related the topic. 
 * Products: Read and understand the meaning of words. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher introduces the vocabulary. * Vocabulary 
** Teacher asks students to get the meaning 1. shining (adj) 
in context and try to make up sentences with 2. historic (adj) 
of the following words: 3. rich (adj) 
*** Teacher and students discuss the answers. 
**** Teacher confirms student’s answers and 
checks their pronunciation and gives 
feedback. 
 * Pre- reading (5’) 
* Aims: To introduce the topic of reading, to lead in the content of reading 
* Content: chatting ( some questions) 
* Products: Ss anwer the questions correctly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1 Task 1: Work in pairs. Discuss and choose the 
* Teacher students to work in pairs to discuss correct answer A, B, or C. (p. 130). 
and answer the questions. * Answer key: 
** Students work in pairs to complete the 1. A 
task. 2. B 
*** Students discuss the answers. 
**** Teacher asks some pairs to share their 
answers. (Don’t confirm the answers. Leave 
them till the end of the reading.) 
 * While – reading 
 Task 2+3 
* Aims: 
- To help students develop their reading skill of guessing the meaning of a word by using its context. 
- To help students develop their reading skill for specific information (scanning). 
* Contents: 
- Read the passage and match the words in bold from the passage (1-4) with their meanings (a-d). 
- Read the passage again and choose the correct answer A, B, or C 
* Products: Ss say the correct answers aloud ( write the correct answers on the board) 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2 Task 2: Read the passage and match the words in 
* Teacher asks students to work individually bold from the passage (1-4) with their meanings to read the passage and find the highlighted (a-d). (p. 130) 
words. * Answer key: 
** Students read the text in detail, paying 1. c 
attention to the words in bold. 2. d 
*** Teacher asks students to read the 3. a 
sentences where the words appear, and before 4. b 
and after it. 
**** Teacher calls some students hare their 
answers then check the answers as a class. Task 3: Read the passage again and choose the 
Task 3 correct answer A, B, or C. (p. 130) 
* Teacher asks some students to do the task * Answer key: 
individually: read each question, locate where 1. C 
it appears in the text, read that part carefully 2. B 
and circle the correct answer. 3. B 
** Students work individually to complete the 4. A 
task. 5. C 
*** Teacher allows students to share their 
answers before discussing as a class and 
encourages them to give evidence. 
**** Teacher calls a student to write his/her 
answer on the board, then check the answers 
as a class. 
 Activity 3: SPEAKING ( 15’) 
 * Pre-Speaking 
* Aims: To give students an opportunity to express their own feelings about what they personally like 
about New Zealand. 
* Content: Note two things you like about New Zealand. 
* Products: Ss say two things they like most about New Zealand. 
* Organization of implementation : 
 Teacher’s and Ss’activities Content 
Task 4 Task 4: Work in pairs. Note two things you like 
* Teacher allows students to work about New Zealand. Share them with your 
individually first, referring (if necessary) to partner. (p. 130) 
the text and list the two things they like most 
about New Zealand. * Suggestion for the opening: 
** Students work in pairs to to share their There are two things I like about New Zealand. They 
ideas with their partners, using use the are ... 
suggested opening provided. 
*** Students should give some reasons for 
their choice. 
**** Teacher listens and passes positive 
comments. 
 * While -speaking 
* Aims: To provide an opportunity for students to practise introducing a country 
* Content: Prepare a short introduction of Scotland and present it to the class. (p. 130) * Products: Some groups share their discussion in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 5 Task 5: Work in groups. Prepare a short 
* Teacher asks students to read the facts introduction of Scotland and present it to the class. 
about Scotland first. Teacher explains that the (p. 130) 
introduction consists of four parts (as shown 
in the box). 
** Students work in groups, refer to the 
reading to see how the ideas are used to 
discuss, then form complete sentences from 
the information given. 
*** Teacher goes around to help students. 
**** Teacher calls on some groups to share 
their answers with the class. 
 Activity 4: Post- Reading and speaking (5’) 
* Aims: 
- To help students improve next time. 
- To help some students enhance presentation skill 
* Content: Give comments for their friends and vote for the most interesting and informative 
presentation 
* Products: Ss give comments clearly and exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
PRODUCTION PRODUCTION 
* Teacher allows students to give comments * Students’ comments through group presentations 
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 feed-back and comments. 
 Activity 5: Consolidation (2’) 
* Aims: To consolidate what students have learnt in the lesson. 
* Content: Ss summarize what they have learnt with the two skills. 
* Products: Students say what they have learnt with the two skills in font of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
- Teacher asks students to talk about what - 2 skills 
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 reminds students to do hw and - Do Ex in WB 
prepare the new lesson. - Prepare: Skills 2 
 *- Evaluation: 
 .