Giáo án Tiếng Anh 7 - Week 6 - Năm học 2023-2024
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Date of planning : /10/ 2023 Date of teaching : /10/ 2023 Week : 6 UNIT 2: HEALTHY LIVING Period : 15 Lesson 7: Looking back and project I. OBJECTIVES: By the end of the lesson, students will be able to: - review the vocabulary and grammar of Unit 2; - apply what they have learnt (vocabulary and grammar) into practice through a project. 1. Knowledge: * Vocab: Revise some words of unit 2. * Grammar: Know how to recognize and write simple sentences 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 1. Teacher: - Grade 7 textbook, Planning ( Unit 2 – Looking back and project) - Smart TV/Pictures, sets of word cards - sachmem.vn 2. Students: Text books, notebooks, posters, . 3. Method: Ask and answer ; group works; individual IV. PROCEDURES : (STAGES) * Warm-up (5’) * Aim: To help students revise the vocabulary items they have learnt in the unit. - To enhance students’ skills of cooperating with team mates. * Content: Retell the main content in the unit. * Products: Some students retell the main content in the unit. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game: BRAINSTORMING T -Ss Healthy living * Teacher asks Ss to think of what they have - Some words related to the topic Healthy learnt already in Unit 2. living ** Ss work in pairs to do the task. - Talk about Healthy living *** Teacher calls some students to retell. - Know how to recognize and write simple **** Teacher confirms and leads them to do sentences all the exercises in books. * VOCABULARY ( 10’) Task 1 * Aim: To help Ss revise the vocabulary items (verbs) they have learnt in the unit. * Content: Complete the sentences with the verbs in the box. * Products: Students say aloud the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss : Task 1: Complete the sentences with the verbs * Teacher has Ss work individually read below. the verbs in the box and see if they still * Answer key: remember their meanings. 1. keep ** Ss do this activity individually, then 2. affects compare their answers with their partners. 3. avoid *** Teacher asks for Ss’ answers. 4. are **** Teacher confirms the correct ones 5. exercise Task 2: * Aims: To help Ss revise the vocabulary items (adjectives) they have learnt in the unit. * Content: Write the words below next to their definitions * Products: Some students write correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content - T –Ss ; Ss - Ss Task 2: Write the words below next to their * Teacher has Ss work individually read the definitions (Ex 2, p. 26) adjectives in the box and see if they still Answer key: remember their meanings. 1. active ** Ss do this activity individually, then 2. healthy compare their answers with their partners. 3. tidy *** Teacher asks for Ss’ answers. 4. fit **** Teacher confirms the correct ones. 5. dirty * GRAMMAR ( 10’) Task 3. * Aims: To help Ss revise simple sentences. * Content: Tick the simple sentences. * Products: Ss do the exercise individually and swap with their partners. * Organization of implementation Teacher’s and Ss’activities Content Task 3: T - Ss, Ss - Ss Task 3:Tick the simple sentences * Teacher asks Ss again What is a simple * Answer key: sentence? and tell them to do Ex 3 in the Simple sentences: 2, 3, 5 workbook. ** Ss do the exercise individually and swap with their partners. *** Teacher calls some Ss to check their answer. **** Teacher confirms the correct answer. Task 4: * Aims: To help Ss revise simple sentences. * Content: Change the following sentences into simple ones. * Products: Students write the sentences on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss Task 4: Change the following sentences into * Teacher asks Ss to write a simple sentence simple ones. by identifying the main parts of the new * Answer key: sentence. 1. Both you and your brother are active. ** Ss work individually to do the task. 2. Your room looks dark and untidy. *** Teacher calls 1 - 2 Ss to write on the 3. The Japanese work hard and exercise board. regularly. **** Teacher checks and confirms their 4. My mother eats a lot of fruit and vegetable. answer. * PROJECT(5’) * Aims: To help Ss identify a bad habit for healthy living in their school and offer some tips to change that habit.. * Content: Posters exhibition * Products: Students’ posters * Organization of implementation: Teacher’s and Ss’activities Content Project: T - Ss, Ss – Ss (group work) Task 5: Posters exhibition: 1. Discuss and find a bad habit and some tips * Ask Ss to read the instructions again (T has to change it. already assigned the project since the first 2. Find or draw a picture to illustrate your idea. lesson of the Unit and check their progress 3. Present your poster to the class. after each lesson). Let students have some * Some groups’ posters time to check their posters for the final time BUILD HEALTHY HABITS and make any adjustments if neccessary. + Give some tips to change that habit. ** T has groups show their posters and Eg: A bad habit: Eating unhealthy food present the hobbies to the class. Remember to - Eat healthy food. have the “show and tell” session and vote for - Drink more water. the best poster. - Avoid drinking soft drinks - Eat less fast food. *** Students vote for the best poster. **** Teacher gives feedback. * Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the lesson’s content. * Products: A student says what she/ he has just learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what - revise vocabulary in unit 2 they have learnt in the lesson. - revise Know how to recognize and write simple sentences * Homework (2’) * Aim: To revise the knowledge that students have gained in Unit2 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 3 –Lesson 1. - Teacher asks students to complete the Getting started. project and prepare the new lesson. *- Evaluation: . Date of planning : /10/ 2023 Date of teaching : /10/ 2023 Week : 6 Period : 16 UNIT 3: COMMUNITY SERVICE Lesson 1: Getting started – Sounds like great work! I. OBJECTIVES: By the end of this lesson, Ss will be able to gain: 1. Knowledge - An overview about the topic “Community service” - lexical items related to community activities 2. Core competence - Develop communication skills and enhance awareness of preserving the culture - 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. Teacher: - Grade 7 textbook, Planning ( Unit 3- 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 revise old lesson and to introduce the new lesson. * Content: Picture describing * Products: Ss understand and say activities about “ Community service” * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: T – SS * Picture describing * Teacher shows the picture and asks students - What can you infer from this picture? questions: ** Students raise hands to answer the questions. *** Teacher and students discuss the questions. **** Teacher accepts all students’ questions and explains the term “Community service” . Lead in: - T introduces the topic of the lesson. Community service Today we are going to learn about “Community (The work that people do to help others service” without paying) * Teacher draws students’ attention to the picture in community the textbook and asks them about “ activities”. ** Students raise hands to answer the questions. + pick up litter + help homeless people + clean the street + donate clothes , books, money, + plant trees, vegetables,.. * 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 use different techniques to teach - community activity (n.phr.): hoạt động cộng vocab (pictures, situation, realia) đồng - Follow the seven steps of teaching vacab. - donate (v): quyên góp, ủng hộ - Repeat in chorus and individually - nursing home (n.phr.): viện dưỡng lão - Copy all the words - homeless (adj): vô gia cư * Checking vocab: * Checking vocab: PRACTICE (20’) Task 1 * Aims: To set the context for the introductory conversation; - To introduce the topic of the unit. * Content: Listen and read the conversation. * Products: Students read and understand the meaning of the conversation Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content - T-Ss - Set the context: - Set the context: Have Ss look at the conversation and the e.g. What can you see in the pictures? picture, and answer some questions, Where do you think the boys and the girls are? What do you think they are doing? - Encourage Ss to answer, but do not confirm + In picture 1: I can see a boy with a box. He is whether their answers are right. arranging books and toys (and may be clothes). + In picture 2: I can see a girl and some small children. They are in a classroom. The girl is teaching the small children. + In picture 3: I can see two girls and a boy. They are in the garden.They are gardening. * Teacher can play the recording more than Task 1. Listen and read once. ** Students listen and read. - What are Tom and Minh talking about? *** Teacher can invite some pairs of students (They are talking about community activities in to read aloud. their school.) **** Teacher check students’ pronunciation and give feedback. - To help Ss understand the main idea of the conversation, ask Ss to answer the question: Task 2 (5’) * Aims: - To help students read for specific information about Minh and Tom’s community activities * Content: Read the conversation again and tick the appropriate box. * Products: Ss tick the appropriate boxes. Some pairs say the answers aloud * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T-Ss, Ss-Ss, T-Ss Task 2: Read the conversation again and tick * Teacher tells students to read the conversation the appropriate box. again and work in pairs to find the answers. * Answer key: ** Students can underline the words and phrases about community activities then work together for one or two minutes to check the words / phrases they have underlined. ***Have pairs tick the appropriate boxes. Ask pairs to say the answers aloud: Mirth's club picks up litter; Tom's club donates books, etc. Make sure they pronounce the words / phrases correctly. ****Check the answers as a class. Task 3 * Aims: - To help students use phrases related to community activities. - To help students further understand the text. * Content: Complete the phrases under the pictures with the verbs below.. * Products: Students say the phrases aloud and pronounce the words and phrases correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: Complete the phrases under the Teacher asks students to work individually to pictures with the verbs below. complete the phrases under the pictures with * Answer key: the given verbs. 1. pick up ** Students work individually to complete the 2. help task. 3. recycle *** Teacher allows students to share answers 4. donate before discussing as a class. 5. clean **** Teacher asks students to say the phrases aloud and makes sure they pronounce the words and phrases correctly. Teacher can ask for translation to check their understanding. - Task 4 * Aims: To help students use the vocabulary related to community activities in the right contexts. * Content: Complete the sentences with the correct words or phrases below. * Products: Students read aloud the full sentences. * Organization of implementation: Teacher’s and Ss’activities Content Task4:T-Ss, Ss-Ss Task 4 : Complete the sentences with the * Teacher asks students to work independently correct words or phrases below. to complete each sentence with a word or * Answer key: phrase from the box. 1. homeless children ** Students fill in the blanks with the most 2. litter suitable words / phrases. 3. old people *** Teacher allows students to share answers 4. taught before discussing as a class. 5. planted **** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed. PRODUCTION (5’) Task 5: * Aims: - To help students review and reuse the learnt vocabulary. - To create a fun atmosphere in the class. * Content: Vocabulary Ping-pong game. * Products: Play game in groups . The team that makes the most correct sentences wins. * Organization of implementation: Teacher’s and Ss’activities Content Task 5:T-Ss, Ss-Ss Task 5: Vocabulary Ping-pong game. * Teacher instructs students to play the * Example: Vocabulary Ping-Pong game: Team A: Litter - Ask Ss to think of the topic Community Team B: We often pick up litter in the park. Trees. Service. Team A: We plan trees in our school every year. - One student from team A shouts out a word or Book. phrase related to the topic. Then one student Team B : We donate books to poor children. from team B makes a sentence with that word Bottles or phrase. Then switch roles. .. - The team that cannot give a phrase or make a correct sentence loses and the other team gets a point. ** Students play the game. *** Teacher can go around to help weaker students. **** Teacher stops the game when time is up. The team that makes the most correct sentences wins. * CONSOLIDATION (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocabulay related to community activities. * 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 - Some new words 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 lesson 2 ( A closer look 1). *- Evaluation: Date of planning : /10/ 2023 Date of teaching : /10/ 2023 Week : 6 Period : 17 UNIT 3: COMMUNITY SERVICE 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 community activities. - Pronunciation: Correctly pronounce the sounds: /t/, /d/, /ɪd/ in isolation and in context 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. Teacher: - Grade 7 textbook, Planning ( Unit 3, A closer look 1) - 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 recall students’ vocabulary on community activities * Content: Match the verbs with the correct nouns. * Products: The group with the most correct answers wins. * Organization of implementation: Teacher’s and Ss’activities Content - T – Ss, Ss - Ss MATCHING GAME: Set of word cards: * Teacher has students play in two groups and explains the game rules. recycle help plant ** Each group will have a list of verbs and nouns. Students match the verbs they have with the correct nouns. small old trees vegetables *** Teacher and students discuss the answers. children people The group with the most correct answers wins. homeless **** Teacher confirms the answers and gives books bottles cans children feedback. - Lead in : Today we are going to learn some words related to community activities. * PRESENTATION (7’) * Pre teach vocabulary * Aim: To introduce the new words. * Content: * Products: Read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content - T – Ss, * VOCABULARY: * Pre teach vocabulary 1. exchange (v): trao đổi * Teacher introduces the vocabulary. 2. pick up (phr. v): nhặt lên ** Teacher introduces the vocabulary by: 3. tutor (v): dạy kèm providing the pictures - providing the definition of the words *** Teacher asks students to repeat. * Checking vocab: *** Teacher rubs out and checks - Ss concept checking * PRACTICE (15’) Task 1 * Aims: To introduce some verbs and verb phrases that are often used to describe community activities. * Content: Match the verbs in A with words / phrases in B * Products: Students read out their answers . * Organization of implementation: Teacher’s and Ss’activities Content Task 1: T-Ss Task 1: MATCH A VERB IN A WITH A WORD * Teacher has read aloud the verbs in A and OR PHRASE IN B. (Ex 1, p. 30) words / phrases in B. * Answer key: ** Students work in pairs to match the verbs 1. e in A with words / phrases in B. 2. a *** Teacher asks them to share their 3. d answers in pairs before checking the answers 4. c as a class. 5. b **** Teacher invites students to take turns to read out their answers and corrects their pronunciation if needed. Task2 * Aims: To allow students to use the learnt words / phrases in contexts. * Content: Complete each of the sentences with a suitable word / phrase from the box * Products: Ss swap their answer to peer check first and say the correct answers . * Organization of implementation: Teacher’s and Ss’activities Content Task 2: T - Ss, Ss - Ss Task 2: COMPLETE EACH OF THE * Teacher asks students to work individually SENTENCES WITH A SUITABLE WORD OR to complete each of the sentences with a PHRASE FROM THE BOX. suitable word / phrase from the box. All of these words / phrases have been learnt in. * Answer key: ** Students do the task individually. 1. litter *** Teacher allows students to swap their 2. used paper for notebooks textbooks to peer check first. 3. water **** Teacher confirms the answers and 4. donate gives feedback, if necessary. 5. tutor Task 3 * Aims: To have students practise producing full sentences using the learnt words / phrases. * Content: Use the phrases from the box to write full sentences under the correct picture. * Products: Ss write answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 3:T-Ss, Ss-Ss Task 3: USE THE PHRASES FROM THE BOX * Teacher asks students to work individually TO WRITE FULL SENTENCES UNDER THE to write full sentences, using the given CORRECT PICTURE. (Ex 3, p. 30) phrases. Answer key: ** Students read aloud the six phrases and 1. She’s reading books to the elderly. match with the appropriate pictures. 2. They’re giving gifts to old people. *** Teacher asks students to work in pairs to 3. They’re exchanging used paper for notebooks. swap their answers and peer check. 4. They’re donating clothes to poor children. **** Teacher checks their answers as a 5. She’s planting trees in the park. class. PRONUNCIATION (10’) Task 4: * Aims: - To help students identify how to pronounce the sounds /t/, /d/ and /ɪd/. - To help students practise pronouncing the sounds in words * Content: Listen and repeat. Pay attention to the sounds /t/, /d/ and /ɪd/ * Products: Read and know how to pronounce the sounds t/, /d/ and /ɪd/ * Organization of implementation: Teacher’s and Ss’activities Content Task 4:T-Ss, Ss-Ss PRONUNCIATION: /t/, /d/, and /id/ * Teacher has students listen to the recording TASK 4: LISTEN AND REPEAT. PAY once first. ATTENTION TO THE SOUNDS /t/, /d/ AND ** Students listen to the recordings and read / d/. (Ex 4, p. 30) out the words. ɪ *** Teacher plays the recording for them to /t/ /d/ /ɪd/ listen and repeat each word as a class, then cooked watered collected as individuals. passed cleaned donated **** Teacher check students’ pronunciation helped volunteered provided if needed. + Teacher shows students tips to pronounce with V-ed Task 5: * Aims: To help students practise pronouncing the sounds /t/, /d/ and /ɪd/ in sentences * Content: Listen to the sentences and pay attention to the underlined parts. Tick the appropriate sounds. Practise the sentences. * Products: Whole class practise and tick the appropriate sounds. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 :T-Ss, TASK 5: LISTEN TO THE SENTENCES AND * Teacher has some students read the PAY ATTENTION TO THE UNDERLINED sentences first and asks them to pay attention PARTS. TICK THE APPROPRIATE SOUNDS. to the underlined parts. PRACTISE THE SENTENCES (Ex 5, p. 31). ** Teacher plays the recording for Ss to * Answer key: listen then have them tick the appropriate sounds. ***Teacher invites some Ss to share their answers. Confirm the correct ones. **** Teacher plays the recording again and ask students to repeat each sentence after the recording. Teacher confirms the answers. * PRODUCTION(5’) * Aim: To test students' quick reaction to the targeted sounds. * Content: *Game: Broken telephone * Products: Students plays in groups. * Organization of implementation: Teacher’s and Ss’ activities Content * Teacher explains the rules: * GAME: BROKEN TELEPHONE Teacher divides the class into 2 teams and asks them to stand in 2 lines. The first * Suggested key: student from each line will be told some /t/ /d/ /ɪd/ words with the /t/, /d/ and /ɪd/ sounds. Team picked, booked, tutored, watered, donated, members have to whisper one by one till the helped exchanged planted last. The last student from each line runs to the board and write down the words in the correct columns. The faster one with correct answers 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: Vocab about personalities and how to pronounce the sounds /t/, /d/ and /ɪd/ * 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 - Vocabulary about community activities they have learnt in the lesson pronounce the sounds /t/, /d/ and /ɪd/ * HOMEWORK (2’) * Aim: To review the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Learn by heart all the new words. the new lesson. - What can you do to make your neighborhood to be a greener place? Write at least 3 activities. - Prepare lesson 3 ( A closer look 2).. *- Evaluation:
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