Tác giả: Tràn Thị Chiến
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Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Mô tả: Date: 10/11/20234 Period: 31 UNIT 3: MUSIC AND ARTS Lesson 4 – Review (Pages 88, 89) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about music types (classical music, rock, country music, pop, hip hop, folk music, reggae, etc.) and talk about them. - review grammar: Present simple for facts; prepositions of time; possessive adjectives. - review how to make plans to go to a music event. - pronoun some sounds correctly: /s/, /a/, /ɔ/, /æ/, / z/. *Students with disabilities review grammar: Present simple for facts; prepositions of time; possessive adjectives 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for any assessment. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listening: You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read the paragraph. Choose the best word (A, B, or C) for each space. - Ss’ answers. - T’s feedback/Peers’ feedback. - Vocabulary: Number the pictures. - Ss’ answers. - T’s feedback/Peers’ feedback. - Grammar: Underline the mistakes and write the correct answers on the lines. + Write sentences using the prompts. - Ss’ answers. - T’s feedback/Peers’ feedback. -Pronunciation: sound and stress. - Ss’ answers/ presentation. - T’s observation, T’s feedback/Peers’ feedback IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Songs. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Sing a song (Karaoke) - Choose a simple English song and find its beat - Play the clip of the song with lyrics. - Have the whole class sing the song together.  Lead to the new lesson. *Suggested song: The farmer in the dell. - Link: https://www.youtube.com/watch?v=tYoYuqBFsRU  Option 2: What song is it? - Prepare the sound files / video clips of some songs. T chooses songs that are popular with teenagers. - Play the files / clips, have Ss listen and give names of the songs. - If Ss give an incorrect answer, T continues to play the song. If Ss can give a correct answer, T stops and move to another song. - Give feedback. Lead to the new lesson. Suggested song list: 1 Baby once more time (Britney Spears) 2 My hear will go on (Celine Dion) 3 Dance Monkey (Tones and I) 4 Lily ( Allen Walker) 5 Despacito ( Luis Fonsi) 6 Lemon Tree (Fools Garden) 7 Senorita (Shaw Mendes) 8 Maps (Maron 5) 9 Happy new year (Abba) 10 Happy birthday to you ( many versions) - Look and sing together. - Give answers. - Listen. - Listen and give names of the songs. B. New lesson (35’)  Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - Listen to five short conversations. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). - Have Ss read through the listening part. - Demonstrate the activity by using the example. - Play the audio (CD 2 – Track 36). - Have Ss check answers with pairs and then give answers. - Check answers as a whole class using DCR. - Read in silence. - Listen and then give answers. Answer keys  Activity 2: Reading (7’) a) Objective: Students can improve their reading skill. b) Content: - Read the paragraph. Choose the best word (A, B, or C) for each space. c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Read the paragraph. Choose the best word (A, B, or C) for each space - Demonstrate the activity by using the example. - Have Ss read the article and choose the correct answer, underline the supporting ideas for their answers. - Call Ss to give answers, explain. - Give feedback and evaluation. - Observe and listen. - Work individually. - Give answers, explain. Answer keys  Activity 3: Vocabulary (7’) a) Objective: Ss can review vocabulary about music types. b) Content: Number the pictures. c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Number the pictures - Have Ss read the phrases and observe the pictures. - Ask Ss to work in pairs to number the pictures. - Have Ss give answers, tell the meaning of the words /phrase again. - Check answers as a whole class using DCR. - Read the phrases and observe the pictures. - Work in pairs. - Give answers. Answer keys  Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: Present simple for facts; prepositions of time; possessive adjectives. b) Content: - Underline the mistakes and write the correct answers on the lines. - Write sentences using the prompts. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Underline the mistakes and write the correct answers on the lines. - Have Ss retell the way to use present simple tense for facts. - Ask Ss to work individually to underline the mistakes and write the correct answers on the lines. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, explain for their choice. - Check answers as a whole class using DCR. Task b. Write sentences using the prompts - Have Ss write sentences using the prompts. - Ask Ss to work in pairs to check each other’s work. - Have Ss write answers on the board. - Check Ss’ answers, give feedback. - Review old knowledge. - Work individually. - Work in pairs. - Give answers. Answer keys - Do the task. - Exchange answers. - Write answers on the board. Answer keys  Activity 5: Pronunciation (4’) a) Objective: Ss can review the word stress and vowels. b) Content: - Circle the word that has the underlined part pronounces differently from the others. - Circle the word that has different stress from the rest. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Circle the word that has the underlined part pronounced differently from the others. - Have Ss distinguish the sound /s/, /a/, /ɔ/, /æ/, / z/. - Ask Ss to work individually to circle the answer. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Remind Ss some basic rules of putting stress on words with 2 or 3 syllables. - Ask Ss to work individually. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. - Listen. - Work individually. - Work in pairs. - Give answers. Answer keys - Listen. - Work individually. - Work in pairs. - Give answers. Answer keys C. Consolidation and homework assignments (5’) * Consolidation: * Grammar of Unit 3: Present simple for facts; prepositions of time; possessive adjectives. * Vocabulary of Unit 3: Words about music types (classical music, rock, country music, pop, hip hop, folk music, reggae, etc.). * Homework: - Review vocabulary, grammar of unit 3. - Do the exercises in WB: Review of Unit 3 (page 64). - Prepare: Unit 4 – New words and Reading (page 28 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… *************************** Date: 10/11/20234 Period: 32 REVIEW UNIT 2,3 I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review phrases about leading a healthy lifestyle (eat fruits and vegetables, get some sleep, take medicine, take vitamins, keep warm, …), words about health problems (have a sore throat, headache, toothache, …). Words about music types (classical music, rock, country music, pop, hip hop, folk music, reggae, etc.) and talk about them. - review grammar: Indefinite quantifiers, should, shouldn’t. Present simple for facts; prepositions of time; possessive adjectives. - review how to make plans to go to a music event. - Pronoun some sounds correctly: /e/, /a/, /aɪ/, /æ/, / eɪ/; /s/, /a/, /ɔ/, /æ/, / z/. *Students with disabilities review grammar: Indefinite quantifiers, should, shouldn’t. Present simple for facts; prepositions of time; possessive adjectives.Words about music types (classical music, rock, country music, pop, hip hop, folk music, reggae, etc.) and talk about them. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for any assessment. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. IV. PROCEDURES B. New lesson (35’) • Activity 1: Listening You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A,B or C) Key 1. A 2. A 3. C 4. C 5. C Listening text Meg: Hey Matt. What are you liddtening to? Matt: Oh, just some jazz. It’s my favourite. Do you like it, Meg? Meg: Yes, I do like it. I also like reggage, but I like RnB the most. Matt: How about your dad? What does he like? Meg: Well. He likes RnB, but he loves reggae the most. Matt: How about your mom? You told me that she could play the guitar and sing country songs pretty well. Meg: Yeah, but she likes pop more than any other kinds of music. She always listens to it. And she can dance to hip hop, too. Matt: Your mom’s really talented. How about your sister? Meg: My sister’s really interested in classical music. She always plays her favorite songs on the piano. She doesn’t like rock at all. She thinks it’s too noisy. But my grandfather loves rick. He thinks it’s the most interesting kind of music ever. Matt: Oh cool! Activity 2: Reading Read the email. Choose the best word (A, B or C) for each space (Đọc thư điện tử. Chọn từ đúng nhất (A, B hoặc C) cho mỗi chố trống) KEY 1. C 2. A 3. C 4. A Read the paragraph. Choose the best word (A, B or C) for each space Activity 3: Vocabulary a. Number the pictures Key A. 6 B. 2 C. 1 D. 5 E. 4 F. 3 Activity 4: Grammar a. Underline the mistakes and write the correct answers on the lines (Gạch chân các lỗi sai và viết các câu trả lời đúng) KEY 1. are => do 2. likes - hates => like - hate 3. doesn’t => don’t 4. don’t - think => doesn’t - thinks 5. is => Does 6. he => is b. Write sentences using the prompts (Viết các câu sử dụng các gợi ý cho trước) Key 1. There’s music festival in our town in January. 2. G Star’s show is at 1 p.m on January 20th . 3. Would you like to go to my birthday party on Friday evening? 4. My friend’s birthday is in March. 5. My parents enjoy listening to country music in their free time. Activity 5: Pronuncaiton a. Circle the word that has the underlined part pronounced differently from the others. (Khoanh tròn từ được gạch có phát âm khác với các từ còn lại) Key Key 1. D 2. D 3. C b. Circle the word that differs from the other three in the position of primary stress in each of following questions. (Khoanh tròn từ có trọng âm khác với các từ còn lại) Key 4. B 5. C 6. D EVALUATION: ……………………. *********************** Date: 10/11/20234 Period: 31 UNIT 4: COMMUNITY SERVICES Lesson 1.1 - Vocabulary and Reading (Page 28) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know some words about charity activities and volunteer work (car wash, bake sale, craft fair, talent show, fun run, volunteer, charity event, right). - talk about planning a charity event. - read an article about children’s right to understand general and specific information. - use “should”, “Let’s” and “How about” to make suggestions. *Students with disabilities use “should”, “Let’s” and “How about” to make suggestions. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - be active to take part in social activities. - help other people. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Number the pictures. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and repeat. - Ss’ answers/ presentation. - T’s observation / feedback. - Circle the correct definitions for the underlined words. Listen and repeat. - Ss’ answers. - T’s feedback/Peers’ feedback. - Discuss and add more events to the box. - Ss’ answers/ presentation. - T’s observation / feedback. - Read the article and choose the best headline. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read again and write Yes, No or Doesn’t Say. - Ss’ answers. - T’s feedback/Peers’ feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce some words about charity activities and volunteer work (car wash, bake sale, craft fair, talent show, fun run, volunteer, charity event, right). c) Expected outcomes: Ss have general ideas about the topic of the new lesson: “Community services”. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: - Use the “New words” part a.– page 28 for the warm-up activity. - Show pictures and words using DCR, have Ss number the pictures (in pairs). - Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson. - Play the audio (CD1 – Track 35), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: - Divide class into 4 groups. - Give questions: What can you do to help other people? - Have Ss in each group list some activities they can do to help other people in 2 minutes. - Have 4 representatives of 4 groups write answers on the board. - Check Ss’ answers. - Give feedback and announce the winner (The group with most correct answers and interesting ideas will be the winner). - Lead to the new lesson: Community Services. - Work in pairs to number the pictures. - Give answers. - Listen. Answer keys - Take part in the class’s activity in groups. - Give answers. Possible answers Activities to help other people - raise money for the poor - provide classes / education for street children - help old people / small children cross the street - provide meals for homeless people - clear up the streets / neighborhood / beach - donate old clothes / books / school things to poor children, - … B. New lesson (35’)  Activity 1: Pre-Reading (Vocabulary) (13’) a) Objective: Ss know some words about charity activities and volunteer work. b) Content: - Vocabulary study: Number the picture: words about charity activities and volunteer work (car wash, bake sale, craft fair, talent show, fun run, volunteer, charity event, right). - Circle the correct definitions for the underlined words. Listen and repeat. - Speaking: Discuss and add more events to the box. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Match the words and phrases with the pictures. Listen and repeat.  Option 1 (If the teacher hasn’t used this part for the Warm-up activity) - Demonstrate the activity on DCR, using the example. - Have Ss look at the pictures and phrases, then number the pictures. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class. - Play audio (CD1 – Track 35). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: Matching (If the teacher has used part a. for the Warm-up activity) - Have Ss review the words they have known in the warm-up activity by looking at the pictures and saying names of the phrases they have learnt. (T uses different pictures from those in the textbook.) - Call Ss to give answers (read or write). - Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. Task b. Circle the correct definitions for the underlined words. Listen and repeat. - Have students read the sentences and circle the correct definitions. - Divide the class into pairs and have them check their answers with their partners. - Check answers as a whole class. - Play audio (CD 1 – Track 36). Have students listen and repeat. Task c. Discuss and add more events to the box - Have Ss discuss in pairs and add more events to the box. - Have Ss share their ideas in front of the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. Answer keys - Work in pairs. - Give answers. - Read. Answer keys 1. bake sale 2. craft fair 3. talent show 4. fun run 5. car wash - Read and do the task. - Work in pairs. - Listen and repeat. Answer keys - Discuss in pairs. - Present.  Activity 2: While - Reading (16’) a) Objective: Students can develop their reading skill. b) Content: Read the article, then choose the best headline and write Yes, No or Doesn’t Say. c) Expected outcomes: Students can read an article about children’s right and understand general and specific information. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the article and choose the best headline. - Have Ss read 2 headlines and guess the answer. - Ask Ss to scan the article, then choose the best headline. - Remind Ss to underline or highlight the keywords or supporting ideas for their answers. - Have some Ss share their answers with the class (read), explain for their answers. - Give feedback. - Give feedback and correct Ss’ answers if necessary. Task b. Now, read and write Yes, No or Doesn’t Say. - Have Ss read the sentences, underline key words. - Have Ss read the article again and write Yes, No or Doesn’t Say, underline or highlight the supporting ideas. - Have Ss check answers with their partners. - Call Ss to give answers, explain. - Give feedback and evaluation. -Work individually. - Read answers, explain. - Check answers. Answer keys - Read and underline. - Write answers. - Check answers. - Give answers. Answer keys  Activity 3: Post - Reading (6’) a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill. b) Content: Speaking: Which of the two events would you like to take part in? c) Expected outcomes: Students can talk about their favorite charity event. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: Which of the two events would you like to take part in? - Have Students work in pairs to talk about their favorite charity event. - Go round and give help if necessary. - Call some Ss to share their ideas with the whole class. - Give feedback and evaluation. - Discuss in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: - Words about charity activities and volunteer work (car wash, bake sale, craft fair, talent show, fun run, volunteer, charity event, right). * Homework: - Learn the new words by heart. - Practice talking about charity activities. - Do the exercises in WB: New words + Reading (page 20). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 22). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 4 - Lesson 1.2 – Grammar (page 29 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… c. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………………