Tác giả: Tràn Thị Chiến
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Mô tả: Date of planning: 18/01/2024 Period 64 UNIT 7: TRANSPORTATION Lesson 1.1 – New words and Listening (page 52) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know more words relating to personal belongings and places in the airport (luggage, boarding pass, backpack, suitcase, passport, customs, baggage claim). - describe and identify personal belongings. - listen to and understand a conversation of two people in an airport (for general and specific details). - know how to ask for confirmation. *Students with disabilitiesknow more words relating to personal belongings and places in the airport (luggage, boarding pass, backpack, suitcase, passport, customs, baggage claim). 1.2. Competences - improve communication, collaboration, and critical thinking skills. 1.3. Attributes - take care of personal belongings. - carefully prepare for any trip. 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’ presentation. - T’s feedback/Peers’ feedback. - Discuss adjectives you could use for these items: suitcase, backpack, and luggage. - Ss’ presentation / answers. - T’s feedback/Peers’ feedback. - Listen to Jenny and Fred at the airport. What are they doing? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and fill in the blanks. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: What type of luggage do you like to travel with? Why? - Ss’ answers/ presentation. - T’s observation and 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 words about personal belongings. c) Expected outcomes: Ss get to know some new words they are going to study in the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Number the pictures. Listen and repeat. - Use the “New words” part a– page 52 for the warm-up activity. - Show words and pictures using DCR, have Ss look and number the pictures (in pairs). - Call Ss to give answers. - Give feedback and show correct answers using DCR. - Lead to the new lesson. - Play the audio (CD1 – Track 69), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: - Divide class into 4-5 groups. - Have Ss work in groups to list things people often need when they travel abroad (in about 1-2 minutes). - Have a representative in each group write answers on the board. - Check Ss’s answers and give feedback. - The group with the most correct answers will be the winner. - Lead to the new lesson. - Work in pairs to number the pictures. - Give answers. - Listen. - Listen and repeat. Answer keys - Take part in the class’s activity. - Write answers. - Listen. Suggested answers: passport, luggage, boarding pass, headphone, earphone, backpack, phone and device chargers, daily medication, clothes, water,… B. New lesson (35’)  Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words about personal belongings. b) Content: - Vocabulary study (luggage, boarding pass, backpack, suitcase, passport, customs, baggage claim). - Speaking: Discuss adjectives you could use for these items: suitcase, backpack, and luggage. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when they do some listening tasks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Number 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 number the pictures. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers. - Check answers as a whole class using DCR. - Play audio (CD1 – Track 69). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: (If the teacher has used part a for the warm-up activity.)Matching - Have Ss match the words they have known in Task a (from Warm up activity) by matching words with their definitions. - Have Ss give answers and tell the meaning of words / phrases again. - Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. *Illustration: Task b. In pairs: Discuss adjectives you could use for these items: suitcase, backpack, and luggage. - Have Ss work in pairs to discuss adjectives they could use for these items: suitcase, backpack, and luggage. - Go round and give help if necessary. - Have some pairs demonstrate the activity 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, meaning. - Read. Answer keys 1 g 2 d 3 f 4 a 5 b 6 e 7 c - Work in pairs to discuss. - Present. Sample answers  Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to Jenny and Fred at the airport. What are they doing? - Listen and fill in the blanks. c) Expected outcomes: Ss can listen to and understand a conversation of two people in an airport (for general and specific details). d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Jenny and Fred at the airport. What are they doing? - Have Ss read the question, guess the answer. - Play audio (CD1 - Track 70). - Have Ss listen and circle the correct answer. - Check answers as a whole class using DCR. Task b. Now, listen and fill in the blanks - Have Ss read the through the content of Task b, underline the key words. - Play the audio again (CD1 - Track 70). - Have Ss listen and fill in the blanks. - Have Ss check answers with their partners. - Call Ss to give answers. - Give feedback and show correct answers using DCR. -Work individually. - Listen. - Circle the correct answers. Answer keys - Read, underline the key words. - Do the task. - Exchange answers. Answer keys  Activity 3: Post - Listening (6’) a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: Speaking: What type of luggage do you like to travel with? Why? c) Expected outcomes: Students can talk about their personal belongings for travelling. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Conversation skill - Have Ss look at the Conversation skill box and read (using DCR). - Play audio (CD 1 - Track 71), have Ss listen and repeat. - Ask Ss to find more ways to ask for confirmation. Task c. In pairs: What type of luggage do you like to travel with? Why? - Have Ss work in pairs to discuss. - Observe and give help if necessary. - Call some pairs to share their ideas with the class - Give feedback and evaluation. - Look and read. - Listen and repeat. - Give answers. - Work in pairs. - Present. C. Consolidation and homework assignments (5’) * Consolidation: - Words relating to personal belongings and places in the airport. (luggage, boarding pass, backpack, suitcase, passport, customs, baggage claim…). - Language for asking for confirmation: Did you say …? / Was that …? * Homework - Learn the new words by heart. - Practice talking about things you need when traveling abroad. - Do the exercises in WB: New words and Listening (page 38). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 42). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.2 – Grammar (page 53 – SB). D. Reflection a. What I liked most about this lesson today: …………………………………………………………………………………What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………… Date of planning: 18/01/2024 Period 65 UNIT 7: TRANSPORTATION Lesson 1.2 - Grammar (page 53) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - listen to 2 people asking and answering about personal belongings. - use order of adjectives and possessive pronouns correctly. - describe their own personal belongings and others’. *Students with disabilities use order of adjectives and possessive pronouns correctly. 1.2. Competences - improve speaking, listening skills. - improve the use of English. 1.3. Attributes - take care of personal belongings. - carefully prepare for any trip. 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, handouts. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and repeat. - Ss’ performance. - T’s feedback. - Study the grammar box. - Ss’ answers/ presentation. - T’s feedback. - Fill in the blanks with the correct order of adjectives. - Ss’ answers. - T’s feedback/Peers’ feedback. - Fill in the blanks with the correct possessive pronouns to complete the conversation. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Ask your partner about the luggage. Use the prompts. - Ss’ answers/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Classs Date of teaching Absents students 7A 7B 7C 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: Review words about personal belongings / Review adjectives to describe things. c) Expected outcomes: Ss review old words which are very useful for them in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: - Have Ss close books and notebooks. - Have Ss look at the pictures and give names of personal belongings. - Call Ss to give answers. - Check Ss’ answers, give feedback. - Have Ss make sentences, using the words they have just made. - Lead to the new lesson.  Option 2: Adjectives to describe things - Have Ss close all books and notebooks. - T uses pictures or cards. - Have Ss look at the pictures (or take cards) and divide them into 3 categories: size, color, age. - Call Ss to give answers. - Check Ss’ answers, give feedback. - Lead to the new lesson. *Illustration - Close books and notebooks. - Work in pairs. - Give answers. - Make sentences. Answers keys 1. suitcase 2. backpack 3. boarding pass 4. passport 5. baggage claim 6. luggage - Close books and notebooks. - Work in groups. - Give answers. - Listen and write the new lesson. Answers keys B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce: “order of adjectives” and “possessive pronouns”. b) Content: - Listen and repeat. - Introduce the grammar points. c) Expected outcomes: Ss know the new grammar points “order of adjectives” and “possessive pronouns” and use them in some exercises that follow. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen and repeat - Have Ss look at the picture using DCR. - Play audio (CD1 – Track 72) and have Ss listen and read the speech bubbles. - Play the audio again and have Ss listen and repeat. Grammar box  Option 1: - Have Ss look at the grammar explanation and read: Order of adjectives. - Have Ss look at the grammar explanation and read: Possessive Pronouns. - Have Ss read the examples: - Explain more about “order of adjectives” and “possessive pronouns”. - Ask Ss to make more sentences using “order of adjectives” and “possessive pronouns”. - Give feedback and evaluation.  Option 2: - Have Ss look at the sentences in the speech bubbles in Task a and read them again. - Have Ss make comments on the words in bold (mine / dark blue). - Ask Ss some questions: 1 What do you think “mine” means? 2 What does it replace? 3 Why do they write “dark blue”, not “blue dark”? - Call Ss to give answers and give feedback. - Then, lead to the grammar box, briefly explain the way to use “order of adjectives” and “possessive pronouns”. - Have Ss read the grammar box and examples. - Ask Ss to make more sentences using “order of adjectives” and “possessive pronouns”. - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Read examples of different forms. - Listen. - Give more examples. - Look and read. - Comment. Expected answers 1. It means: “của tôi” (something that belongs to me). 2. It replaces “my suitcase”. 3. Ss’ answers. - Read. - Give more examples. - Listen.  Activity 2: Practice (19’) a) Objective: Students can use “order of adjectives” and “possessive pronouns” to do the given exercises. b) Content: - Fill in the blanks with the correct order of adjectives. - Fill in the blanks with the correct possessive pronouns to complete the conversation. c) Expected outcomes: Students can get used to the usage of “order of adjectives” and “possessive pronouns” and use them correctly. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Fill in the blanks with the correct order of adjectives. - Demonstrate the activity on DCR, using the example. - Have Ss fill in the blanks with the correct order of adjectives. - Have Ss work in pairs to check each other’s work. - Have some Ss share their answers with the whole class. - Give feedback, correct Ss’ answers if necessary. Task c. Fill in the blanks with the correct possessive pronouns to complete the conversation. - Demonstrate the activity on DCR using the example. - Have students fill in the blanks with the correct possessive pronouns to complete the conversation. - Have pairs check each other's work. - Have some students share their answers with the class. - Look and listen. - Work individually. - Work in pairs. - Write answers. Answer keys - Look and listen. - Work individually. - Work in pairs. - Read answers, explain. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar points they study in the lesson. b) Content: Speaking: Ask your partner about the luggage. Use the prompts. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point in the lesson in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. In pairs: Ask your partner about the luggage. Use the prompts. - Divide class into pairs. - Have Ss take turns asking their partner about the luggage. Use the prompts. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Have conversation in pairs. - Present. - Listen. Suggested answers C. Consolidation and homework assignments (5’) * Consolidation: * Homework: - Make 2 sentences, use “order of adjectives” and “possessive pronouns”. - Do the exercises in WB: Grammar and Writing (page 39). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 43). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.3 – Pronunciation and Speaking (page 54 – 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 of planning: 18/01/2024 Period 66 UNIT 7: TRANSPORTATION Lesson 1.3 – Pronunciation and Speaking (page 54) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - distinguish and put stress on the first syllable for most two-syllable nouns. - describe luggage. - talking about collecting luggage at the baggage claim. *Students with disabilities distinguish and put stress on the first syllable for most two-syllable nouns. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes - take care of personal belongings. - carefully prepare for any trip. 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, paper, colored pencils (crayons), rubbers. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the words and focus on the underlined letters. - Ss’ performance and answers. - T’s observation. - Listen and cross out the word that doesn’t follow the note in “a”. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the words with the stress changes noted in “a” with a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Point, ask and answer. - Ss’ performance. - T’s feedback/Peers’ feedback. - You're at the baggage claim collecting your friends' luggage. In pairs: Student B, turn to page 120, File 6. Student A, ask which luggage your friends have. Point and guess. Then, number the boxes. - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Swap roles and repeat. Student A, turn to page 121, File 7. Student B, ask which luggage their friends have. Point and guess. Then, number the boxes. - Ss’ performance / Answers. - T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absents students 7A 7B 7C 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: Vocabulary: Nouns with two syllables / Chinese whisper. c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Nouns with two syllables - Have Ss close all books. - Divide Ss into 4 groups. - Have Ss work in groups to write nouns with 2 syllables as many as possible. - Call Ss to write answers on the boards. - Check Ss’ answers, give feedback and announce the winning group. - Lead to the new lesson: How to put stress on most two-syllable nouns.  Option 2: Chinese whisper - Divide class into 4-5 groups. - Have Ss in each group stand in a straight line. - Give a sentence, have the last student in each line whisper this sentence to the student standing before; continue until the first student in the line can hear the sentence and write it on the board. - Check Ss’ answers. - The group which has the closest sentence to the original one will be the winner (T also checks spelling). - Announce the winner and give a small present. - Lead to the new lesson. *Suggested sentence: I have a dark blue backpack and a big old pink suitcase. - Close all books. - Work in groups, then give answers. Suggested answers Nouns with two syllables: passport, luggage, candy, backpack, suitcase, airport, ticket, paper, lesson, teacher, doctor, partner, ruler, custom, people, … - Form groups. - Work in groups to take part in the game. - The first student of each line writes answer on the board. - Listen. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce: stress on most two-syllable nouns. b) Content: - recognize: stress on most two-syllable nouns. - listen and check, find the word that doesn’t follow the note in “a”. - practice. c) Expected outcomes: Ss distinguish and put stress on most two-syllable nouns correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen to the words and focus on the underlined letters. - Play the recording (CD1, track 73). - Ask Ss to listen and focus on the underlined letters. - Play the recording again, have Ss listen and repeat with a focus on the stress feature. Task c + d. Listen and cross out the word that doesn’t follow the note in “a”. - Play the recording (CD 1 – Track 74), have Ss listen and cross out the option that doesn’t follow the note in “a”. - Call Ss to give answers. - Play the recording again and check answers as a whole class using DCR. - Give feedback and evaluation. - Listen. - Listen again and repeat. - Listen and give answers. Answer keys  Activity 2: While-speaking (22’) a) Objective: Students can describe luggage. b) Content: - Point, ask and answer. - You're at the baggage claim collecting your friends' luggage. In pairs: Student B, turn to page 120, File 6. Student A, ask which luggage your friends have. Point and guess. Then, number the boxes. - Swap roles and repeat. Student A, turn to page 121, File 7. Student B, ask which luggage their friends have. Point and guess. Then, number the boxes. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE * Point, ask and answer. - Demonstrate the activity on DCR using the example. - Divide the class into pairs. - Have pairs point, ask and answer about luggage. - Observe, give help if necessary. - Remind Ss to use language of asking for confirmation. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. SPEAKING: That’s Not My Bag! Task a. You're at the baggage claim collecting your friends' luggage. In pairs: Student B, turn to page 120, File 6. Student A, ask which luggage your friends have. Point and guess. Then, number the boxes. - Demonstrate the activity by practicing the role-play with a student. - Divide the class into pairs. - Have Student B turn to page 120, File 6. - Have Student A ask which luggage their friends have and Student B answer. - Have Student A number the boxes. - Observe, give help if necessary. Task b. Swap roles and repeat. Student A, turn to page 121, File 7. Student B, ask which luggage their friends have. Point and guess. Then, number the boxes. - Have Student A turn to page 121, File 7 and Student B turn back to page 54. - Swap roles and repeat. - Have some pairs demonstrate the activity in front of the class. - Observe, listen. - Work in pairs. - Present. - Observe and listen. - Work in pairs. - Student A number the boxes. Examples - Work in pairs. - Swap roles and repeat. - Present.  Activity 3: Production (5’) a) Objective: Students relax after the lesson. b) Content: Drawing: Draw luggage. c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing and develop their drawing skill. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Extra activity: Draw luggage. - Have a student describe a kind of luggage (of his / her own or others’). - Have 5 Ss volunteers to listen and draw that kind of luggage as described on the board. - Check Ss’ drawings and give feedback. - Have class vote for the best picture. - Announce the winner. - 1 student describes a kind luggage (a suitcase, a bag, a backpack, …). - Listen and draw. - Listen. Sample description I have a big old blue backpack. It has an elephant on it. There are also some heart symbols on it, … Sample drawing / picture C. Consolidation and homework assignments (5’) * Consolidation: stress on the first syllable for most two-syllable nouns. * Homework: - Practice: stress on the first syllable for most two-syllable nouns. - Find more nouns with 2 syllables and practice pronouncing them. - Prepare: Unit 7 - Lesson 2 – New words and Reading (page 55 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 42 & 43). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn 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: …………………………………………………………………………………………