Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
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Mô tả: Date of planning: 19/9/2024 Period 10 UNIT 2: HEALTH Lesson 1.1 - Vocabulary and Reading (Page 12) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about a healthy and unhealthy lifestyle, using phrases: get some sleep, eat fruits and vegetables, eat fast food, drink soda, healthy, unhealthy. - practice reading and understanding general and specific information about Toby and Lisa’s healthy living class survey. - use indefinite quantifiers. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - lead a healthy lifestyle and ditch bad ones. 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 - Introduce some verb phrases and adjectives about life style. - Match the words with the pictures in a. - Listen and repeat. - Discuss which things are healthy and unhealthy. - Read Toby and Lisa’s class report and circle the correct answer. - Read the questions and circle the correct answers. - Ss’ answers in notebooks. - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - Ss’ answers. - T’s feedback. - T’s observation/ DCR. - T’s observation. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization (1’) Class Date of teaching Absent students 7A 7B 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: Introducing some verb phrases and adjectives about life style. c) Expected outcomes: Ss have general ideas about the topic of the new lesson: “health”. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Matching - Use the “New words” part a.– page 12 for the warm-up activity. - Show pictures and words (using DCR), have Ss match the words and phrases with 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 13), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: Game: CROSSWORD - Explain the rules of the game. - Design the game “Crossword Puzzle” with words and pictures about food and drink. - Let Ss play the game, encourage Ss to guess the key word. - If any S can give the correct key word, T hasn’t confirmed yet, the game will be continued until the keyword is opened (to check whether his/her answer is correct or not and to let other Ss take part in the game eagerly). - Give a small gift to the Ss who is the fastest to give the correct key word. - Ask Ss an extra question: Which food / drink is good / not good for your health? - Give feedback and lead to the new lesson. - Work in pairs to match the words and phrases with the pictures. - Give answers. - Listen. Answer keys - Listen. - Take part in the game by answering the questions in horizontal line (not in order) and try to guess keyword in the vertical column. Keyword: HEALTH B. New lesson (35’)  Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some verb phrases about life style. b) Content: - Vocabulary study (get some sleep, eat fruits and vegetables, eat fast food, drink soda, healthy, unhealthy). - Speaking: Discuss which things are healthy and unhealthy. 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, using the example (using DCR). - Have Ss match the words and phrases with 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 (using DCR). - Play audio (CD1 – Track 13). 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 filling in the blanks, (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. Discuss which things are healthy and unhealthy. - Have Ss discuss in pairs which things are healthy and unhealthy. - Have Ss share their ideas in front of the class. - Give feedback and evaluation. - Have Ss give more activities related to lifestyle which are divided into 2 groups: healthy and unhealthy. - 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. get some sleep 2. eat fast food 3. drink soda 4. eat vegetables 5. healthy food 6. unhealthy food - Work in pairs. - Present. Suggested answers Healthy: get some sleep, east fruit and vegetables Unhealthy: eat fast food, drink soda  Activity 2: While - Reading (17’) a) Objective: Students can develop their reading skill. b) Content: Reading Toby and Lisa’s class report and choosing the correct answer, then reading Toby and Lisa’s Healthy Living Class Survey and circling the correct answer. c) Expected outcomes: Students can read and understand general and specific information about a healthy living class survey. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read Toby and Lisa’s class report and circle the correct answer - Use DCR to show the task. Ask Ss to read two options and find out key words. - Have Ss read the class report individually. - Have Ss circle the correct 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 circle the correct answers. - Use DCR to show the task. Have Ss read the questions, underline key words and guess the answers. - Have Ss read the text again and circle the correct answers – 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. - Circle the correct answers. - Read answers, explain. - Check answers. Answer keys - Read and underline. - Do the task. - Check 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: Do you have a healthy lifestyle? Why / Why not? c) Expected outcomes: Students can talk about their own lifestyle and try to lead a healthy lifestyle. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: Do you have a healthy lifestyle? Why / Why not? - Have Students work in pairs to talk about their lifestyle and decide whether it is healthy or not. - Call some Ss to share their ideas with the whole class. - Give feedback and evaluation. - For more practice, have Ss play a game with DHA. - Discuss in pairs. - Listen. C. Consolidation and homework assignments (4’) * Consolidation: - Verb phrases about lifestyle: get some sleep, eat fruits and vegetables, eat fast food, drink soda. - Adjectives: healthy and unhealthy. * Homework: - Learn the new words by heart. - Practice talking about lifestyle. - Do the exercises in WB: Unit 2 - Lesson 1 - New words + Reading (pages 8,9). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 10). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.2 – Grammar (page 13 – 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: 19/9/2024 Period 11 UNIT 2: HEALTH Lesson 1.2 - Grammar (Page 13) 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 eating pizza. - use indefinite quantifiers to talk about how much people so something. - review countable and uncountable nouns. 1.2. Competences - improve speaking, listening skills. - improve the use of English. 1.3. Attributes - lead a healthy lifestyle and give up bad ones. 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 - Listen and repeat. - Circle the correct words. - Look at the table and answer the questions. - Ask your partner about the activities in task c. - Ss’ performance. - Ss’ answers. - Ss’ answers. - Ss’ answers/ presentation. - T’s feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization (1’) Class Date of teaching Absent students 7A 7B 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: Reviewing countable and uncountable nouns / singular and plural nouns. c) Expected outcomes: Ss review old grammar points which are very useful for them in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Countable and Uncountable nouns - Give a list of some nouns, have Ss divide them into 2 groups: Countable and Uncountable nouns. - Call Ss to give answers. - Check Ss’ answers, give feedback. *Noun list: pizza, exercises, water, junk food, cake, soda, salad, student, candy, juice à Lead to the new lesson  Option 2: Singular nouns and Plural nouns - Give a list of some nouns, have Ss divide them into 2 groups: Singular nouns and Plural nouns. - Call Ss to give answers. - Check Ss’ answers, give feedback. *Noun list: bananas, chocolate, carrots, milk, juice, apples, sandwiches, cheese, candies, cereal à Lead to the new lesson. - Work in groups. - Read answers. Answers keys - Countable nouns: exercises, student, candy, cake - Uncountable nouns: soda, water, salad, pizza, junk food, juice - Work in groups. - Read answers. Answers keys - Singular nouns: milk, chocolate, juice, cheese, cereal - Plural nouns: bananas, carrots, apples, sandwiches, candies B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce indefinite quantifiers. b) Content: - Listen and repeat. - Go through the grammar point. c) Expected outcomes: Ss know about indefinite quantifiers and use it 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 14) 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 (using DCR). - Have Ss look at the box and read examples of different forms. - Ask Ss to give more examples using indefinite quantifiers.  Option 2: - Have Ss close books. - Show some model sentences (using DCR), ask Ss to look at the nouns in blue and decide which are countable and which are uncountable. - Then have Ss pay attention to the bold words, make comment on the way they use the bold words with countable or uncountable nouns. àIntroduce: indefinite quantifiers. - Show grammar box, have Ss look and read. - Ask Ss to make more examples using indefinite quantifiers. - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Read. - Read examples of different forms. - Give more examples. - Close all books. - Look and give answers. - Give answers. - Look and read. - Give more examples.  Activity 2: Practice (19’) a) Objective: Students can use the indefinite quantifiers to do the given exercises. b) Content: - Circle the correct words. - Look at the table and answer the questions. c) Expected outcomes: Students can get used to the use of the indefinite quantifiers and use them correctly. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Circle the correct words - Demonstrate the activity, using the example (using DCR). - Have Ss read the sentences and circle the correct words. - 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. Look at the table and answer the questions - Demonstrate the activity, using the example (using DCR). - Have Ss look at the table and answer the questions. - Have Ss check answers with their partners. - Call Ss to write answers. - Check Ss’ answers, give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Read answers. Answer keys - Look and listen. - Work individually. - Work in pairs. - Write answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Ask your partner about the activities in Task c. c) Expected outcomes: Ss produce the new language successfully, and they can use indefinite quantifiers in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. In pairs: Ask your partner about the activities in Task c - Divide class into pairs. - Have Ss take turns asking their partner about the activities in Task c. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - For more practice, have Ss play a game with DHA. - Have conversation in pairs. - Present. - Listen. C. Consolidation and homework assignments (4’) * Consolidation: - Indefinite quantifiers: a little, not much, some, lots of / a lot of, not any. * Homework: - Make 3 sentences, use Indefinite quantifiers. - Do the exercises in WB: Grammar (page 9). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 11). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1 – Pronunciation and Speaking (page 14 – 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: ……………………………………………...…………………………… Date of planning: 19/9/2024 Period 12 UNIT 2: HEALTH Lesson 1.3 – Pronunciation and Speaking (Page 14) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - use intonation for Wh-questions correctly. - ask and answer about how much people do something for a healthy lifestyle, using indefinite quantifiers. - conduct a survey about healthy lifestyles. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes - lead a healthy lifestyle and give up bad ones. 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 - Listen to the questions and notice how the intonation falls. - Listen and cross out the sentence doesn’t follow the note: intonation for Wh- questions falls. - Read the questions with the rising intonation to a partner. - Ask and answer about how much people do something for a healthy lifestyle, using indefinite quantifiers. - Complete the survey about healthy lifestyles for themselves, then ask 2 more friends about theirs, then write score. - Ss’ performance and answers. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ performance / Presentation. - T’s observation. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation, T’s feedback/Peers’ feedback IV. PROCEDURES -Organization (1’) Class Date of teaching Absent students 7A 7B 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 Wh- questions. 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: Rearranging - Have Ss work in pairs, rearrange the words given to make meaningful questions. 1. much / you / every week / do / How / fast food / eat? 2. exercise / do / do / everyday / you / much / How? 3. water / How / do / drink / much / every day / you? 4. How / you / get / much / do / sleep / every night? - Call Ss to read answers. - Give feedback. - Introduce intonation of Wh-questions. À Lead to the new lesson.  Option 2: Question words - Divide class into 2 groups. Group 1: say a question word. Group 2: make a sentence with that question word - Example: Group 1: When à Group 2: When do you go to school? - T can change the role: Group 2 gives a question word and group 1 makes a sentence - Introduce intonation of Wh-questions àLead to the new lesson. - Work in pairs, then give answers. Answer keys 1. How much fast food do you eat every week? 2. How much exercise do you do every day? 3. How much water do you drink every day? 4. How much sleep do you get every night? - Take part in the class’s activity. - Listen. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (10’) a) Objective: Introduce intonation for Wh-questions. b) Content: - recognize the intonation for Wh-questions. - listen and check, find mistakes. - practice. c) Expected outcomes: Ss distinguish and use intonation for Wh-questions correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen to the sentence and notice how the intonation falls. - Play the recording (CD1, track 15) (using DCR). - Ask Ss to listen and notice how the intonation falls. - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. Task c + d. Listen and cross out the question that doesn’t follow the sound feature, then read the questions with the falling intonation to a partner. - Play the recording (CD 1 – Track 16) (using DCR), have Ss listen and cross out the option that doesn’t follow the sound feature in “a”. - Call Ss to give answers. - Play the recording again and check answers as a whole class. - Then have Ss practice saying the examples with a partner, using the pronunciation feature. - Call some Ss to read questions in front of the class. - Ask Ss to make some more wh-questions and practice reading them with falling tone. - Listen. - Listen again and repeat. - Listen and cross out - Give answers - Listen again and check Answer keys - Work in pairs. - Present. - Give answers.  Activity 2: While-speaking (20’) a) Objective: Students can talk about how much they do something for a healthy lifestyle, using indefinite quantifiers. b) Content: - ask and answer about how much they do something for a healthy lifestyle, using indefinite quantifiers. - do a survey about healthy lifestyle, fill in the survey for yourself, then ask 2 friends about their lifestyles, write scores. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE Ask and answer - Use DCR to show the task. - Demonstrate the activity by asking and answering with a student. - Have pairs ask and answer, using the pictures. - Have Ss pay attention to the time expressions and the indefinite quantifiers in the box. - Have some pairs demonstrate the activity in front of the class. SPEAKING: Who Has the Healthiest Lifestyle? Task a. You’re doing a survey about healthy lifestyles. In threes: Fill in the survey for yourself, then ask two friends about theirs. For each (+) answer, add points, for each (-) answer, subtract points. - Use DCR to show the task. - Demonstrate the activity by practicing the activity with a student. - Divide the class into groups of 3. - Have Ss complete the survey for themselves. - Have Ss ask and answer to complete the survey with their partners. - Observe, give help if necessary. - Observe, listen. - Work in pairs. - Present. - Observe and listen. - Work in groups of 3. - Complete the survey.  Activity 3: Production (5’) a) Objective: Students report to the class about the survey results. b) Content: Answer: Who has the healthiest lifestyle? c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES SPEAKING: Who has the healthiest lifestyle? Task b. Answer the question: Who has the healthiest lifestyle? - Have Ss discuss who has the healthiest lifestyle in their group. - Have some Ss share their findings with the class (scores included). - Give feedback and evaluation. - Discuss. - Present. - Listen. C. Consolidation and homework assignments (4’) * Consolidation: - Intonation falls for Wh-questions. * Homework: - Make 2 Wh-questions, then practice reading them. - Complete the survey for those who haven’t finished it in class. - Prepare: Unit 2 - Lesson 2 – New words and Listening (page 15 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 10 & 11). - 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: …………………………………………………………………………… d. What I learned from this lesson today: …………………………………………………………………………… c. What I should improve for this lesson next time: ……………………………………………………………………………