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Mô tả: Date of planning: 23/11/2023 Period 37 UNIT 4: COMMUNITY SERVICES Lesson 2.2 - Grammar (Page 32) 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 activity to help community. - use Past Simple with regular verbs correctly. 1.2. Competences - improve speaking, listening and writing skills. - improve the use of English. 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, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and repeat. - Ss’ performance. - T’s feedback. - Study the grammar box. - Ss’ task. - T’s observation. - Fill in the blanks with the Past Simple form of verbs in brackets. - Ss’ answers. - T’s feedback/Peers’ feedback. - Look at the table and write the answers. - Ss’ answers. - T’s feedback/Peers’ feedback. - Ask and answer using the information in Task c (in pairs). - Ss’ performance/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES 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 phrases about helping community / introduce Past Simple with regular verbs. c) Expected outcomes: Ss review old knowledge and have general ideas about the grammar point they are going to study in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: - Give some sets of pictures. - Have Ss find a word that can goes with the things in each set of pictures. - Call Ss to give answers. - Check Ss’ answers, give feedback. - Have Ss make sentences, using the vocabularies above. - Lead to the new lesson.  Option 2: - Give Ss a list of many verbs. - Divide class into 4 groups. - Have Ss in each group give the past form of verbs and divide them into 2 groups: regular past form and irregular past form. - Call Ss to give answers. - Check Ss’ answers, give feedback and evaluation. - Lead to the new lesson: Past Simple with regular verbs. *Suggested verb list: go, recycle, become, raise, have, donate, plant, give, eat, clean, do. - Work in pairs. - Give answers. - Make sentences and read them. Answers keys - Do the task. - Give answers. Expected answers - regular past form: recycle, raise, donate, plant, clean. - irregular past form: go, become, have, give, eat, do. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce Past Simple with regular verbs. b) Content: - Listen and repeat. - Introduce the grammar point: Past Simple with regular verbs. c) Expected outcomes: Ss know how to use Past Simple with regular verbs to do some following exercises. 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 43) 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: Past Simple with regular verbs. - Have Ss look at the “Past Simple-spelling rules for -ed” and read. - Briefly explain the grammar point. - Ask Ss to give more past Simple with regular verbs and make sentences with them.  Option 2: - Have Ss close books. - Show sample sentences, have Ss read them and make comment on the bold verbs and the underlined time expressions in these sentences. *Suggested sentences: 1.Last month, we raised money to help the poor family. 2.He donated some books 2 weeks ago. 3. I volunteered to work for a local charity organization last year. 4. Yesterday my father planted some tress in the garden. - Have Ss give answers. - Give feedback and evaluation. Lead to the grammar box and explain more: Past Simple with regular verbs. - Next, have Ss look at the spelling rules of verbs ending with “ed” and read aloud. - Get Ss to give more past Simple with regular verbs and make sentences with them. - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Look and read. - Listen and take notes. - Give more verbs and make sentences. - Close all books. - Look and answer. Suggested answers - The bold verbs are in simple past. - The underlined time expressions can be put at the beginning or at the end of the sentence. - Open the books and read the grammar box. - Look and read. - Give more verbs with regular past simple form and make sentences with them.  Activity 2: Practice (19’) a) Objective: Students can use Past Simple with regular verbs correctly. b) Content: - Fill in the blanks with the Past Simple form of the verbs in brackets. - Look at the table and write the answers. c) Expected outcomes: Students can use Past Simple with regular verbs in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Fill in the blanks with the Past Simple form of the verbs in brackets. - Demonstrate the activity on DCR, using the example. - Have Ss fill in the blanks with the Past Simple form of the verbs in brackets. - 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 write the answers. - Demonstrate the activity on DCR, using the example. - Have Ss look at the table and write the answers. - Have Ss check answers with their partners. - Call Ss to read or write answers. - Check Ss’ answers, give feedback. - Look and listen. - Work individually. - Work in pairs. - Write answers on the board. Answer keys - Look and listen. - Work individually. - Work in pairs. - Read or write answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Ask and answer using the information in Task c. c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have learnt in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. In pairs: Ask and answer using the information in Task c. - Divide class into pairs. - Have Ss ask and answer using the information in Task c. - Then, encourage Ss to add their own ideas to practice. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Work in pairs. - Have conversation in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) *Consolidation - Past Simple with regular verbs - Spelling rules for “ed” endings * Homework: - Make 2 sentences using Past Simple with regular verbs. - Do the exercises in WB: Grammar (page 23). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 25). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 33 – 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: 23/11/2023 Period 38 UNIT 4: COMMUNITY SERVICES Lesson 2.3 – Pronunciation and Speaking (Page 33) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - distinguish and pronounce verbs in past form endings with “ed”. - ask and answer about activities to help community in the past. - talk about activities to help community in details. 1.2. Competences - improve listening and speaking 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, handouts. 2. Students’ aids: Student’s book, workbook, notebook. 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 has the underlined part pronounced differently from the others. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the words with the correct sound to a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Ask and answer. - Ss’ performance. - T’s feedback/Peers’ feedback. - Practice with their own ideas. - Ss’ performance. - T’s feedback/Peers’ feedback. - Fill in the table with details about what you did to help the community. Then, ask your partner about what they did and complete the table on the right. Swap the roles and repeat. - Ss’ performance / Presentation. - 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: Past Simple of regular verbs. 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: JUMBLED WORDS - Give Ss a list of verbs in the Simple Past with “ed” ending (the letters are not in correct order). - Have Ss rearrange the letters to make a meaningful verb. 1.receclyd 2.toandde 3.siarde 4.lecadne 5.ledptan - Call Ss to write answers on the board. - Give feedback. - Lead to the new lesson: How to pronoun verbs in the Simple Past with “ed” ending.  Option 2: Verbs with “ed” ending - Divide class into groups of 4. - Set a limit time (about 2 minutes). Have Ss write as many as possible the verbs in past form ending with “ed”. - Call Ss to write answers. - Mark Ss’ answers. - The group which has the most correct answers will be the winner. - Lead to the new lesson. - Work in pairs, then give answers. Answer keys 1. recycled 2. donated 3. raised 4. cleaned 5. planted - Listen. - Work in pairs and write. - Listen. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (10’) a) Objective: Introduce different pronunciation /d/, /id/, /t/ of verbs ending “-ed”. b) Content: - recognize different pronunciation /d/, /id/, /t/ of verbs ending “-ed”. - listen and check, find the word that has the underlined part pronounced differently from the others. - practice. c) Expected outcomes: Ss distinguish and use different pronunciation /d/, /id/, /t/ of verbs ending “-ed” 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 44) using DCR. - Ask Ss to listen and focus on the underlined letters. - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. - Explain more about the way how to have different pronunciation /d/, /id/, /t/ of verbs ending “-ed”. 1. The /id/ sound If the last letter of the word is spelled with D or T, the ED is pronounced as a separate syllable with an /id/ sound (it rhymes with kid and lid). • wanted (sounds like "want-id") • waited • needed • folded 2. The /t/ sound If the last consonant of the word is voiceless, then the ED is pronounced as a T. Be careful not to create an extra syllable or "id" sound. • talked (sounds like "talk-t") • kissed (the S sound comes from the front of mouth so it would sound like "kiss-t") • parked • helped NOTE: As an example, with the word "helped", if you say "help-id" as a two-syllable word, then it is very likely that people will NOT understand the word or what you are saying. (It is pronounced like "help-t"). 3. The /d/ sound If the last letter of the words ends in a voiced consonant (or sound), then the ED is pronounced like a D (without creating another syllable). • played (sounds like "play-d") • closed (the S sounds like a vibrating Z so the word would sound like "cloz-d") • opened • lived Task c + d. Listen and cross out the word that has the underlined part pronounced differently from the others. - Play the recording (CD 1 – Track 45), have Ss listen and cross out the option that is pronounced differently from the others. - Call Ss to give answers. - Play the recording again and check answers as a whole class using DCR. - Then have Ss practice saying the words with a partner, using the correct pronunciation feature. - Call some Ss to read the words in front of the class. - Ask Ss to find some more English words with an “ed” ending which contains /t/, /d/ and /id/ sound. - Give feedback and evaluation. - Listen. - Listen again and repeat. - Listen and take notes. - Listen and cross out. - Give answers. - Listen again and check. Answer keys - Work in pairs. - Read. - Give answers.  Activity 2: While-speaking (20’) a) Objective: Students can talk about activities to help community. b) Content: - Ask and answer. - Your school went out to help the community. Fill in the table with details about what you did. Then, ask your partner about what they did and complete the table on the right. Swap roles and repeat. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE * Ask and answer - Demonstrate the activity by asking and answering with a student. - Have pairs ask and answer using the pictures and words in the box. - Remind Ss to pay attention to the time expressions of the Simple Past. - Have some pairs demonstrate the activity in front of the class. SPEAKING: Help The Community Task a. Your school went out to help the community. Fill in the table with details about what you did. Then, ask your partner about what they did and complete the table on the right. Swap roles and repeat - Demonstrate the activity by practicing the activity with a student. - Divide the class into pairs. - Have students complete the table with information about what they did to help the community and ask their partner to complete the table on the right. - Have Ss swap roles and repeat. - Observe, give help if necessary. - Observe, listen. - Work in pairs. - Present. - Observe and listen. - Work in pairs. - Do the task. - Swap roles and repeat.  Activity 3: Production (5’) a) Objective: Students report to the class what they did to help the community. b) Content: Share with the class what they did to help the community. 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: Help The Community Task b. Share with the class. - Have students take a look at the table again, make any correction or adjustment if necessary. - Have some Ss share their findings with the class. - Give feedback and evaluation. - Check the table. - Present. - Listen. C. Consolidation and homework assignments (4’) * Consolidation: How to pronounce verbs in past form endings with “ed”. 1. /t/: Verbs with ending sounds: /s/, /f/, /p/, /ʃ/, /tʃ/, /k/. E.g: • Hoped /hoʊpt/ • Coughed /kɔːft/ • Fixed /fɪkst/ 2. /id/: Verbs with ending sounds: /t/ hay /d/. E.g: • Wanted /ˈwɑːntɪd/ • Added /ædɪd/ 3. /d/ The other verbs E.g: • Cried /kraɪd/ • Smiled /smaɪld/ • Played /pleɪd/ * Homework: - Practice pronouncing verbs with “ed” endings. - Complete the table for those who haven’t finished it in class. - Prepare: Unit 4 - Lesson 3 – Reading and Listening (page 34 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 24 & 25). - 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: …………………………………………………………………………… ********************** Date of planning: 23/11/2023 Period 39 UNIT 4: COMMUNITY SERVICES Lesson 3.1 - Listening and Reading (Page 34) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about how to protect the environment. - review past simple. - practice listening and understanding general and specific information about voluntary clean-up project. - read and understand an email about cleaning up the beach. 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. - raise awareness of protecting the environment. 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 - Let’s Talk: Look at the picture. Do you know any beaches that look like this? How does it make you feel? What can we do to stop this from happening? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Listen to Annie talking to Robert. What do you think Annie's job is? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen again and circle the correct answer. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read Jane's email to Dan. Would Jane like to take part in future clean-ups? - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, read and write True or False. - Ss’ answers. - T’s feedback/Peers’ feedback. -Speaking: Would you like to take part in a beach clean-up? Why (not)? - Ss’ answers / presentation. - T’s observation/ DCR and T’s 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 giving enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce the situation: Dirty beaches. c) Expected outcomes: Ss have general ideas about the topic “cleaning up the beaches”, which they are going to listen and read in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Let’s Talk! - Use the “Let’s talk!” part in the textbook– page 34 for warm-up activity. - Ask Ss to work in pairs to look at the picture and answer the questions: 1. Do you know any beaches that look like this? 2. How does it make you feel? 3. What can we do to stop this from happening? - Call Ss to share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: - Show a video clip about cleaning up the dirty beach. - Have Ss watch and answer some questions: 1. Do you know any beaches that look like this? 2. How does it make you feel? 3. What can the people in the clip do to make the beach cleaner? - Call Ss to give answers. - Check and give comment. - Lead to the new lesson. *Link: https://www.youtube.com/watch?v=cV2gBU6hKfY - Work in pairs to discuss. - Present. - Watch the video clip, then answer T’s questions. - Give answers. - Listen. B. New lesson (35’)  Activity 1: Listening (17’) a) Objective: Students can develop their listening skill. b) Content: Listen to a conversation about clean-up activities. c) Expected outcomes: Students can practice listening and understanding general + specific information about clean-up activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Annie talking to Robert. What do you think Annie's job is? - Briefly explain the meaning of the three options. - Have Ss read the question. - Play audio (CD1 - Track 46). - Have Ss listen and circle the correct answer. - Call Ss to give answer, explain - Play the audio again and check the answer as a whole class using DCR. Task b. Now, listen and circle the correct answers - Have Ss read through the content of Task b first. - Play the audio again (CD1 - Track 46). - Have Ss listen and circle the correct answers. - Have Ss check answers with their partners. - Call Ss to give answers, explain. - Check answers as a whole class using DCR. - Listen and take notes. - Read. - Listen and circle the correct answer. - Give answer, explain. Answer keys - Read. - Listen and circle the correct answers. - Exchange answers. - Give answers. Answer keys  Activity 3: Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read Jane's email to Dan. Would Jane like to take part in future clean-ups? - Now, read and write True or False. c) Expected outcomes: Students can read an email about cleaning up the beach for gist and detail, and they can talk about their environmental clean-up activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read Jane's email to Dan. Would Jane like to take part in future clean-ups? - Have Ss read Task a. - Ask Ss to read the email quickly and circle the correct answer. - Call 1 S to give answer. - Check answers as a whole class using DCR. Task b. Now, read and write True or False. - Have Ss read the content in Task b and underline the key words. - Have Ss read the email again and write True or False. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answers as a whole class using DCR. Task c. Speaking: In pairs: Would you like to take part in a beach clean-up? Why (not)? - Have Ss discuss the questions in pairs. - Call some Ss to share their answers with the whole class. - Give feedback and evaluation. - For class with high level students: Give Ss an extra task: List some activities you can do in a beach clean-up project. - Call Ss some Ss to share their answers with the whole class. - Give feedback and evaluation. - Read and guess. - Scan the email for general idea. - Give answer. Answer keys - Read and underline the key words. - Read the text again for details. - Exchange answers. - Give answers. Answer keys - Discuss in pairs. - Present. - Discuss in pairs. - Present. C. Consolidation and homework assignments (5’) *Consolidation: - Vocabulary: cleaner, volunteer, reporter, clean-up, environment, environmental, take part in, trash, pick up, organize. *Homework - Practice talking about your environmental clean-up. - Do the exercises in WB: Listening and Reading (page 24). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 26). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 3 – Writing and Speaking (page 35 – SB). 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: ……………………………………………………………………………