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Mô tả: KHBD TIẾNG ANH 7 TUẦN 6 TIẾT 16-18 Unit 2 Lesson 3 Listening and Reading, Writing+ Spaeking, Review WEEK 6 Date of planning: 6/10/2022 Period: 16 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/10/2022 7A …/10/2022 7B …/10/2022 7C UNIT 2: HEALTH Lesson 3.1 - Listening and Reading (Page 18) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Language knowledge and skills - talk about healthy and unhealthy food. - practice listening and understanding general and specific information about food in cafeteria. - read a request letter for gist and detail. 2. Competences - improve communication, collaboration, analytical and critical thinking skills. 3. Quality - choose healthy food for themselves. - lead a healthy life. 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 - Speaking: What food and drinks can you buy at your school? Which are healthy and unhealthy? - Listen to an interview with James Olive. Where is the interview taken place? - Listen again and circle the correct answer. - Read Tony’s letter and circle who you think Mrs. Clancy is. -Read again and circle the correct answer. -Speaking: What can you buy in your school cafeteria? - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers / presentation. - T’s feedback. - T’s feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s observation/ DCR and T’s 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 giving enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Words about food and drinks. c) Expected outcomes: Ss have general ideas about food and drinks at the school cafeteria, 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 18 for warm-up activity. - Ask Ss to work in pairs to discuss what food and drinks they can buy at school. Which are healthy and which are unhealthy. - Call Ss to share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: - Use some real pictures taken from school canteen to show to Ss. - Have Ss look at the pictures of their own canteen / cafeteria to talk about what food and drinks they can buy there. - Ask Ss to state which are healthy and which are unhealthy. - Call some Ss to share their ideas with the whole class. - Give feedback and evaluation. - Lead to the new lesson. - Work in pairs to discuss. - Present. Suggeted answers - Healthy food / drinks: bread, mineral water, … - Unhealthy food / drinks: burger, chocolate, chips, crisps, snack, soda… - Look and discuss. - Give answers. - Present. - Listen. B. New lesson (35’)  Activity 1: Listening (17’) a) Objective: Students can develop their listening skill. b) Content: Listening to an interview with James Olive about food and drinks. c) Expected outcomes: Students can practice listening and understanding general + specific information about food and drinks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to an interview with James Olive. Where is the interview taking place? - Use DCR to show the task. - Have Ss read the questions and guess the answers. - Play audio (CD1 - Track 23). - Have Ss listen and choose the correct answers. - Call Ss to give answer, explain. - Check answers as a whole class using DCR. Task b. Now, listen and circle. - Use DCR to show the task. - Have Ss read through the content of Task b first. - Play the audio again (CD1 - Track 23). - 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. - Read. - Listen and choose the correct answers. 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 a request letter and circle the correct answers. c) Expected outcomes: Students can read a request letter for gist and detail, and they can talk about the food and drinks at their school canteen / cafeteria. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read Tony’s letter and circle who you think Mrs. Clancy is. - Use DCR to show the task. - Have Ss read the question and guess the answer. - Ask Ss to read the letter 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 circle the correct answer. - Have DCR to show the task. - Have Ss read the questions and underline the key words. - Have Ss read the letter again and answer the questions. - 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: What can you buy in your school cafeteria? - Have Ss discuss the questions in pairs. - Call Ss some s to share their answers with the whole class. - Give feedback and evaluation. - Read and guess. - Scan the letter for general idea. - Give answer. Answer keys - Read and underline the key words. - Read the letter again for detail. - Exchange answers. - Give answers. Answer keys - Discuss in pairs. - Present. C. Consolidation and homework assignments (5’) *Consolidation: - Vocabulary: Healthy food: fruit, mineral water, egg, bread, mineral … *Homework - Practice talking about the food and drinks in your school canteen or cafeteria. - Do the exercises in WB: Listening and Reading (page 12). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 14). - 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 19 – 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: ………………………………………………………………………………………… WEEK 6 Date of planning: 6/10/2022 Period: 17 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/10/2022 7A …/10/2022 7B …/10/2022 7C UNIT 2: HEALTH Lesson 3.2 – Speaking and Writing (Page 19) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Language knowledge and skills - study format of a request letter. - discuss healthy food (food which help Ss to study better). - write a request letter to ask for better food in the school cafeteria. 2. Competences - improve communication, collaboration, writing and critical thinking skills. 3. Quality - choose healthy food for themselves. - lead a healthy life. - make a polite request for better things in everyday life. 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 - Speaking: Look at the pictures. Discuss which foods you think would help you study better. Why or why not? Can you buy any of these at your school? - Complete the table about your school. - Writing: Read about writing request letters. Then, read Tony’s letter again and fill in the labels. - Number the sentences (1-7). Use the skill box. - Write a letter to your school’s principal asking for better food in your cafeteria. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers/ presentation. - T’s feedback. - T’s observation/ DCR. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - 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: Food names / Introduce: Request. c) Expected outcomes: Ss remember names of some food that they are going to talk about in the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Option 1: - Divide class into groups. - Give Ss a list of food. - Have Ss work in groups to divide foods into 4 groups: vegetables, fruit, dairy and protein. - Ask Ss in 4 groups to give answers. - Ask Ss extra question: Which food is good for your brain? - Have Ss give answers. - Give feedback and evaluation. - Lead to the new lesson. *Suggested food list: lettuce, banana, cheese, apple, broccoli, yoghurt, egg, butter, ham, carrots, watermelon, milk, potatoes, beef, cream, pork, guava…  Option 2: Game: Wheel of Fortune - Have Ss play the game: Wheel of fortune. - Design the game, have some voluntarily Ss spin the wheel and say a letter in English alphabet. If this letter is included in the key word, he / she will receive the thing in the wheel where the arrow stops. If he / she gets the wrong answer, T calls another one. - Call Ss to spin and guess letters until the keyword is opened. - The first S to give the right keyword will be the winner. - Give feedback. Lead to the new lesson: Introduce “REQUEST”  request letter. - Take part the games in groups. - Give answers. - Listen. Answer keys - Vegetables: lettuce, broccoli, carrots, potatoes - Fruit: banana, apple, watermelon, guava - Dairy: cheese, yoghurt, butter, milk, cream - Protein: egg, ham, beef, pork, … - Take part in the game. Keyword: REQUEST - Listen. B. New lesson (35’)  Activity 1: Pre-Writing (Speaking) (10’) a) Objective: Ss prepare for what they are going to write about. b) Content: - Speaking: Look at the pictures. Discuss which foods you think would help you study better. Why or why not? Can you buy any of these at your school? - Complete the table about your school. c) Expected outcomes: Ss know more vocabularies about food and apply the language from speaking to their writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Look at the pictures. Discuss which foods you think would help you study better. Why or why not? Can you buy any of these at your school? - Use DCR to show the task. - Have Ss observe the pictures, then work in pairs to which foods you think would help you study better, explain for their answers. - Have some Ss share their ideas with the class. - Give feedback and evaluation. Task b. Complete the table about your school - Use DCR to show the task. - Have Ss complete the table about their school. - Go round and give help if necessary. - Have some pairs share their ideas with the class. - Give feedback and evaluation. - Look and discuss. - Give answers. - Complete the table. - Present.  Activity 2: While - Writing (20’) a) Objective: Students can develop their writing skill. b) Content: - Read about writing request letter. Read Tony’s letter (page 18) again and fill in the labels. - Number the sentences of a request letter. - Write a request letter to your school’s principal asking for better food in your cafeteria. c) Expected outcomes: Students can write a request letter, using vocabulary about food and polite language. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read about writing request letter. Read Tony’s letter (page 18) again and fill in the labels. - Briefly explain the Writing skill box (using DCR). - Have Ss read the Writing skill box and Tony’s letter again (page 18), then fill in the labels. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answer as a whole class. Task b. Number the sentences (1-7) of a request letter. - Use DCR to show the task. - Have Ss read the sentences, then number 1-7. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answer as a whole class. *Let’s Write: Now, write a request letter to your school’s principal asking for better food in your cafeteria. Use the feedback form to help you. - Draw Ss’ attention to the feedback form (using DCR). - Have Ss use their notes in speaking part and the form of the request letter to write a request letter to ask for better food in the school cafeteria. - Have some Ss write their letter on the board. - Listen. -Work in pairs. - Exchange their answers with a partner. - Give answers. Answer keys - Read and number the sentences. - Exchange answers. - Give answers. Answer keys - Look and listen. - Do the writing part. -Write. Suggested writing  Activity 3: Post - Writing (5’) a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings. c) Expected outcomes: Students know whether their letters follow the model and use the correct structures and language, whether their writings are interesting and understandable or not. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: + the format, the structures. + the understandability. + the coherence and cohesion. - Look, listen and correct mistakes. C. Consolidation and homework assignments (5’) * Consolidation: - Format of a request letter: * Homework - Remember how to write a request letter. - Finish the writing part. - Do the exercises in WB: Writing (page 13). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 15). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 2 – Review. 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: ………………………………………………………………………………………… WEEK 6 Date of planning: 6/10/2022 Period: 18 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/10/2022 7A …/10/2022 7B …/10/2022 7C UNIT 2: HEALTH Lesson 4 – Review (Page 86) 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, …). - review words about health problems (have a sore throat, headache, toothache, …). - review grammar: Indefinite quantifiers, should, shouldn’t. - pronoun some sounds correctly: /e/, /a/, /aɪ/, /æ/, / eɪ/. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 3. Quality - 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 the midterm test. 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: Listen to a doctor talking to a group of students about staying healthy. Listen and fill in the blanks. - Reading: Read the article about how to stay healthy. Choose the correct answer (A, B or C). - Vocabulary: Fill in the blanks with the words from the box. - Grammar: Unscramble the sentences + Circle the correct words. -Pronunciation: sound and stress. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers/ presentation. - T’s feedback/Peers’ feedback. - 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 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 vocabulary. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Word Dictation - Choose 7 words from Vocabulary tasks (pages 12&15), find mp3 sound. - Play the mp3 sound of each word (or T reads the words out loud), have Ss listen and write the word down on the board. - Check and correct Ss’ answers. - Have Ss make sentences with the words they hear. - Give feedback and evaluation.  Lead to the new lesson.  Option 2: Chatting: How to stay healthy? - Ask Ss a question: How do you do to stay healthy? - Have Ss give some solutions / activities to keep them fit and healthy - Have Ss read their answers. - Give feedback and evaluation. Lead to the new lesson. - Listen and write the words you can hear. - Make sentences. Answer Keys 1. healthy 2. unhealthy 3. vitamin 4. sleep 5. fever 6. rest 7. fast food - Give answers. - Listen. B. New lesson (35’)  Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - Listen to a doctor talking to a group of students about staying healthy. Listen and fill in the blanks. 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 a doctor talking to a group of students about staying healthy. Listen and fill in the blanks. - Use DCR to show the task. - Have Ss read through the listening part. - Demonstrate the activity by using the example. - Play the audio (CD 2 – Track 35). - Have Ss check answers with pairs and then give answers. - Check answers as a whole class. - 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 article about how to stay healthy and choose the correct answer. 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 article about how to stay healthy and choose the correct answer (A, B or C) - Use DCR to show the task. - 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 health. b) Content: Fill in the blanks with the correct words from the box. 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 Fill in the blanks with the words from the box. - Use DCR to show the task. - Have Ss read the sentences. - Ask Ss to work in pairs to fill in the blanks with the words from the box. - Have Ss give answers, tell the meaning of the words /phrase again. - Check answers as a whole class. - Read the sentences. - Work in pairs. - Give answers. Answer keys  Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: Indefinite quantifiers, should and shouldn’t. b) Content: - Circle the correct words. - Unscramble the sentences. 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. Circle the correct words - Use DCR to show the task. - Have Ss retell the way to use indefinite quantifiers: some, any, much, a lot of, lots of, a little. - Ask Ss to work individually to circle the correct answer. - 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. Task b. Unscramble the sentences. - Use DCR to show the task. - Have Ss read the sentences and unscramble the words to make a meaningful sentence. - 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 /e/, /a/, /aɪ/, /æ/ and /eɪ/. - Use DCR to show the task. - 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. - Use DCR to show the task. - 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 2: The indefinite quantifiers and should/shouldn’t. * Vocabulary of Unit 2: Vocabulary about health problems and phrases about keep fit and stay healthy. * Homework: - Review vocabulary, grammar of unit 2. - Do the exercises in WB: Review of Unit 2 (page 63). - Prepare: Unit 3 – New words and Reading (page 20 – 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: …………………………………………………………………………………………