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Mô tả: KHBD TIẾNG ANH 7 TUẦN 7 TIẾT 19-21 UNIT 3 - LESSON 1 Vocabulary and Reading, Grammar, Pro, Practice, Speaking WEEK 7 Date of planning: 13/10/2022 Period: 19 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/10/2022 7A …/10/2022 7B …/10/2022 7C UNIT 3: MUSIC AND ARTS Lesson 1.1 - Vocabulary and Reading (Page 20) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Language knowledge and skills - talk about types of music (jazz, hip hop, pop, classical music, rock, country music). - use some adjectives to describe types of music (boring, noisy, interesting, exciting, fun, terrible, beautiful). - read and understand general and specific information about two students’ favorite types of music. - use Present simple for facts. 2. Competences - improve communication, collaboration, analytical and critical thinking skills. 3. Attributes - love music. - relax with music after hard studying days. 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 words about types of music. - Introduce adjectives to describe types of music. - Match the words with the pictures in a. - Listen and repeat. - Discuss which types of music you like and dislike. Describe them using the adjectives in the book. - Read the blog post of Binh and Linh. Do they like rock music? - Read the unfinished sentences and circle the correct answers. - Ss’ answers in notebooks. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - Ss’ answers. - T’s feedback. - T’s observation/ DCR. - T’s feedback/Peers’ feedback. - T’s observation / feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce some words about types of music (jazz, hip hop, pop, classical music, rock, country music). c) Expected outcomes: Ss have general ideas about the topic of the new lesson: “music and arts”. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Matching - Use the “New words” part a.– page 20 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. - Lead to the new lesson. - Play the audio (CD1 – Track 24), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: - Play a video clip about kinds of music. - Have Ss listen and watch, then try to remember the kinds of music listed in the clip. - Call Ss to give answers. - Give feedback and lead to the new lesson: Music and arts. *Link: https://www.youtube.com/watch?v=wiF8YlKNx4g - Work in pairs to match the words and phrases with the pictures. - Give answers. - Listen. Answer keys - Listen, watch and try to remember the kinds of music listed in the clip. - Give answers. Suggested answers Kinds of music listed in the clip: blues, classical, country, rock, folk, hip hop, jazz, pop, reggae, rock. B. New lesson (35’)  Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some words about types of music and adjectives to describe them b) Content: - Vocabulary study: words about types of music (jazz, hip hop, pop, classical music, rock, country music) and some adjectives to describe types of music (boring, noisy, interesting, exciting, fun, terrible, beautiful). - Speaking: Say which types of music do you like and dislike. Use the adjectives in the box to describe them. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Match the words and phrases with the pictures. Listen and repeat.  Option 1 (If the teacher hasn’t used this part for the Warm-up activity) - Demonstrate the activity on DCR, using the example. - Have Ss 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. - Play audio (CD1 – Track 24). 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 of some famous music bands / singers (Artists) in the word and matching them with words about types of music Ss have learnt. - 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 types of music do you like and dislike. Describe them using the adjectives in the box. - Have Ss discuss in pairs which types of music they like and dislike, encourage Ss to use some more adjectives besides the ones given in the textbook. - Have Ss share their ideas in front of the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. Answer keys - Work in groups of 3 or 4. - Give answers. - Read. Answer keys - Work in pairs. - Present.  Activity 2: While - Reading (17’) a) Objective: Students can develop their reading skill. b) Content: Read the blog post. Do Bình and Linh both like rock music? c) Expected outcomes: Students can read and understand general and specific information about a blog post about music types. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the blog post. Do Bình and Linh both like rock music? - Ask Ss to read the blog post, and then answer the question. - Remind Ss to underline or highlight the keywords or supporting ideas for their answers. - Have Ss exchange their answers with a partner. - 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. - Have Ss read the questions, underline key words and guess the answers. - Have Ss read the blog post 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. - Exchange answers. - Read answers, explain. - Check answers. Answer keys - Read and underline. - Do the task. - Check answers. - Give answers. Answer keys  Activity 3: Post - Reading (6’) a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill. b) Content: Speaking: When do you like to listen to music? c) Expected outcomes: Students can talk about their favorite kinds of music and the time they listen to them. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: When do you like to listen to music? - Have Students work in pairs to favorite kinds of music and the time they listen to them - Call some Ss to share their ideas with the whole class - Give feedback and evaluation. - Discuss in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: - Words about types of music (jazz, hip hop, pop, classical music, rock, country music). - Adjectives to describe types of music (boring, noisy, interesting, exciting, fun, terrible, beautiful). * Homework: - Learn the new words by heart. - Practice talking about types of music. - Do the exercises in WB: New words + Reading (pages 14, 15). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 16). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn- - - Prepare: Unit 3 - Lesson 1.2 – Grammar (page 21 – 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 7 Date of planning: 13/10/2022 Period: 20 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/10/2022 7A …/10/2022 7B …/10/2022 7C UNIT 3: MUSIC AND ARTS Lesson 1.2 - Grammar (Page 21) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Language knowledge and skills - listen to 2 people asking and answering about types of music. - use present simple for facts. - use correct spelling of “s” and “es” endings. - talk about their favorite types of music. 2. Competences - improve speaking, listening skills. - improve the use of English. 3. Attributes - love music. - relax with music. 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. - Circle the correct words. - Write sentences using the pictures. - Ask your partner about favorite kinds of music. - 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 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 types of music / Review present simple tense. c) Expected outcomes: Ss review old vocabularies / grammar points which are very useful for them in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Game “JUMBLED WORD” - Have Ss rearrange letters to make a meaningful word. - Call Ss to give answers. - Check Ss’ answers, give feedback and lead to the new lesson. 1. lislascac 2. okrc 3. opp 4. ipophh 5. zajz 6.trouncy - Have Ss make sentences, using the words they have just made.  Lead to the new lesson.  Option 2: Error Identification - Give Ss a small exercise: Choose a word / phrase in each sentence that does not follow the English standard. (or Choose a word / phrase in each sentence that needs correcting) and correct it. - Have Ss work in pairs. - Call Ss to give answers, explain for their choice and correct the false sentences. - Check Ss’ answers, give feedback. - Ask Ss an extra question: What are these sentences about? (habit or fact?)  Lead to the new lesson: Present Simple for facts. - Take part in the game. - Give answers (write on the board). Answers keys 1. classical 2. rock 3. pop 4. hip hop 5. Jazz 6. country - Read sentences. - Work in pairs. - Read answers, explain, correct the mistakes. Answers keys 1. B: don’t  doesn’t 2. B: begin  begins 3. B: has  have 4. A: know  knows Answers keys These sentences are about fact. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce Present Simple for facts. 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 25) 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. - Have Ss look at the box and read examples of different forms. - Remind Ss the spelling of “s” / “es” endings. - Ask Ss to make more sentences using Present Simple for facts.  Option 2: - Have Ss close books. - Show some model sentences, ask Ss to read the sentences, paying attention to the bold verbs in these sentences. - Have Ss think and answer the questions: 1.What tense is being used in these sentences? 2.What are these sentences about? - Then, lead to the grammar box, briefly explain the way to use the Present Simple for facts. - Have Ss read the grammar box again. - Ask Ss to make more examples using the Present Simple for facts. - Give feedback and evaluation. - Remind Ss the spelling of “s” / “es” endings. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Read examples of different forms. - Listen. - Give more examples. - Close all books. - Look and read. - Give answers. Suggested answers 1.The present simple tense. 2.These sentences are about things that we consider as facts (likes / dislikes). - Look and read. - Give more examples. - Listen.  Activity 2: Practice (19’) a) Objective: Students can use the Present Simple for facts to do the given exercises. b) Content: - Circle the correct words. - Write sentences using the pictures. c) Expected outcomes: Students can get used to the form and usage of the Present Simple for facts and use them correctly. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Circle the correct words - Demonstrate the activity on DCR, using the example. - 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. Write sentences, using the pictures. - Demonstrate the activity on DCR, using the example. - Have Ss look at the pictures and write sentences. - Have Ss check answers with their partners. - Call Ss to write answers on the board. - 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 and answer about favorite kind of music. c) Expected outcomes: Ss produce the new language successfully, and they can use the Present Simple for facts in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. In pairs: Ask and answer with your partner about his / her favorite music type. - Divide class into pairs. - Have Ss take turns asking their partner about his / her favorite music type. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Have conversation in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: * Homework: - Make 3 sentences using the Present Simple for facts. - Do the exercises in WB: Lesson 1 – Grammar & writing (page 15). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 17). - 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 22 – 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: ………………………………………………………………………………………… WEEK 7 Date of planning: 13/10/2022 Period: 21 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/10/2022 7A …/10/2022 7B …/10/2022 7C UNIT 3: MUSIC AND ARTS Lesson 1.3 – Pronunciation and Speaking (Page 22) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Language knowledge and skills - pronoun the sounds /s/ and /z/ of “s” at the end of the verbs. - ask and answer about whether a person likes a type of music or not. - conduct a music survey. 2. Competences - improve listening and speaking skills. 3. Attributes - love music. - relax with music. 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. - Listen and cross out the word with the different sound. - Read the words with the correct sound to a partner. - Point, ask and answer. - Practice with their own ideas. - Carry out a survey in groups of 4: Fill in the table with your own information. Put a ✓ if you like the music or a cross (x) if you don’t, and add an adjective to give your opinion. Then, ask 3 friends and complete the table. - Ss’ performance and answers. - Ss’ answers. - Ss’ performance. - 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 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 adjectives to describe films / review “s” or “es” after verbs spelling. 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: - Give Ss a list of adjectives, have Ss work in pairs to divide them into 2 groups: positive and negative. - Suggested adjective list: boring, interesting, fun, terrible, exciting, beautiful, frightening, amazing, incredible, bad, cool, romantic, tragic, violent, great. - Call Ss to read answers. - Give feedback. Lead to the new lesson.  Option 2: “s” / “es” ending spelling - Give Ss a list of verbs, have Ss work in pairs to put “s” or “es” after these verbs, using correct spelling. - Suggested verb list: learn, study, play, touch, miss, watch, listen, wash, go, get, do, like, sing, walk, eat, reply, teach. - Call Ss to read answers. - Give feedback. Lead to the new lesson. - Work in pairs, then give answers. Answer keys - Positive adjectives to describe films: interesting, fun, exciting, beautiful, amazing, incredible, cool, romantic, great - Negative adjectives to describe films: boring, terrible, frightening, bad, tragic, violent - Listen. - Work in pairs, then give answers. Answer keys learns, studies, plays, touches, misses, watches, listens, washes, goes, gets, does, likes, sings, walks, eats, replies, teaches. - Give answers. - Listen. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (10’) a) Objective: Introduce the sound /s/, /z/ of “s” at the end of verbs. b) Content: - recognize the sound /s/, /z/ of “s” at the end of verbs. - listen and check, find mistakes. - practice. c) Expected outcomes: Ss distinguish and use the sound /s/, /z/ of “s” at the end of verbs 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 26) 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 tips how to pronounce the sound /s/, /z/ of “s” at the end of verbs. *The pronunciation of the final “s” in plural words and verbs in the third person singular depends on the final consonant sound before that “s”. The ending is pronounced /s/ after a voiceless sound, it is pronounced /z/ after a voiced sound. Task c + d. Listen and cross out the word with the different sound, then read the words with the correct sound to a partner. - Play the recording (CD 1 – Track 27) 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 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 “s” ending which contains /s/ and /z/ sound. - Give feedback and evaluation. - Listen. - Listen again and repeat. - Listen again 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 whether a person likes a type of music or not, using adjectives to describe it. b) Content: - point to the pictures, ask and answer. - do a music survey about favorite type of music, fill in the table with your own information , then ask 3 friends to complete the table. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE *Point, ask and answer - Use DCR to introduce the task. - Demonstrate the activity by asking and answering with a student. - Have pairs take turns pointing, asking, and answering using the pictures and words in the box. - Remind Ss to pay attention to the adjectives to describe film types in the box. - Have some pairs demonstrate the activity in front of the class. SPEAKING: Music Survey Task a. In fours: Fill in the table with your own information. Put a tick (✔) if you like the music or a cross (✘) if you don't, and add an adjective to give your opinion. Then, ask three friends and complete the table - Demonstrate the activity by practicing the activity with a student. - Divide the class into groups of 4. - Have students fill in the table for themselves. - Have students ask three friends and complete the table. - Observe, give help if necessary. - Observe, listen. - Work in pairs. - Present. - Observe and listen. - Work in groups of 4. - Complete the survey.  Activity 3: Production (5’) a) Objective: Students report to the class about the survey results. b) Content: Answer: What is the most popular kind of music in your group? 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: Music Survey Task b. Answer the question: What is the most popular kind of music in your group? - Have students decide which is the most popular kind of music in their group. - Have some Ss share their findings with the class. - Give feedback and evaluation. - Discuss. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: * Homework: - Practice pronouncing words with “s” endings. - Complete the survey for those who haven’t finished it in class. - Prepare: Unit 3 - Lesson 2 – New words and Listening (page 23 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 16 & 17). - 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: …………………………………………………………………………………………