Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Mô tả: Date of planning: 20.12.2024 Period 48 REVISION FOR THE FIRST FINALTERM TEST I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about music types, charity and fund raising activities, about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, etc.) and talk about them. - review grammar: Present simple for facts; prepositions of time; possessive adjectives. Past simple form of regular verbs, making suggestions. Indefinite and definite articles; much and many; countable and uncountable nouns. - review how to make plans to go to a music event, plan charity events - pronoun some sounds correctly: /s/, /a/, /ɔ/, /æ/, / z/, “ed” endings, /ʌ/, /ei/, /ɔ/, / ʊ /,“s” endings, /ei/ and /æ/. - put stress on words with two and three syllables. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes - 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 any assessment. 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. PROCEDURES Class Date of teaching Absentstudents 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: Songs. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES • Option 1: Sing a song (Karaoke) - Choose a simple English song and find its beat - Play the clip of the song with lyrics. - Have the whole class sing the song together. 🡪 Lead to the new lesson. *Suggested song: The farmer in the dell. - Link: https://www.youtube.com/watch?v=tYoYuqBFsRU • Option 2: What song is it? - Prepare the sound files / video clips of some songs. T chooses songs that are popular with teenagers. - Play the files / clips, have Ss listen and give names of the songs. - If Ss give an incorrect answer, T continues to play the song. If Ss can give a correct answer, T stops and move to another song. - Give feedback. 🡪Lead to the new lesson. Suggested song list: 1 Baby once more time (Britney Spears) 2 My hear will go on (Celine Dion) 3 Dance Monkey (Tones and I) 4 Lily ( Allen Walker) 5 Despacito ( Luis Fonsi) 6 Lemon Tree (Fools Garden) 7 Senorita (Shaw Mendes) 8 Maps (Maron 5) 9 Happy new year (Abba) 10 Happy birthday to you ( many versions) - Look and sing together. - Give answers. - Listen. - Listen and give names of the songs. B. New lesson (35’) • Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - Listen to five short conversations. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). 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 Meg talking to Matt about music. What’s each person’s favorite kind of music? For question 1 -5 , write a letter (A - H) next to each person. You will hear the conversation twice. - Have Ss read through the listening part. - Demonstrate the activity by using the example. - Play the audio (CD … – Track …). Listening text. Meg: Hey, Matt, what are you listening to? Matt: Oh, just some jazz. It's my favorite. Do you like it, Meg? Meg: Yes, I do like it. I also like reggae, but I like RnB the most. Matt: How about your dad? What does he like? Meg: Well, he likes RnB, but he loves reggae the most. Matt: How about your mom? You told me that she could play the guitar and sing country songs pretty well. Meg: Yeah, but she likes pop more than any other kinds of music. She always listens to it. And she can dance to hiphop too. Matt: Your mom is really talented. How about your sister? Meg: My sister is really interested in classical music. She always plays her favorite songs on the piano. She doesn't like rock at all. She thinks it's too noisy. But my grandfather loves rock. He thinks it's the most interesting kind of music ever. Matt: Oh, cool! - Have Ss check answers with pairs and then give answers. - Check answers as a whole class using DCR. - 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 paragraph. Choose the best word (A, B, or C) for each space. 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 paragraph about the music three students like to listen to. Choose the correct answer (A, B or C) - 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. 1. Whose favorite kind of music is hip hop? A. Francis B. Joy C. Amanda 2. Who can play the piano? A. Francis B. Joy C. Amanda 3. Who do doesn't like pop music? A. Francis B. Joy C. Amanda 4. Who likes RnB? A. Francis B. Joy C. Amanda 5. Who likes jazz? A. Francis B. Joy C. Amanda - Give answers, explain. Answer keys 1. Whose favorite kind of music is hip hop? A. Francis B. Joy C. Amanda 2. Who can play the piano? A. Francis B. Joy C. Amanda 3. Who do doesn't like pop music? A. Francis B. Joy C. Amanda 4. Who likes RnB? A. Francis B. Joy C. Amanda 5. Who likes jazz? A. Francis B. Joy C. Amanda • Activity 3: Vocabulary (7’) a) Objective: Ss can review vocabulary about music types. b) Content: Number the pictures. 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 New Words a a. Unscramble the groups of letters to make phrases. - Ask Ss to work in pairs to number the pictures. - Have Ss give answers, tell the meaning of the words /phrase again. - Check answers as a whole class using DCR. - Work in pairs. - Give answers. Answer keys 1. charity event : Sự kiện từ thiện 2. craft fair : hội chợ thủ công 3. fun run: chạy gây quỹ 4. bake sale: tổ chức bán các món nướng tại nhà để gây quỹ từ thiện hoặc một sự kiện đặc biệt 5. car wash: rửa xe 6. right (n): quyền 7. talent show : biểu diễn tài năng 8. volunteer (n): tình nguyện viên • Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: Past simple form of regular verbs, making suggestions. b) Content: - Write sentences using the prompts. 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 A. Unscramble the sentences. (Sắp xếp lại các câu. ) 1. kind of/charity event/organize?/What/should/we => What kind of charity event should we organize? 2. a/fashion show?/about/we/have/How _______________________________ 3. we/any/Do/volunteers?/need_______________________________ 4. people/to design and make clothes./we/need/Yes, _______________________________ 5. call/fashion show?/What/our/should/we_______________________________ 6. about/"Be Creative and Help"?/calling/it/What_______________________________ - Have Ss retell the way to use Past simple form of regular verbs, making suggestions. - 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 using DCR. Task b. Write sentences using the prompts - Have Ss write sentences using the prompts. - 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 1. What kind of charity event should we organize? (Nên tổ chức sự kiện từ thiện nào?) 2. How about we have a fashion show? (Làm thế nào về chúng tôi có một chương trình thời trang?) 3. Do we need any volunteers? (Chúng tôi có cần bất kỳ tình nguyện viên nào không?) 4. Yes, we need people to design and make clothes. (Có, chúng tôi cần người thiết kế và may quần áo.) 5. What should we call our fashion show? (Chúng ta nên gọi buổi biểu diễn thời trang của chúng ta là gì?) 6. What about calling it “Be Creative and Help”? (Gọi nó là “Hãy Sáng tạo và Giúp đỡ” thì sao?) B. - Do the task. - Exchange answers. - Write answers on the board. Answer keys • Activity 5:Writing a) Objective: Students can develop their writing skill. b) Content: The sentences about two charity events you can organize. c) Expected outcomes: Students can complete the sentences about two charity events you can organize. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Complete the sentences about two charity events you can organize. - Have students read the prompts. - Have students write the sentences about two charity events - Work individually. - Give answers. Answer keys We need some volunteers to make and sell things like jewelry, clothes, and snacks. (Chúng ta cần một số tình nguyện viên làm và bán những thứ như đồ trang sức, quần áo và đồ ăn nhẹ.) We should also organize a fun run to raise money. (Chúng ta cũng nên tổ chức một cuộc chạy bộ vui nhộn để quyên góp tiền.) We should put the time and place of the event on the posters. (Chúng ta nên đưa thời gian và địa điểm của sự kiện lên các áp phích.) C. Consolidation and homework assignments (5’) * Consolidation: * Grammar of Unit 3-5: Present simple for facts; prepositions of time; possessive adjectives. Indefinite and definite articles; much and many; countable and uncountable nouns. * Vocabulary of Unit 3-5: Words about music types (classical music, rock, country music, pop, hip hop, folk music, reggae, etc.), containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, etc.) and talk about them. * Homework: - Review vocabulary, grammar of unit 1-5. - Do the exercises in WB: Review of Unit 1,5 (page 64). - Prepare: The first term exam 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: 20.12.2024 Period 49 REVIEW FOR THE FIRST FINAL-TERM EXAM I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review: + Using “should”, “Let’s”, “How about” to make suggestions (Dùng “should”, “Let’s”, “How about” để đưa ra ý kiến): Should, Let’s, và How about được dùng để đưa ra ý kiến hoặc kế hoạch để xem xét. +Past Simple (Thì quá khứ đơn) . – Cách phát âm “-ed” -“Much” / “many” 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes - 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 any assessment. 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. PROCEDURES -Organization(1’) Class Date of planning Absentstudents 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: Songs. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES • Option 1: Sing a song (Karaoke) - Choose a simple English song and find its beat - Play the clip of the song with lyrics. - Have the whole class sing the song together. 🡪 Lead to the new lesson. *Suggested song: The farmer in the dell. - Link: https://www.youtube.com/watch?v=tYoYuqBFsRU • Option 2: What song is it? - Prepare the sound files / video clips of some songs. T chooses songs that are popular with teenagers. - Play the files / clips, have Ss listen and give names of the songs. - If Ss give an incorrect answer, T continues to play the song. If Ss can give a correct answer, T stops and move to another song. - Give feedback. 🡪Lead to the new lesson. Suggested song list: 1 Baby once more time (Britney Spears) 2 My hear will go on (Celine Dion) 3 Dance Monkey (Tones and I) 4 Lily ( Allen Walker) 5 Despacito ( Luis Fonsi) 6 Lemon Tree (Fools Garden) 7 Senorita (Shaw Mendes) 8 Maps (Maron 5) 9 Happy new year (Abba) 10 Happy birthday to you ( many versions) - Look and sing together. - Give answers. - Listen. - Listen and give names of the songs. B. New lesson (35’) • Activity 1: pronounce (7’) a) Objective: Help Ss improve their pronunciation skill. b) Content: Listen and fill in the blanks. c) Expected outcomes: d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES the word whose underlined part differs from the other three in pronunciation. 1. A. wanted B. decided C. needed D. played 2. A. washed B. picked C. cleaned D. helped 3. A. stopped B. arived C. worked D. laughed 4. A.listened B. played C. returned D. needed 5. A. Started B. fitted C. Wanted D.talked *Key 1.D 2.C 3. B 4.D 5.D • Activity 2: Reading (7’) a) Objective: Students can improve their reading skill. b) Content: - Read the paragraph. Choose the best word (A, B, or C) for each space. 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 online post. For questions from 21 to 25, choose the correct option A, B, C or D that best suits each blank. Hi Julie, Jack fell off the ladder while he was fixing the roof this afternoon. He hurt his head, so I need (21) __________ in the hospital with him tonight. Can you take care of the children? They love spending time with their auntie. I’ll be home tomorrow. There’s enough food for you all. I bought some chicken and a lettuce this morning. I put (22) __________ in the fridge. There are some onions, potatoes, gingers and a (23) __________ of rice in the bottom cupboard next to the fridge. You can use them to make chicken curry if you like. There are two cans of tuna in the cupboard above the oven, in case you want to make tuna salad. I also bought a tub of vanilla ice cream. You can have (24) __________ of the ice cream for dessert after dinner. Don’t let the children eat too much, or they may have a stomach ache. Unfortunately, there is (25) __________ milk left. Can you buy two bottles of milk on your way here? Call me if you have any problems or questions. See you soon, Susan 1. A. stay B. staying C. to stay D. to staying 2. A. it B. them C. some D. many 3. A. bag B. can C. jar D. carton 4. A. little B. a lot C. much D. some 5. A. some B. much C. not D. no Read the following passage. For each of the questions from 21 to 25, write T if the statement is TRUE, F if the statement is FALSE and NI if there is NO INFORMATION on it. Girl Scouts of the USA is the largest organization for girls in the world. Juliette "Daisy" Gordon Low organized the first group of Girl Scouts on March 12th, 1912. She wanted to give girls the opportunity to get out of the house and help their community. Girl Scouts of the USA started with 18 members. Today, there are about 2.5 million girl and adult members worldwide. The girls work on a variety of projects. Simple projects may involve sewing, or collecting toys for kids who live in shelters. Other community services for older girls includes volunteering at a soup kitchen, planting trees, doing car washes or cleaning up litter in their community. Girl Scouts is famous for raising money by selling delicious Girl Scout cookies. The girls bake cookies at home with their mums volunteering as an advisor. The organization believes that selling cookies helps Girl Scouts practice life skills like teamwork and money management. When they complete goals, they earn badges for their work which they wear on their sashes. 1. There were 18 girls joining the first Girl Scouts group. True 2. Girl Scouts members do different community services. True 3. To raise money, the girls sell cookies that their mothers make. False 4. Girl Scouts raised a lot of money by selling cookies. NI 5. After finishing one goal, the girls receive a sash. False -Students read the text then choose the best answer to complete the gaps *Key 1.C 2.B 3.A 4.D 5.D *Key 1. T 2. T 3. F 4. NI 5. F • Activity 3: Vocabulary (7’) a) Objective: Ss can review vocabulary about music types. b) Content: Number the pictures. 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 -T. Divides whole class into two teams -T. Explain the way of playing -Students from each team come to the board and write out the words from unit 3-5 The team writes more words and more exactly wins • Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: Past simple form of regular verbs, making suggestions. b) Content: - Write sentences using the prompts. 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 A. Unscramble the sentences. (Sắp xếp lại các câu. ) 1. kind of/charity event/organize?/What/should/we => What kind of charity event should we organize? 2. a/fashion show?/about/we/have/How _______________________________ 3. we/any/Do/volunteers?/need_______________________________ 4. people/to design and make clothes./we/need/Yes, _______________________________ 5. call/fashion show?/What/our/should/we_______________________________ 6. about/"Be Creative and Help"?/calling/it/What_______________________________ - Have Ss retell the way to use Past simple form of regular verbs, making suggestions. - 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 using DCR. Task b. Write sentences using the prompts - Have Ss write sentences using the prompts. - 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 1. What kind of charity event should we organize? (Nên tổ chức sự kiện từ thiện nào?) 2. How about we have a fashion show? (Làm thế nào về chúng tôi có một chương trình thời trang?) 3. Do we need any volunteers? (Chúng tôi có cần bất kỳ tình nguyện viên nào không?) 4. Yes, we need people to design and make clothes. (Có, chúng tôi cần người thiết kế và may quần áo.) 5. What should we call our fashion show? (Chúng ta nên gọi buổi biểu diễn thời trang của chúng ta là gì?) 6. What about calling it “Be Creative and Help”? (Gọi nó là “Hãy Sáng tạo và Giúp đỡ” thì sao?) B. - Do the task. - Exchange answers. - Write answers on the board. Answer keys C. Consolidation and homework assignments (5’) * Consolidation: * Grammar of Unit 3-5: Present simple for facts; prepositions of time; possessive adjectives. Indefinite and definite articles; much and many; countable and uncountable nouns. * Vocabulary of Unit 3-5: Words about music types (classical music, rock, country music, pop, hip hop, folk music, reggae, etc.), containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, etc.) and talk about them. * Homework: - Review vocabulary, grammar of unit 1-5. - Do the exercises in WB: Review of Unit 1,5 (page 64). - Prepare: The first term exam 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: ………………………………………………………………………………… ******************** *Spesking Test 1. What types of music do you like/dislike?why? 2. What types of music do you like/dislike? 3. What types of music do you like/dislike? 4. What types of music do you like/dislike? 5. What types of music do you like/dislike? Date of planning: 20.12.2024 Period 53 UNIT 5: FOOD and DRINKS Lesson 3.2 – Speaking and Writing (Page 43) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know format of writing food blog posts. - talk about local dishes. - write a food blog post. 1.2. Competences - improve communication, collaboration, writing and critical thinking skills. 1.3. Attributes - choose healthy food for meals. - respect the culture and customs of their locals. 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 - Speaking: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is your hometown famous for any other dishes? Which ones? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Choose one of the foods in the pictures or your own idea, then make notes. - Ss’ answers. - T’s feedback/Peers’ feedback. - Writing: Read about writing food blog posts. Then, read Long's blog and circle the six points listed below. - Ss’ answers. - T’s feedback/Peers’ feedback. - Number the sentences (1–6). Use the skill box to help you. - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words. - Ss’ answers. - T’s observation and 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 old vocabulary. c) Expected outcomes: Ss know about the topic that they are going to talk and write about in new the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Option 1: Fill in the blanks. - Have Ss work in pairs to fill in the blanks, using the words from the box. (T may use handouts or show the exercise on the screen). - Have Ss give answers. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: Kim’s Game - Have Ss close all books and notebooks. - Show pictures of unusual dishes and things relating to cooking, have Ss see them in 30 seconds and try to remember all. - After 30 seconds, call Ss to list what they have seen. - Check Ss’ answers, give feedback and evaluation. - Lead to the new lesson. - Work in pairs: fill in the blanks. - Give answers. - Listen. Answer keys 1 chef 2 insects 3 fry 4 tasty 5 crunchy - Close all books and notebooks. - Look and remember. - Read answers. - Listen. B. New lesson (35’)  Activity 1: Pre-Writing (Speaking) (8’) a) Objective: Ss prepare for what they are going to write about. b) Content: - Speaking: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is your hometown famous for any other dishes? Which ones? - Choose one of the foods in the pictures or your own idea, then make notes. c) Expected outcomes: Ss have more ideas and language for their writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. In pairs: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is your hometown famous for any other dishes? Which ones? - Divide the class into pairs. - Have students discuss in pairs using the questions. - Go round and support Ss if necessary. - Have some students share their ideas with the class. - Give feedback and evaluation. Task b. Choose one of the foods in the pictures or your own idea, then make notes. - Have students look at the pictures, choose one of them or use their own dishes to make notes: - Go round and give help if necessary. - Have Ss exchange their answers. - Have some pairs read their answers. - Give feedback and evaluation. - Work in pairs. - Present. - Look and make notes. - Exchange. - Present.  Activity 2: While - Writing (22’) a) Objective: Students can develop their writing skill. b) Content: - Read about writing food blog posts. Then, read Long's blog and circle the six points listed below. - Number the sentences (1–6). Use the skill box to help you. - Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words. c) Expected outcomes: Students can write a food blog post, using right format and rich vocabularies. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read about writing food blog posts. Then, read Long's blog and circle the six points listed below. -Briefly explain the Writing skill box and have some Ss read it aloud. - Have Ss read Long’s blog again (page 42) and circle the six points listed in the writing box. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check the answers as a whole class using DCR. Task b. Number the sentences (1–6). Use the skill box to help you. - Have students read the prompts. - Have students number the sentences (1–6), using the skill box to help. - Have students check their answers with a partner. - Check the answers as a whole class using DCR. *Let’s Write: Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words. - Draw Ss’ attention to the feedback form. - Have Ss use their notes in speaking part and the instruction in the Writing box to write a food blog post. - Go round, observe and give help if necessary. - Have some Ss write their email on the board. - Listen. -Work in pairs. - Exchange their answers with a partner. - Give answers. Answer keys - Read the prompts and number the sentences (1–6). - Exchange answers. - Read answers. Answer keys - Look and listen. - Do the writing part. -Write.  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 writings 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 + the spelling - Look, listen and correct mistakes. Suggested writing You'll Love Grilled Frog! In Ho Chi Minh City, it's common to see people eat ếch nướng. It's a frog and we usually grill it on a barbecue. We cook the whole frog, and eat it with fried rice. It tastes like a mix of chicken and fish. The meat is soft and it's healthy, too. If you come to Ho Chi Minh City, you have to try it! C. Consolidation and homework assignments (5’) * Consolidation: - Writing Skill: * Homework - Remember how to write a food blog post. - Finish the writing part. - Do the exercises in WB: Writing (page 31). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 33). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 5 – Review pages 94, 95. 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: …………………………………………………………………………………………