GA 7 Unit 13

- By the end of the lesson, students will be able to read for comprehension and sport vocabulary - Make students interested in learning English.. shows the poster on the board and runs t

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Date of preparing: / /09

Date of teaching:

Period 81

Unit 13 activities

Lesson 1 A 1 P129

A - Aim

- Reading for comprehensions and sports vocabulary

- Practice reading and speaking skills

- By the end of the lesson, students will be able to read for comprehension and sport vocabulary

- Make students interested in learning English

B - Teaching aids

- Teacher: Textbook, posters, pictures

- Students: Pens, books

C- Technique Guessing game, ROR

D - Procedure

I - Organization (2m)

Greeting

Names of absents students

II Warm up (5m)

1 Act: Guessing game

- T divides the class into 2 groups

- T gives instruction:

- T asks student from group by group ask them to sit on the chair so that don't see the picture, ask a student in the same group look at the picture and describe and ask students sit on the chair to guess the sport

(play football, play table tennis, walking, skip …)

- T checks and praises the winners

2 Names of checked students:

III - New lesson (32m)

I Pre teaching

(picture)

* Checking: ROR

I Vocabulary

- skate - boarding (n) trît v¸n

- roller - skating (n) trît pa tanh (gi©y 4 b¸nh)

- roller - blading (n) trît pa tanh (giÊy 1 b¸nh)

- surprising (adj ) / surprisingly (adv ) Ng¹c nhiªn

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W hil e r ea din g

P os t r ea din g 1 T/F statements a Set the scene: There is a survey about sports Students in American like There are information's about it - Ask students to guess If it true or false - T shows the poster on the board and runs through - Let students to copy down the table and guess in 3 minutes - Ask students to read A1 P129 and check their predictions - Write the questions on the board and runs through and ask students to read the text again and answer the questions * Mapped dialogue - Ask students to work in 2 groups - T uses the pictures to elicit the model - Ask students to practice in pairs * Poster 1 The survey has some surprising results 2 Baseball is the most popular in the USA 3 Baseball is the most popular games in the world 4 Soccer is at six positions 5 Many teenagers like table tennis Key: 1 T 2 F 3.F 4 T 5 T * Comprehension question 1 What's the most popular sport in the USA? 2 Which sport is at 11th position? Lan What is your favorite sport? Do you like table tennis? (picture) I like football.(picture) Ba My favorite sport is swimming (picture) No, I do not I like tennis (picture) What about you? IV - Summary (2m) - Repeat the content of the lesson V - Homework (5m) - Learn vocabulary, read the text again - Prepare Unit 13 lesson 2 A4- Vocabulary, write the answer the questions P132 E - Evaluation ………

………

Date of preparing: / /09 Date of teaching:

Period 82

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Lesson 2 A 4 P132

A - Aim

- Reading for comprehensions and sports vocabulary

- Practice reading skill

- By the end of the lesson, students will be able to read for comprehension and sport vocabulary

B - Teaching aids

- Teacher: Textbook, pictures

C- Technique Net work, ROR

D - Procedure

Greeting

II Warm up (5m)

1 Act: Net work

- Ask students to go the board and write

vocabulary

- T gives example on the board

- Let's go to the board and write in 3

minutes

soccer

swim

I Pre teaching

(when can we get gold medal)

(translation)

(explanation)

(translation)

(trans)

(explanation)

* Checking: ROR

I Vocabulary

- won the first prize (v)

- organize (v)

- competition (n)

- participant (n)

- ability (n)

- walking competition (n)

II Text A4 - P129

Popular sports in the USA

and Vietnam

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W

1 T / F statements

a Set the scene:

- Ask students to look at pictures

- T asks

Who are they? St: They are

students

What is the name of the sport?

St: Walking (Đi bộ)

- T hangs poster on the board and

runs through

- Checks the meaning if it has

- Ask students to copy down the

letters and guess which are T/ F

- T collects students' ideas on the

board

- Ask students to read the text and

check their predictions

- T explains: Many students like

walking so they organize a club

call "WFF" T asks

What is "WFF"?

What is "WTS"?

- Ask students to answer

* Matching

gives instruction: Ask students to

match one word in column A with

suitable meaning in column B

- Ask students to go to the board

and match

* Comprehension questions P132

- T runs through all the questions

and check the meaning

- Ask students to read the text and

write these answers in 5 minutes

- Ask one by one student to

answer the questions

* Poster

1 The writer participates in walking.

2 The writer's school team won the second prize.

3 The regular activity of the club is 5km walk to the beach.

4 Members living far from school volunteer

to take a walk instead of taking motorbike

or bicycle trips every Wednesday

*Key: 1 T 2.F 3 T 4 F

- WFF: Walking For Fun - Đi bộ thú vị

- WTS: Walk - To - School - Ngày đi bộ đến trờng

A

1 Therefore

2 increase

3 member

4 instead of

5 volunteer

B

a tình nguyện

b thay vì

c vì thế

d tăng

e thành viên

* Answer key:

a He takes part in walking for fun / walking

b The writer's school team won the first prize; they were so happy and wanted to keep the activity

c One activity is 5 km walk / walking 5 km

to the beach on Sunday morning and other walk to school day

d It is 5 km

e Wednesday is the WTS day

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P os t r ea din g * If has time ask students complete the summary - T gives exercise for students and gives instruction ask students use the words in the box to fill in the gaps f Members living near school take part in the WTS day * Complete the summary (won, fun, walking, school, competition) The club"(1) …… For Fun" at my school (2) …… the first prize in the district walking (3) …… last year The 2 activities of the club are a walk - to - (4) ………… day a 5 km walk to the beach on Sunday morning Walking is (5) …, easy and inexpensive activity and it is suitable to everybody Key: 1 Walking 2 won 3 competition 4 school 5 fun IV - Summary (2m) - Repeat the content of the lesson V- Homework (5m) - Learn vocabulary, write these answers the questions on the notebook, and complete the summary in their book - Prepare Unit 13 lesson 3 A3 - 5- Vocabulary, adjectives and adverbs E - Evaluation ………

………

Period 83

Lesson 3 A 3 - 5 P131 - 133

A - Aim

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- Practice in using adjectives and adverbs to talk about sports.

- By the end of the lesson, students will be able to use the adjectives and adverbs to talk about sport fluently

B - Teaching aids

- Teacher: Textbook, pictures, cards, poster

C- Technique Pelmanism, Matching Word cue drill

D - Procedure

Greeting

II Warm up (5m)

1 Act: Pelmanism

- T ticks the cards on the board so that

students can see the numbers (12 cards)

- T divides the class into 2 groups and

named them

- Give instruction: ask students from each

group to choose 2 numbers in turns T

turns over the cards at a time and sees if

the match, they will get 1 mark If not T

turns the cards over again and ask the next

group to choose

quick clear good skillfully quickly clearly slowly skillful safely well

I Pre teaching

- T elicits vocabulary from

students

I Vocabulary

- Careful (adj) carefully (adv) cÈn then

- good well giái

- quick quickly nhanh

- safe safely an toµn

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- Let students copy down

* Checking: Matching

divides the class into 2 groups

- Ask students to match one

adverb with suitable meaning

1 Presentation text A3 - P131

a Set the scene:

- T says: Trong 1 cuộc thi bơi

Hoa là ngời bơi về sau cùng

Hoax là ngời bơi nhanh hay bơi

chậm

- T gives model on the board

- T asks students some questions

Slow is adverb or adverb?

- T reminds " slowly"

- Ask students to listen 2 times

Up or down?

* Word cues drill

- T shows and runs through all

the cues

- T gives model (cues 1, 2)

- T speaks sentence 1

Students - sentence 2

Exchange (cue 3)

- Half - Half (4 -5)

- Open pair (3 cues)

- Close pairs

* Nought and Crosses

- T hangs poster on the board

- skillful skillfully khéo léo

- bad badly tồi

- Slow slowly chậm

A chậm khéo léo tồi giỏi nhanh

an toàn cẩn thận

B carefully well quickly safely skillfully badly slowly

C khéo léo chậm giỏi tồi

an toàn cẩn thận nhanh

II Text A3 - P131

Model

1 She is a slow swimmer.

2 She swims slowly.

* Concept checking

- "Slowly" là trạng từ đợc thành lập từ tính

từ bằng cách thêm đuôi "ly"

- Đây là cách thầnh lập của trạng từ chỉ thể cách

- Trạng từ bổ nghĩa cho động từ đừng trớc

- Ues: Dùng để diễn đạt: Ai đó làmviệc nh thế nào?

- Intonation: down

1 She / slow / swimmer

2 She / bad / tennis player

3 He / good / soccer player

4 He / quick / runner

5 He / skillful / volleyball

Example exchange:

1 She is a slow swimmer

2 She swims slowly

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(one group say 2 sentences) I/ slow/

swimmer

He/ quick / runner

soccer player She / skillful/

tennis player

He/ careful/

driver

volleyball player

I / quick/

runner

She/ safe/

cyclist

She/ bad / tennis player

IV - Summary (2m)

- Repeat the content of the lesson

V- Homework (5m)

- Learn vocabulary; do exercise A5- P133

- Prepare Unit 13 lesson 4 B1- Vocabulary, Model verb: Should + V

E - Evaluation

………

Period 84

Lesson 4 B 1 P134

A - Aim

- Listening to a text about an invitation and practice in "Model verbs" (can/should/ ought

to, must)

- Practice listening and speaking skills

- By the end of the lesson, students will be able to use practice in "Model verbs" (ought

to, must, and should)

B - Teaching aids

- Teacher: Textbook, poster

C- Technique Words square, Matching, ROR

D - Procedure

Greeting

II Warm up (5m)

1 Act: Pelmanism

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- T ticks the poster on the board

- Divide the class into 2 groups and ask

students from each group to go to the

board and circle the words they find

- Let's do in 3 minutes

* Key:

 table tennis,  can, should, eat

 brush teeth

after, before, meals, adult, swim, thin

I Pre teaching

(translation)

(visual)

* Checking: ROR

1 Presentation dialogue

- T model - Students repeat

- T elicits model sentences

- T asks students some question

What comes after "should"

after" ought to" &" must"

* Word cues drill

- T runs through all the cues

- T gives model - students repeat

- Then ask students to practice

speaking in pairs

I Vocabulary

- ought to (v) Phải

- must (v) phải

- table tennis paddle (n) vợt bóng bàn

II Dialogue Model sentence

P1: What should Nam do before he plays table tennis?

P2: He ought to do his homework.

He must do his homework.

* Concept check:

- Form:

Ought to + V Must + V

- Mean: Ai đó phải làm gì

- Use: Ought to, must: can be used as auxiliaries verbs

1 Nam / before / table tennis

do homework

2 We / after meals brush teeth

3 Children / when swimming swim with an adult

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F ur th er p ra cti ce Example exchange P1: What should you do after you have meals? P2: I should brush my teeth. - Complete the passage with the modal verbs in the box - T runs through all the modal verbs and asks students to read the passage and complete 4 Lan / when / very thin eat more III B4 - P137 Key: 1 Can

2 Must

3 must not 4 Should 5 Can

6 ought to / should 7 Can / should

8 should / must IV - Summary (2m) - Repeat the content of the lesson V- Homework (5m) - Learn vocabulary; do exercise A5- P133 - Prepare Unit 13 lesson 5 B2- Vocabulary, Model verb: Should + V E - Evaluation ………

………

Period 85

Lesson 5 B 2 P135

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A - Aim

- Further practice in making, accepting and refusing an invitation, using Modal verbs

- Practice speaking skills

B - Teaching aids

- Teacher: Textbook, poster

C- Technique: Mimi game

D - Procedure

Greeting

II Warm up (5m)

1 Act: Mime game (Language focus 5 2c P163)

- T mimes, ask students tp give advice

- T gives example: T - Cold

St: You should / ought to stay inside

You should not go out

- T uses the word "sick"

St: You should go to the doctor

I Presentation dialogue

- T presents the dialogue

- Ask students to listen and read

- Ask students to practice the

dialogue using the cues given in

the box

- Runs through all the cues in the

box - P135

- T gives example

- Ask students

I B2 - P135 Ba: Come and play basketball, Nam? Nam: I am sorry I don't think I can Ba: That's too, bad why not?

Nam: Well, I should clean my room Ba: Can you play on Friday

Nam: Yes, I can

Ba: All right, see you at seven

Nam: Ok, bye Nam: Bye

- Ask students to make their own

dialogue, using 3 bootom pictures

P135

- T.gives example exchange

* Example exchange:

P1: Come and play a game of tennis? P2: I am sorry I don't think I can

P1: Why not?

P2: I must prepare for the test tomorrow P1: Can you play on Tuesday?

P2: Yes, I can

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P1: All right, see oyu at 3 o'clock then.

P2: Ok, bye P1: Bye

IV - Summary (2m)

- Repeat the content of the lesson

V- Homework (5m)

- Learn vocabulary; learn all modal verbs

- Prepare Unit 13 lesson 6 B3- Vocabulary, Do T/ F Statements P137

E - Evaluation

………

Period 86

Lesson 6 B 3 P136

A - Aim

- Reading comprehension and using "Couldn't" for part ability

B - Teaching aids

- Teacher: Textbook, poster, grids

C- Technique: ROR, Grids, Answer given, T/F statements

D - Procedure

Greeting

II Warm up (5m)

1 Act:

- Ask students to go to the board and write the vocabulary

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