giáo án Tiếng Anh lớp 7

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Period: 14- Week: 5

Preparing date: 23/9/2015

Teaching date: 24/9/2015

UNIT 2: HEALTH Lesson 6: Skills 2

A Objectives:

By the end of this lesson, students can listen to get specific information about health problems and advice

B Language Focus:

1 Vocabulary: the lexical items related to the topic health issues.

2 Structures: - Imperatives with more and less

- Ask ss to write new words

II New lesson

Teacher’s Activities Time Ss’ Activities

1 Listening

* Act 1

- Draw the Olympic rings on the

board and ask Ss what these

represent

- Brainstorm with Ss as a class

different words that come to mind

when Ss think of the Olympics

- Ask Ss to discuss the questions

- Play the recording Ask Ss to tick

the problems an ironman had as a

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before listening to the recording a

final time to check

- Correct their answer

- Ask Ss to listen again and choose

the right response

- Divide the class into groups and

give a time limit for discussion and

feedback as a class

- Make sure Ss understand the word

“triathlon” in the listening

- Ask Ss to work individually to

finish this activity

- Check and confirm the correct

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- Ask Ss to work in pair to write a

health problems and responses

- Ask some pairs to share their

problems and response with the

class

10’ * Production :

7 Work in pairs Choose one of the problems Student A writes the problem, and student B writes the reply.

…

3

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A Objectives:

By the end of this lesson, students can review all what they have learnt in this unit

B Language Focus:

1 Vocabulary: the lexical items related to the topic health issues.

2 Structures: - Imperatives with more and less

- Ask ss to write some health problems

II New lesson

Teacher’s Activities Tim

e

Ss’ Activities

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- Correct the exercise on the

board to check spelling

*Act 2

- Ask Ss what they see in each

picture

- After a brief discussion, Ask

ss to complete the exercise

- Have Ss compare their

answers with a partner

- Check their answers

1 I want to eat some junk food, but I am putting on weight

2 I don’t want to be tired tomorrow, so I should go to bed early

3 I have temperature, and I feel tired

4 I can exercise every morning, or I can cycle to school

5 Choose one of the following health problems Role-play a discussion Student A

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3. Communication

- Ask Ss to divide Ss into

pairs

- Ask one pair to come up and

role-play the example in the

book

- Ask Ss to create their own

role-ply from the sample

problems in the book

5’

is the patient Student B is the doctor.

oHave sunburnoHave toothacheoHave a cough and a runny noseoPutting on weight

- Ask the class decide what’s

true and what’s myth

5’ 6 Discuss the following sentences about

health with a partner Do you think they are facts or myths?

Finished! Now you can…

1 Vocabulary: the lexical items related to community service and volunteer work.

2 Structures: Past simple.

Present perfect

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C Teaching ads: Course book, CD player, picture.

- What can you see in the picture?

- Who so you think they are?

- What are they talking about?

II New lesson

e

1 Act 1

- Ask Ss to open their books

- Play the recording and have Ss

follow along

- After the first listening, ask Ss to

recall information from the listening

5’ •Global Citizen is … (the name of the

answer the questions

- Ask them to compare their answers

with a partner then discuss as the class

- Write the correct answers on the

board

- Ask Ss to think about how books and

clothes can help to better the

children’s lives

3 Act 3

- Have Ss work individually to so the

task then compare their answers with a

partner

- Tell Ss they can put some words in

more than one column

- Write the correct answers on the

- Nouns: help, benefit, volunteer, plant.

- Verbs: donate, help, benefit, volunteer,

recycle, plant, provide, clean, encourage

- Adjectives: clean, environmental.

3 Fill the gaps with the words in the box.

Key:

1 Volunteer

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- Ask Ss to work individually.

- Check the answers as a class

5.Act 5

- Tell Ss to look at the list of the verbs

Ss have already got from exercise 2

- Have Ss complete the exercise in

pairs

6.Act 6

- Draw the word webs on the board

Have Ss work in groups to complete

the word webs in 5 minutes on the

- Donate: books, blood, clothes, toys…

- Help: children, homeless people, old

people, the poor…

- Clean: streets, walk, lakes, rivers,

beaches,…

- Provide: food, attention, life skills,

education, houses, help, books…

7 Act 7

- Model game with a student

- Have the class play the game as

instructed

5’ 5 Game: Vocabulary ping pong

Example:

A: provideB: foodA: homeless peopleB: help

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Lesson 2: A Closer Look 1

A Objectives:

By the end of this lesson, students can pronounce correctly the sounds /g/ and /k/ in isolation and in context; use the lexical items related to community service and volunteer work

B Language knowledge

Present perfect

C Teaching ads:

Teacher: Course book, CD player, flash cards

Students: Students’ books, workbooks

D Skills: R, S, W

E Procedures:

I Warm up (5’)

II New lesson

e

1 Vocabulary

*Act 1

- Ask Ss to do the matching individually

- Write the correct answers on the board

then ask Ss to discuss these questions as

- What do you see in the pictures?

- What are the difficulties they face?

- What do they need?

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*Act 2

- Ask Ss about how the people in each of

the situation in 1 can be help

- Divide Ss into pairs to do the task

- Once Ss have finished, elicit ideas from

the whole class

- Ask Ss to answer the questions

- Tell Ss the provide words include

solutions as well

*Act 3

complete the task

- Have ss work in pairs to work out some

solutions for the problems in a

Encourage Ss to add their own ideas in

addition to using the words provided

- Elicit their ideas as a class

2 Pronunciation /g/ and /k/

*Act 1

- Play the recording and ask Ss to repeat

- Pause the recording to drill difficult

items

*Act 2

- Play the recording and instruct Ss to

circle the word that they hear

- What do you see in the picture?

- Does our community have similar problems?

b In pairs, talk about the problems

in a and the possible solutions Add your ideas.

4 Listen and repeat (page 29)

community gocolour green garden

5 Listen and circle the words you hear.

Key:

1 cold 2 green 3 clothes

4 girl 5 goal

6 Listen and repeat.

1 Go Green protects the environment

2 The girl with the curls is so cute

3 Last year we started a community garden project

4 He’s collected clothes for street kids for two years

5 She likes the colour gold

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*Act 4

- Model game with 2 students first before

dividing Ss into groups

- Ask Ss to think of other minimal pairs

- Learn vocabulary by heart

- Prepare the next lesson

Present perfect

C Teaching ads:

- Students: Students’ books, workbooks

D Skills: L, S, R, W

E Procedures:

I Warm up (5’)

II New lesson

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Teacher’s Activities Time Ss’ Activities

1 Grammar

The Past simple and Present Perfect

- Ask ss to keep books closed

- Draw their attention to the difference

between sentences (1) and (2) by asking

- Which sentences tells you exactly

when it happened?

Last year, I went to Hoi An (1) Last year, I have been to Hoi An (2)

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- Ask Ss to open the books and do the

exercise 1 individually

- Ask Ss to identify the difference

between the actions they have

underlined

- Show Ss the rule box

- Ask them to try to work out the rule

first

- Ask them if they know the time

expressions that often go with the past

simple and the present perfect

2 Practice

*Act 1

- Tell Ss they will need to use the Past

simple and the present perfect to

complete this task

- Go around to monitor to ensure they

not just look at the fact sheet and say out

the phrases for each other to copy down

- Take notes of any common errors and

correct them as a class later

Act 2:

- Ask ss to With a partner, write

sentences about yourself in the past

simple and the present perfect Use the

words from the box

2 Put the verb in brackets in to the correct form.

Key:

1 Cleaned

2 Have collected

3 Collected

4 Has flown; went

5 Have you ever seen; saw

3 Choose the best answer.

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looks at the fact sheet below and student

B looks at the fact sheet on page 33

Each student asks and answer questions

about the fact sheet to complete the

information.

sheet below and student B looks at the fact sheet on page 33 Each student asks and answer questions about the fact sheet to complete the information.

- Practice more by using The past simple and the present perfect

- Prepare next lesson (Communication)

2 Structures: Past simple

Present perfectUse “because” for giving reasons

C Teaching ads:

D Skills: S, R

E Procedures:

I Warm up (7’)

- Ask ss to write the structure and use of the simple past and past perfect tense

II New lesson

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e

*Act 1

- Elicit different volunteer form Ss

- Refer to any words in the Extra

Vocabulary box Ask them to guess the

meanings, and how that may relate to

community services and volunteer work

10’ Think of the activities both in the

local community/ city/ town/ Viet Nam, and from other places that you have read about, or seen in books, or

on TV, or on the Internet, etc

- Ask Ss to look at the photos and

describe what they see

- Tell them to compare their ideas with

the provided activities

*Act 3

- Tell Ss now they will learn about

volunteer activities in Viet Nam Ask ss

what they think the volunteers in the

photos are doing

- Ask Ss to do the matching task

- Ask Ss if they know any other actual

information about these volunteer

activities, or if they know any other

similar activities that take place in Viet

Nam

*Act 4

- Ask Ss to complete the exercise in

groups

- Each group choose one person from the

group to report back to the class

(Page 31)

2 Look at the photos about community service in Viet Nam Match them with the activities.

- What are the volunteers in the photos doing?

- Have you ever done any of these

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- Ask Ss to interview at least three

students Ask them take notes of their

classmates’ answers so that they can share

the most interesting answers with the

Present perfect

C Teaching ads:

D Skills: S, R

E Procedures:

I Warm up (5’)

II New lesson

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e

1 Reading

*Act 1

- Ask Ss to read the text and underline

any words they don’t know

- As a whole class, discuss any unfamiliar

words from the text

10’

1 Read the text about volunteer work in the United States.

*Act 2

- Remind Ss of some of the American

volunteer activities they learnt about in

the last lesson

- Call on Ss to read the statements from 2

aloud

- Ask ss to guess if the statements are true

or false

*Act 3

- Ask Ss to read the passage again and

answer the questions

- Correct the answers as a class

2 Speaking

*Act 1

- Give 5 minutes for ss to work

individually to complete this task

- Encourage them to think of all the

volunteer activities they have learnt so far

in this unit, and any other activities that

they know

- Tell Ss they only need to write in note

form and not full sentences

Key:

• Raising money

• Cooking meals

• Cleaning streets

• Teaching young children

4 Idea bank: Fill in the table with your ideas for volunteer activities

• To raise money, we could…

• aTo provide food We could…

• To help repair things, we could…

• To help people with transportation, we could…

• To tutor young children, we could…

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*Act 2

- Divide the class into groups of four

Explain that after each person shares his/

her ideas from 4, the group will need to

choose one ideas and develop it in more

details

- Ask Ss to give a short presentation about

their idea/ bark to the class

10’ 5 Work in group Share the ideas in

your idea bank with your group members Then use the most interesting ideas to create a new group idea bank and share it with the class.

Example:

A: We could make postcards and sellthem to raise money

B: What types of postcards?

C: where should we sell them?

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C Teaching ads:

D Skills: L, W

E Procedures:

I Warm up (5’)

- Chattinhg about volunteer work

5’ 1 Discuss the following questions.

• Who do you think benefits form volunteer work?

• How do people benefits form volunteer work?

(students’ answers)

*Act 2

- Ask Ss to guess what Mai

and Phuc will talk about

- Play the recording and elicit

from Ss the gist of this

recording

- Play the recording twice and

have Ss answer the questions

2 Phuc feels more self-confident because hehas made new friends

3 The reporter thinks Phuc is confident

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*Act 3

- Play the recording again and

let Ss fill in the blanks

- Confirm and correct their

answers

2 Writing

*Act 1

- Go through the Study skills

– Giving reasons box with the

class Explain that because is

used to introduce the reason

for something

- Ask Ss to do exercise 4

individually

- Ask Ss to give their answers

- Confirm and correct their

3 Listen again and fill in the blanks

2 I stayed home because it rained.

3 Because the lake is full of rubbish, they’ve decided to clean it up.

4 Because she works in that small town, she has lived three for three years.

*Act 2

- Tell Ss now they will write a

paragraph using the ideas they

generated in Speaking 4

- Ask Ss to make notes in

class then develop the notes

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UNIT 3: COMMUNITY SERVICE

Lesson 7: Looking Back

A Objectives:

By the end of this lesson, students can review all what they have learnt in this unit

B Language Focus

C Teaching ads:

- Teacher: Course book, CD player, pictures

- Students: Students’ book, work books

D Skills: S,L,R,W

E Procedures:

I Warm up(5’)

- Ask ss to talk about community service

1 Vocabulary

*Act 1

- Ask Ss to complete this task

in pairs

- Tell Ss that some words in

the box can be matched with

more than one verb in blue

10’ 1 Match the verbs in blue with the correct

words in the box.

Key:

• Donate: food, books, clothing, blood.

• Provide: evening classes, food, care,

books, education, clothing, attention

• Help: the community, homeless people,

the elderly, the disabled

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- Ask Ss to complete this

activity individually

- Ask them to explain why

the option they choose is

suitable to complete the

sentences but the other two

options are not

*Act 2

- Ask ss to complete this

exercise individually Then

share their answers with a

partner

- Before giving correction,

Ask Ss to explain the

differences between

sentences 2 and 3, and 4 and

5

- Quickly review the past

simple and the present

perfect

*Act 3

- Have Ss do this exercise in

pair

- Ask Ss to swap their

writings with each other for

4 Did Shakespeare write

5 Has she written

4 Finish the sentences below.

Key:

1 The engine is very good

2 It is going to be cold this evening

3 She’s kind

4 They are not as lucky as we are

5 She works very hard to improve her teaching

3 Communication

- Divide Ss into pairs

- Tell Ss to read their role

cards and ask and answer

questions with each other

- Have them role play the

interview for the class

10’

5 Role-play.

Student A is a reporter and student B is a volunteer Student A asks the questions and writes down student B’s answers Then swap your roles Use the following questions as prompts

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III Consolidation (2’)

- Ask ss to repeat the main content of the lesson

IV Homework (3’)

- Do the PROJECT: Your volunteer work

- Prepare next lesson :

A Objectives.

By the end of the lesson, Ss will be able to revise pronunciation, vocabulary, grammar, everyday English.about hobbies, health and community service

B Language knowledge

Use “because” for giving reasons

C Teaching ads:

E Procedures:

I Warm up

Role play: Patient and doctor

II New leson

*Act 1: LANGUAGE

Pronunciation

Ex1: T asks Ss to pronounce these

words first and correct Ss’ mistakes

He / She then plays the recording as

many times as needed

Ex2: In order to do this exercise

correctly, Ss have to be able to

pronounce the words correctly

1.lock x 7 cream

x

2 community P 8 grocerx

3 kind x 9

vampire P

4 cracker x 10 bread

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themselves T may let Ss do it in

groups and encourage them to read the

words out loud among themselves

Then T checks them as a class and

encourages Ss to repeat the words

Ex3: All these activities have been

taken from the first three units, so they

are expected to be quite easy for Ss to

do T gives Ss about 10 minutes to

read and write down the phrases into

the correct columns and tick their

activities For more advanced Ss, T

can ask them to add more activities

into the columns

Ex4: This exercise is a combination of

reading comprehension and

vocabulary use T helps by making

suggestions or giving the first letter of

the word At the end, T writes the

correct answers on board

*Act 1: GRAMMAR

Ex5: This is a revision of the use of

simple present, simple past and

present perfect and the time signals

that go with each Ss can complete

this exercise with ease

Ex6: T may let Ss read the beginnings

and the endings for a few minutes,

then match individually T calls on

10’

P

5 flavour P 11 fruit P

6 fear P 12 varyx

1 A 2 C 3 C 4 B 5

VOCABULARY

3 Put the phrases below into the correct categories and tick the activity/ activities you do yourself

Activities to help…

yourself Your community

- washing your hands before meals

- tidying up yourroom

- gardening

- eating a lot of fruit

- helping the old

- raising money for the poor

- collecting rubbish in your area

- opening classes for street children

4 How much can you remember? Choose one of the words/ phrases below to match the description The first one is an example.

Key: 1 obeysity 2 cleaning the street

3 calories 4 staying in shape

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some Ss read their answers T corrects

their answers T corrects the answers

if necessary

*Act 1: EVERYDAY ENGLISH

Ex7: Suggested interpretation of your

answers:

If you answer “ Yes” to all the

questions, you do have very healthy

eating habits For each wrong answer,

take off 1 point If your score is under

four, change your habits!

10’

5 donating 6 hobbyGRAMMAR

5 Choose the best answer A, B, or C

to complete the sentences.

1 A 2 C 3 A 4 B 5 C 6 B

6 Match the beginnings in A with the endings in B.

1 d 2 e 3 a 4 c 5 bEVERYDAY ENGLISH

• If you answer “ Yes” to all the questions, you do have very healthy eating habits

• If your score is under four, change your habits!

III Consolidation (2’)

- Ask ss to repeat the main content of the lesson

IV Homework (1’)

Do Test yourself in the Workbook

Prepare: Review 1: Skills

Use “because” for giving reasons

C Teaching ads:

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E Procedures:

Teacher’s activities Time Students’ activities

I Warm up

Chatting: What should you do if

you have sore eyes?

II New leson

*Act 1

READING LIVE TO BE

HAPPY

1 T asks Ss to read the questions

first and identify the keywords in

each question Ss can then read

the text and choose the answers

through speaking and

listening Then they can

exchange their results and

take turns to report it to

1 A 2 B 3 C 4 B

II- Speaking

ARE YOU A COMMUNITY PERSON?

2.Work in pairs Interview each other to complete the questionaire below Circle the correct answers and report the results

3 Have you ever taken part in a Yes 5

community activity? If yes, what is it?

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T asks Ss to determine the

subjects and the verbs of each

sentence to see if it is a simple or

a compound sentence T may

allow Ss to translate the

sentences into Vietnamese

- T checks all the answers before

betting Ss do the second task of

Conversation1: 1 A 2 BConversation2: 1 B 2 C

IV- Writing

4 Make complete sentences from the prompts below and put them under the correct pictures.

Picture 1:

5 This activity is often done in spring

6 They dig a hole to put the young tree in

1 They water and take great care of the trees during the first month

Do Test yourself in the Workbook

Prepare for the 45 minutes test

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4 A much B drug C future D buffalo

II: Choose the best option to complete the following sentences.

6 I have known her……… two years

7 He many old books for 5 years

A recycled B is recycling C has recycled D will recycle

8 To prepare for the new year, I my house again since last month

A paint B painted C have painted D has painted

9 They ……… the used plastic bottles with water several times yesterday

A washed B is washed C are washed D were washed

10 It is dangerous quickly

III: Match the verbs in A with the phrases in B

IV: Read the text and answer the questions.

The first reason why many families do volunteer work is that they feel satisfied andproud The feeling of fulfillment comes from helping the community and other people Inaddition, volunteering is a great way for families to have fun and closer But many peoplesay they don’t have time to volunteer because they have to work and take of their families

If that’s the case, try rethingking some of your free time as a family You could select justone or two projects a year and make them a family tradition For instance, your family canmake and donate gift blankets for the old homeless people on holidays Your family canalso spend only one Saturday morning a month collecting rubbish in your neighborhood

16 How do people often feel when they volunteer?

V: Listen: You will some information about a place called Sea world Listen

and complete questions 21-25 You will hear the information twice.

Sea world

Open: Tuesday – Sunday

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Closed during month of: 21………

Watch a film about the sea in: 22………

Dolphin show starts at: 23………

Shop sells: 24………

Child’s ticket costs: 25………

VI: Writing: Imagine that you are a doctor Write an e-mail to respond your patient who

is putting on weight Give him/ her your advice.

16 They feel satisfied and proud

17 Your / Our family has fun and closer

18 Because they have to work and take of their families

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19 Your/ Our family can make and donate gift blankets for the old homeless

people on holidays

20 Yes, it is

V: Listen: You will some information about a place called Sea world Listen

and complete questions 21-25 You will hear the information twice.

21 March 22 Centre 23 2.15 24 toys and books 25 £4.25

VI: Writing: Imagine that you are a doctor Write an e-mail to respond your patient who is putting on weight Give him/ her your advice.

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1 Vocabulary: the lexical items related to the topic “Music and Arts”.

2 Structures: - Expressing agreement: too and either;

- Comparisons:

(not) as … as the same as different from

C Teaching ads: Course book, CD player, pictures.

• Who are Duong and Nick?

• What are they going to do?

II New lesson

*Act 1:

- Play the recording (twice)

- Ask Ss to do this exercise in pairs.

- Check their answers and give

explanations if necessary

*Act 2:

- Ask Ss to work individually to fill

in the gaps in the sentences.

- Call some Ss to read their answers.

5’ 1 Listen and read

a Are these sentences true (T) or false (F)?

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*Act 3:

- Tell Ss refer back to the

conversation to find the phrases

Have Ss practice saying them

together.

-Explain the meaning to Ss, then

give some examples.

*Act 4:

- Ask Ss to practice the

conversations in pairs before

creating their short role-plays.

*Act 5:

- Ask Ss to write the words/ phrases

under the right pictures Then play

the recording.

- Let Ss listen and repeat.

- Check and correct their

A: We’ll go to the cinema next Saturday Can

you go, too?

B: Let’s me see I’ll have to ask my parents

- Ask Ss to give their partner the

directions to one of the places on the

map, and they try to guess Then

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IV Homework (3’)

- Do ex

- Prepare next lesson

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By the end of this lesson, students can pronounce correctly the sounds /ʃ/ and /ʒ/ in isolation and

in context; use vocabulary related to the topic “Music and Arts”.

B Language Knowledge:

2 Structures: - Expressing agreement: too and either;

- Comparisons:

(not) as … as the same as different from

C Teaching ads: Course book, CD player, flash cards.

D Skills: S, L, R, W

E Procedures:

I Warm up (5’)

- Chatting about music and art

II New lesson

e

1 Vocabulary

*Act 1:

- Brainstorm with Ss: let them find all

the words they know related to music

and arts.

- Play the recording and let Ss listen

Play again with pause for Ss to repeat

each word.

- Correct their pronunciation.

*Act 2:

- Have Ss work individually to match

the words with the phrases.

- Call one or two Ss to write the

5’

- Brainstorm: find the words related to music and arts.

1 Listen and repeat these words.

2 Match a word in A with a phrase in B.

Key:

1 e 2.b 3 a 4 d 5.c

painter artist actress musician puppet dancer singer song writer

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*Act 3:

- Ask Ss to work in pairs and put the

letters in order to form the correct

- Ask Ss to read the words after T Let

them talk about these musical

instruments

*Act 5:

- Ask Ss to put one of these words in

each blank to finish the sentences.

- Call some Ss to write their answers

on the board

- Let the class comment and give them

the correct answers.

2 Pronunciation /ʃ/ and /ʒ/

*Act 1:

- Let Ss practice the sound /ʃ/ and /ʒ/

together Show Ss how to pronounce

the two sounds Play the recording and

let Ss listen and repeat.

- Play the recording twice or three

times Help Ss distinguish the two

sounds, and put the words in the right

Closure, occasion, leisure, television.

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*Act 2:

- Play the recording as many times as

possible and let Ss repeat the

sentences Correct their pronunciation

and help them do the task as directed.

5’ 7 Listen and repeat the sentences

Underline the words with the sound /ʃ/ once Underline the words with the sound /ʒ/ twice.

2 Structures: Comparisons: (not) as … as; the same as; different from.

C Teaching ads:

1.Teacher: Course book, CD player, pictures.

2.Students: Textbooks, workbooks

E Procedures:

I Warm up (5’)

- Chatting about music and art

II New lesson

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1 Grammar 1

- Different types of comparisons and

vocabulary related to them were already

studied in Tieng Anh 5 and Tieng Anh

6.

- Ask Ss to recall what they know and

give examples.

- Explain the uses of three structures to

Ss and give some example.

5’ Comparisons: (not) as … as; the same as;

- Let ss work by themselves and write

down the missing words.

- Ask some Ss to read the sentences.

- Correct Ss’ mistakes.

*Act 2:

- Let Ss do the task individually First

read the text, then put a suitable word/

phrase in each gap, and compare their

answers with a classmate.

- Correct Ss’ answers.

- Let Ss read in chorus Correct their

pronunciation and intonation

*Act 3:

- Let Ss work in pairs Help them

interpret the table first Give them

instructions on how to do the task.

- While Ss do their task, T goes around

to monitor the class.

3 Grammar 2

- Explain to the class the use and

location in the sentence of too and

either

- Let them read examples Tell them to

give sentences of their own.

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- Ask Ss to work individually, writing

down the answers.

- Let Ss work in groups to check and

read the sentences

- Let ss work individually, writing down

the answers to make a list of the likes

and dislikes They have their own

choices, so long as their sentences are

correct grammatically Encourage them

to give their own ideas.

5 What music and arts are you interested,

or not interested in? Make a list by completing the sentences below.

- Ask Ss to work in pairs to share their

lists of ideas.

- Ask some more Ss ro report their

results to the class.

5’ * Production :

6 Work in pairs Share your list with your partner Then, report to the class using too/ either.

1 Vocabulary: the lexical items related to the topic “Music and arts”.

2 Structures: Present simple tense

C Teaching ads: V Procedures:

Trang 40

1.Teacher: Course book, CD player, pictures.

2.Students: Textbooks, workbooks

E Procedures

I Warm up (5’)

- Ask ss to make sentences using comparisons

II new lesson

*Act 1:

- Brainstorm with Ss to give the names of

famous musicians, actors, actresses,

painter, and music bands they know

- Have Ss read the new vocabulary after

the teacher Explain the meaning of the

- What do you know about Hoi An?

- Anything you can remember about it.

- Give ss plenty of time to work

independently, read the passage, and

understand the main ideas.

- Divide the class into groups of four or

five to discuss the questions.

- After some time, elicit ideas from the

groups Then one student from each

group presents their ideas to class.

7’

8’

1 Music quiz: What do you know?

Work in groups and answer the questions Key:

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