giáo án tiết anh 7 chương trình thí điểm unit 5 và 7

Vocabulary: the lexical items related to “Vietnamese food and drink”.. Objectives: By the end of this lesson, students can pronounce correctly the sounds /ɒ/ and /ɔ:/ in isolation and i

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I Objectives:

By the end of this lesson, students can

know the key language and structures to be

learnt in this unit

II Language Focus:

1 Vocabulary: the lexical items related to

“Vietnamese food and drink”

2 Structures: Nouns (countable/

uncountable)

How much/ How many?

a/ an, some, any…

III Method: Communicative approach

IV Teaching ads: Course book, CD player,

picture

V Procedures:

Teacher’s Activities Ss’ Activities

- Show the picture and ask Ss

some questions

- Play the recording

- Answer

- Ask Ss to work independently

Then allow them to share their

answer before discussing as a

class

- Individual work

- Ask Ss not to look at the book and try to remember which food and drinks are mentioned in the conversation Then let them opentheir book and check their

- Model this activity with a more able student Then ask Ss to work

- Group-work

Giáo án Tiếng Anh 7

1

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some more able Ss to guess their

name then when Ss know exactly

what to do, ask them to work in

groups

Week:

… Perio d: … Date of planni ng:

……/

……

Date of teachi ng:

I Objectives:

By the end of this lesson, students can pronounce correctly the sounds /ɒ/ and /ɔ:/ in isolation and in context; use vocabulary related to “Vietnamese food and drink”

uncountable)

How much/ How many?

a/ an, some, any…

flash cards

V Procedures:

- Have Ss complete the instructions with the verbs in the box

- Ask Ss to make some examples with the verbs they have learnt

- Individual work

2

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- Ask ss to do the exercise

individually and then check with

the whole class When checking,

ask Ss to refer to 1 to make the

meanings of the verbs clearer to

them

- Check Ss’ understanding of the

meanings on the nouns given

- Explain the meanings by using

pictures, example

- Have Ss put nouns in the correct

columns

- Remind Ss that some nouns may

fit in both columns

- Model the sounds /ɒ/ and /ɔ:/

first and let Ss see how the

sounds are formed

- Ask Ss to practice the /ɒ/ and

/ɔ:/ sounds together Play the

recording and ask Ss to listen and

repeat

- Ask Ss to listen again and put

the words in the correct column

- Individual work

- Listen and repeat

- Individual work

- Ask Ss to listen while T plays the

recording Play the recording

again and ask Ss to circle the

words they hear

- Ask Ss to check their answers

- Group-work

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I Objectives:

distinguish countable nouns and uncountable

nouns; use a/ an, some and any to talk about

quantity; use How much and How many to

ask about quantity

uncountable)

How much/ How many?

a/ an, some, any…

pictures

V Procedures:

- Ask Ss to study the Grammar

box Draw Ss’ attention to the

difference between countable

nouns and uncountable nouns

and the use of measurement

phrase, by analyzing the

examples in the Grammar box

Then ask Ss to give some more

examples Remind Ss that they

should use a good dictionary to

check if a noun is countable or

uncountable

- T Whole class

- Ask ss to do this exercise

individually Remind them to - Individual work

refer to the Grammar box and use a dictionary if necessary

- Have ss compare their answers

in pairs before checking with the whole class

- Draw Ss’ attention to the use

of a, an, some, any by analyzing the instruction and example in the Grammar box

- Ask Ss to play the game in groups Demonstrate the game

to the class

- Tell ss what they are supposed

to do Then ask them to work individually and share the answers with their partner before checking with the whole class

- Ask Ss to study the Grammar box Help them to distinguish the use of How many and How much by analyzing the

instruction and examples in the Grammar Box

- Ask Ss to do the task individually

- Ask Ss to work in pairs, ask andanswer the questions with How many and How much

- Call on some Ss and give comment

- Pair - work

4

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Week : … Peri od:

… Date

of plan ning :

……/

…… Date

of teac hing :

I Objectives:

By the end of this lesson, students can talk about their favourite food and drink

uncountable)

How much? / How many?

a/ an, some, any…

IV Teaching ads: Course book, CD player.

V Procedures:

- Help Ss to understand the meanings of the words in Extra Vocabulary by using pictures, example, or even translations

- Ask Ss to add some more words naming or describe food and drink

- T Whole class

5

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- Ask Ss to look at the picture of

the chef and predict which food

or dishes he might like

- Play the recording and let Ss

check their predictions Play the

recording again and ask Ss to tick

the food the chef mentions from

the Extra vocabulary box

- Have Ss read the questions in

the table carefully and ask them

to note their answers

- Ask Ss to share their answers in

pairs to find out what they have

in common with their partners

- Ask Ss to move around and ask

different classmates every

question in the table

- Remind Ss to write the names of

the people they interview and

note the answers in the table

- Have Ss practice the results of

their interview in pairs

- T-Whole class

- Individual work

- Pair-work

- T whole class

- Pair-work

- Call on some Ss to report the

results of their interviews before - Whole class

the whole class

- Invite some comments from other Ss

- Correct the common errors

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I Objectives:

By the end of this lesson, students can use

read for specific information about Pho, a

popular food in Viet Nam

uncountable)

a/ an, some, any…

V Procedures:

- Ask Ss to look at the picture of a

bowl of pho Ask them some

questions

- Answer

- Ask Ss to scan the passage to

find where the words: stewing,

bones, broth, boneless and slices

are in the passage

- Individual work

- Ask Ss to read the text again andanswer the questions

- Ask Ss to note where they found

th information that help them to answer the questions

- Have ss compare their answers before discussing before the whole class

- Remind Ss of form and use of a/

an, some, any and phrases of quantity used with uncountable nouns Ask Ss to work in pairs, asking and answering the questions about the ingredients for an omelette

- Ask ss to work individually, usingthe phrases in the box to

complete the instructions on how

- Ask Ss to work in pairs to practice

- Pair -work

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8

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Week: …

Period: …

Date of planning:

……/……/……

Date of teaching: ……/……/……

UNIT 5: VIETNAMESE FOOD AND DRINK Lesson 6: Skill 2 I Objectives: By the end of this lesson, students can listen to get the information about different traditional food and write about some popular foods or drinks II Language Focus: 1 Vocabulary: the lexical items related to “Vietnamese food and drink” 2 Structures: Nouns (countable/ uncountable) How much? / How many? a/ an, some, any… III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities Ss’ Activities - Ask Ss to talk about traditional food or drink where they live Ask them some questions - Call on some pairs to practice before the class, then invite some comments from the other Ss - Pair-work - Ask Ss to read the instruction carefully and remind them too remember the names of the three places and three dishes mentioned in the conversation they are going to listen - Play the recording and ask Ss to match the places with the dishes - Individual work - Ask Ss to write the answers on the board - Ask Ss to read the rubric and study the table carefully Play the recording again and have Ss tick the correct items as the listen - Play the recording again for Ss to check the answers - Ask Ss to make notes about some foods or drinks where they live Remind the Ss that they do not have to write full sentences and they can use abbreviations - Read out the notes from some more able Ss to the whole class - Individual work - Pair-work - Ask Ss to Ask Ss to write a draft first Then have them write their final version in class - Group-work

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I Objectives:

review all what they have learnt in this unit

uncountable)

a/ an, some, any…

pictures

V Procedures:

- Tell ss to find as many words or

phrases as possible to add to the

columns individually

- Have ss compare with a partner

to find out who has more words

- Individual work

- Pair-work

- Ask Ss to read the sentences carefully and complete them withthe verbs from the box Remind

Ss that the words, phrase, and sentences around the blanks will provide the context form them tochoose the correct verbs

- Ask Ss to do the exercise individually

- Call on some Ss to give their answers

- Ask Ss to do the task individually

to complete the sentences with SOME and ANY

- Correct their answers

- Ask Ss to make question with How many/ How much for underlined words

- Ask them to write the answers

in the board

- Invite some comment from other Ss

- Individual work

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UNIT 7: TRAFFIC Lesson 1: Getting started – Monday in

the playground

I Objectives:

know the key language and structures to be

learnt in this unit

the topic “Traffic”

2 Structures: It indicating distance.

Used to.

III Method: Communicative approach.

picture

V Procedures:

- Introduces the topic “traffic”

- Ask Ss to look at the picture and

guess what the conversation

between Mai and Oanh might be

about

- Play the recoding

- Answer

- Have Ss to work independently

to choose the correct answer to

the questions

- Check their answers and give

explanations if necessary

- Ask Ss to work in pairs Let

them check their answers in pairs

or groups

- Call some pairs to read the

questions and give answers

- Ask Ss to role-play the short conversations in pairs before creating their own short role-plays More able Ss can try to extend the conversation

- Ask Ss to work in pairs and writethe means of transport under theright pictures Then Let Ss read each word correctly

- Check their pronunciation

- Ask Ss to work individually to dothe task, and write their answers

in their notebooks

- Check their answers

- Ask Ss to make sentences with the phrases

- Ask them to take notes Then some of them can report their result to the class

- T whole class

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UNIT 7: TRAFFIC Lesson 2: A Closer Look 1

I Objectives:

By the end of this lesson, students can pronounce correctly the sounds /e/and /ei/ in isolation and in context; use vocabulary related to arrangements for a trip

Used to.

flash cards

V Procedures:

- Brainstorm with Ss: let them tellyou all the road signs they see every day on the way to school,

or elsewhere, and al the words they know related to the topic traffic and transport Encourage them to say out loud as many words as possible

- T whole class

- Ask ss to work in pairs to talk about the meaning of the road signs

- Have Ss work individually to label the road signs in 1 with the words/ phrases

- Call some pairs to write these

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on the board

- Check their answers

- Let Ss work in pairs and talk

about the traffic signs they see on

the way to school

- Go around and give assistance if

necessary

- Play the recording and Ss

repeat, pay attention to the

sound /ʧ/and /dʒ/ Help them

with their pronunciation

- Play the recording twice Ask

them to do the task 5

individually

- Pair-work

- Whole class

- Individual work

- Refer back to the page 8 Ask Ss

to find all the words having the

sounds /e/ and /ei/ in section

1-3

- Correct their mistakes Let them

practice saying these words

together

- Individual work

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UNIT 7: TRAFFIC Lesson 3: A Closer Look 2

I Objectives:

By the end of this lesson, students can use

“It” indicating distance and “used to” to talk

about past habit or states

Used to.

pictures

V Procedures:

- Explain to Ss how to use “it”,

and give some examples - T Whole class

- Let Ss work by themselves and

write down the sentences

- Observe and help when

necessary

- Ask some Ss to read their

sentences

- Correct their mistakes

- Ask Ss to ask and answer about

distances in their neighborhood,

- Pair-work

following the example

- Encourage them to talk as much

- Give some examples

- Ask Ss to work independently, writing down the answers Then ask them work in groups to checkand say the sentences out loud

- Ask Ss to write the answers on the board

- Let Ss work independently to rewrite the sentences in their notebooks

- Call on some Ss to read out theirsentences

- Let other Ss give comments

- Correct mistakes if necessary

- T whole class

- Individual work

- Ask Ss to take turn to ask and answer the questions Then T may ask Ss to report their results

to the class

- Group-work

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UNIT 7: TRAFFIC Lesson 4: Communication

I Objectives:

By the end of this lesson, students will be

able to talk about obeying traffic rules, laws,

and how to use the road safely

Used to.

V Procedures:

- Have Ss read the new words and

elicit the meaning of the new

words Next say the words after

the teacher

- T Whole class

- Have Ss work in groups to name

the country which each flag

belong to Check the answers

together

- Group-work

- Explain to Ss that the countries

in 1 drive on the left-hand side of the road Listen the recording to find out why this happened, and complete the reasons in 2

- Ask Ss work in pairs, discussing which one they think is the false driving law

- T whole class

- Pair-work

- Have Ss to work in groups and discuss the laws in 3 and put them in order from the strangest

to the least strange

- Group-work

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