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GIÁO ÁN MINH HỌA GLOBAL SUCESS

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GIÁO ÁN MINH HỌA TIẾNG ANH 7 SÁCH GLOBAL SUCESS KÌ 1 (THEO CV 5512) Trong mỗi hoạt động, mỗi bước sẽ được trình bày như sau: Deliver the task - Implement the task - Discuss - Give comments or feedback WORD VERSION | 2023 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

UNIT 1: HOBBIES

I F F O

Lesson 1: Getting started – My favourite hobby

I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - An overview about the topic Hobbies - Vocabulary to talk about hobbies 2. Core competence

Y U Q

N Ơ H N

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities

M È

- Love talking about their hobbies

Y Ạ

II. MATERIALS

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

- Grade 7 textbook, Unit 1, Getting started - Computer connected to the Internet - Projector / TV/ pictures and cards - sachmem.vn

Language analysis Form

Pronunciation

1. unusual (adj)

/ʌnˈjuːʒuəl/

2. creativity (n)

/ˌkriːeɪˈtɪvəti/

3. dollhouse (n)

Y Ạ

M È

Meaning

different from what is usual or normal

Y U Q

/ˈdɒlhaʊs/

N Ơ H N

I F F O

Vietnamese equivalent khác thường

the ability to produce or use originalsự and sáng unusual tạo ideas a toy that is a very small house, often with furniture and small dolls in it

nhà búp bê

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

4. cardboard (n)

5. glue (n)

/ˈkɑːdbɔːd/

/ɡluː/

6. making models

/ˈmeɪkɪŋ ˈmɒdlz/

Assumption

a sticky substance that is used for joining things together

N Ơ H N

making a representation of something, usually on a smaller scale

Y U Q

Anticipated difficulties

M È

I F F O

stiff material like very thick paper, bìa các tông often used for making boxes keo dán, hồ

làm mô hình

Solutions

Ss may lack experience of group / team Encourage Ss to work in groups so that they can help one another. work. Give short, clear instructions, and help if necessary.

Y Ạ

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

Board Plan Date of teaching Unit 1: Hobbies Lesson 1: Getting started *Warm-up Asking questions I. Vocabulary 1. unusual (adj) 2. creativity (n) 3. dollhouse (n) 4. cardboard (n) 5. glue (n) 6. making models II. Practice

Y Ạ

M È

Y U Q

N Ơ H N

Task 1: Listen and read. Task 2: Read the conversation again and write T (True) or F (False).

I F F O

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

I F F O

Task 3: Write the words and phrases from the box under the correct pictures. Then listen, check, and repeat. Task 4: Work in pairs. Write the hobbies from 3 in the suitable columns. III. Production Task 5: Game: Find someone who… *Homework

III. PROCEDURES Notes:

Y U Q

In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

M È

N Ơ H N

**** Give comments or feedback

Y Ạ

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Stage

Stage aim

WARM-UP - To activate Ss’ knowledge on the topic of the unit.

Procedure

Asking question:

I F F O

* T asks Ss about what they like doing for pleasure in their free time.

N Ơ H N

- To set the context for What do you like doing in your free time? the listening and Do you like collecting dolls? reading part. Do you like collecting glass bottles? - To enhance Ss’ skills of cooperating with Do you enjoy mountain climbing? team mates. ** Ss answer the question individually.

Y U Q

Interactio n

Time

3 mins T-Ss

S T-Ss

T-Ss

*** T sets the context for the listening and reading text: Write the title on the board My favorite hobby.

M È

**** Ask Ss to guess what the conversation might be about.

PRESENTA - To provide Ss with TION vocabulary.

Y Ạ

VOCABULARY

3 mins

* Teacher introduces the vocabulary.

T-Ss

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(VOCAB – - To help Ss wellPREprepared for the TEACH) listening and reading tasks.

I F F O

** Teacher explains the meaning of the new vocabulary by pictures. 1. unusual (adj) 2. creativity (n) 3. dollhouse (n) 4. cardboard (n) 5. glue (n) 6. making models

Y U Q

N Ơ H N

*** Teacher checks students’ understanding with the “Rub out and remember” technique. **** Teacher checks students’ pronunciation and gives feedback. Teacher reveals that these four words will appear in the reading text and asks students to open their textbook to discover further.

Y Ạ

M È

T-Ss

T-Ss T-Ss

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PRACTICE To have Ss get to know the topic.

TASK 1: LISTEN AND READ. (Ex 1, p. 8)

I F F O

* Teacher asks Ss to look at the pictures in the book and answer the questions:

Y U Q

N Ơ H N

4 mins

T-Ss

+ What can you see in each picture? + What may the hobby be?

M È

- Ss answer the questions in pairs. ** Teacher plays the recording twice. Ss listen and read.

Y Ạ

*** Teacher checks Ss’ prediction. T calls 3 Ss to read the conversation aloud. **** Teacher check students’ pronunciation ad give feedback. 8

T-Ss

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I F F O

TASK 2: READ THE CONVERSATION AGAIN AND WRITE TRUE (T) OR FALSE (F). (Ex 2, p.9)

T-Ss

* Teacher tells Ss to read the conversation again and work independently to find the answers. Remind Ss to underline the information and correct the false statements.

N Ơ H N

To have Ss get specific ** Ss work independently to find the answers. information of the text. *** Teacher has Ss compare the answers in pairs before checking with the whole class.

Y U Q

5 mins

T-Ss

**** Teacher checks the answers as a class and gives feedback.

M È

Answer key:

Y Ạ

1. F (She made it herself.) 2. T

Pair work

3. T

T-Ss

4. T 9

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5. F (Her lesson starts at 8 a.m.)

I F F O

TASK 3: WRITE THE WORDS AND PHRASES FROM THE BOX UNDER THE CORRECT PICTURES. THEN LISTEN, CHECK, AND REPEAT. (Ex 3, p. 9) * T asks Ss to name the pictures.

N Ơ H N

** T has Ss work individually to match the words and phrases in the box with the pictures. Have them compare their answers with a partner. Then ask for Ss’ answers. Quickly write their answers on the board without confirming the correct answers. To introduce some vocabulary items related to hobbies.

Y U Q

*** T has Ss listen to the recording, check their answers, and repeat the words / phrases. Ask Ss to look at the answers on the board and say if they are right or wrong. Confirm the correct answers.

M È

**** Teacher checks the answers as a class and gives feedback.

Y Ạ

8 mins

T-Ss Ss

Answer keys: 1. making models coins

2. riding a horse

3. collecting T-Ss

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4. gardening teddy bears

5. building dollhouses

N Ơ H N

I F F O 6. collecting

T-Ss

TASK 4: WORK IN PAIRS. WRITE THE HOBBIES FROM 3 IN THE SUITABLE COLUMNS. (Ex 4, p.9) * Have Ss work in pairs and complete the table. ** Ss work in pairs and complete the table.

*** Teacher allows students to share answers before discussing To give Ss a chance to as a class. cooperate with others **** Write their answers on the board. Have Ss add more words to memorize the to the table. spelling of hobbies.

Y Ạ

M È

Y U Q

5 mins

T-Ss Pair work

Answer key:

T-Ss

+ doing things: riding a horse, gardening (others: travelling, skiing, doing yoga, etc.)

T-Ss

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I F F O

+ making things: making models, building dollhouses (others: painting, making pottery, etc.)

+ collecting things: collecting coins, collecting teddy bears (others: collecting toys, collecting books,etc.)

PRODUCTI To help Ss practise ON using the vocabulary items related to hobbies.

Y Ạ

Y U Q

N Ơ H N

TASK 5: GAME: FIND SOMEONE WHO… (Ex 5, p.9)

11 mins

Work in groups. Ask as many classmates as you can about which hobbies they like. Use the question ‘Do you like…?’. In the table below, write your classmates’ names beside the activities they like.

M È

* T lets Ss to move around the class to ask their classmates about their favourite hobbies in 3-5 minutes.

Ss-Ss

** Ss write the results into the table. Ss 12

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I F F O

*** Then T asks some Ss to report their results. Whoever has the most names wins.

**** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed. WRAP-UP

To consolidate what Ss have learnt in the lesson.

HOMEWOR To review the lesson K and prepare for the next lesson.

N Ơ H N

T asks Ss to talk about what they have learnt in the lesson.

Y Ạ

T-Ss

2 mins

T-Ss

2 mins

- An overview about the topic Hobbies - Vocabulary to talk about hobbies

Y U Q

- Name a list of cheap hobbies, expensive hobbies, easy and difficult hobbies. - Do exercises in the workbook.

M È

- Prepare for Lesson 2 - A closer look 1

T-Ss

- Start preparing for the Project of the unit. Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a popular hobby among teens and think about its benefits, then discuss to choose what to include. They have to 13

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

find suitable photos or draw pictures then creat a poster about it. Students will show their posters and present their ideas in Lesson 7 – Looking back and Project. (Teacher should check the progress of students’ preparation after each lesson.)

Y Ạ

M È

Y U Q

N Ơ H N

I F F O

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

UNIT 1: HOBBIES Lesson 2: A closer look 1

I. OBJECTIVES By the end of this lesson, students will be able to gain: 1. Knowledge: - Vocabulary: + The lexical items related to hobbies + Verbs of liking and disliking

Y U Q

N Ơ H N

- Pronunciation: Correctly pronounce words that contain the sounds /ə/ and /ɜ:/ 2. Core competence

- Develop communication skills and creativity

M È

- Be collaborative and supportive in pair work and teamwork

- Actively join in class activities 3. Personal qualities

Y Ạ

- Love talking about their hobbies

I F F O

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

- Develop self-study skills

II. MATERIALS - Grade 7 textbook, Unit 1, Getting started - Computer connected to the Internet - Projector / TV/ pictures and cards - sachmem.vn

Language analysis Form 1. jogging (n)

Y Ạ

Pronunciatio n

M È /ˈdʒɒɡɪŋ /

Y U Q

N Ơ H N Meaning

the activity of running at a slow, regular speed, especially as a form of exercise

I F F O

Vietnamese equivalent đi / chạy bộ thư giãn

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2. coin (n) /kɔɪn/

a small, round piece of metal, usually silver or copper coloured, that is used as money

Assumptions Anticipated difficulties

N Ơ H N

I F F O đồng xu

Solutions

1. Students may lack experience of group/ team - Encourage students to work in groups so that they work. can help each other.

Y U Q

- Play the recording, the replay depends on the students’ need and level.

2. Students may not have sufficient listening, speaking and co-operating skills.

Y Ạ

M È

- Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

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Board Plan Date of teaching Unit 1: HOBBIES Lesson 2: A closer look 1 *Warm-up Asking questions I. Vocabulary 1. jogging (n) 2. coin (n) Task 1: Complete the word webs.

Y U Q

N Ơ H N

I F F O

Task 2: Complete the sentences, using the –ing form of the verbs from the box.

M È

Task 3: Look and say the sentences. Use suitable verb of liking or disliking and the –ing form. II. Pronunciation

Task 4: Listen and repeat.

Y Ạ

Task 5: Listen to the sentences. Tick (✓) the appropriate sounds. Practise the sentences.

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III. Production Game: Who is faster? *Homework

III. PROCEDURES Notes:

M È

Y U Q

N Ơ H N

In each activity, each step will be represented as following: *

Y Ạ

Deliver the task

I F F O

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

Implement the task

***

Discuss

**** Give comments or feedback

Stage

Stage aim

WARM-UP LEAD-IN

Procedure

N Ơ H N

- To create an active atmosphere in the class before the lesson.

WARM-UP: ASKING QUESTION:

- To lead into the new lesson.

2. When did you start your hobby?

* Teacher asks students some questions about the hobbies:

Y U Q

** Some students are invited to answer.

M È

**** Teacher introduces the lesson.

To introduce the new words.

Y Ạ

Interacti on

Time 7 mins

T-Ss

1. What is your favorite hobby?

*** Teacher and students discuss the answers.

VOCABULA RY

I F F O

Ss T-Ss T-Ss

VOCABULARY:

15 mins

* Teacher introduces the vocabulary.

T-Ss

** Teacher introduces the vocabulary by:

T-Ss

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

- providing the pictures - providing the definition of the words. 1. jogging (n) 2. coin (n)

N Ơ H N

*** Teacher asks students to repeat.

I F F O

*** Teacher checks students’ understanding with the “Rub out and remember” technique. To present some action verbs that go TASK 1: COMPLETE THE WORD WEBS BELOW with nouns to WITH THE WORDS FROM THE BOX. (Ex 1, p. 10) describe hobbies. * Teacher has students read the action verbs and match them with suitable words the box. Remind them that a verb can go with more than one word.

Y Ạ

M È

Y U Q

** Teacher asks students to work in pairs and quickly do the task. *** Teacher allows students to peer check first.

T-Ss T-Ss

T-Ss

T-Ss Pair work T-Ss

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**** Teacher checks and confirms the answers. Then have students add more words that can go with these action verbs.

I F F O

T-Ss

**** Have students read the Remember! box. Ask them to make some examples with the verbs of liking and disliking.

Answer key:

To help students practise the verbs of liking / disliking and action verbs.

N Ơ H N

go: jogging, swimming (others: go camping, go fishing, go cycling, etc.) do: judo, yoga (others: do karate, do exercise, do sit-ups, etc.) collect: dolls, coins (others: collect books, collect watches, collect pencils, etc.)

Y U Q

TASK 2: COMPLETE THE SENTENCES, USING THE – ING FORM OF THE VERBS FROM THE BOX. (Ex 2, p. 10)

Y Ạ

M È

* Teacher reminds students about the form of verbs of liking / disliking.

T-Ss Ss

Pair work 22

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** Have students do this activity individually. Have students read all the sentences carefully to make sure they understand the sentences. To give further *** Teacher lets them share their answers in pairs. Invite some practice with verbs students to give the answers. of liking / disliking. **** Teacher writes the correct answers on the board.

Answer key:

N Ơ H N

1. collecting 2. going making 5. doing

Y U Q

3. playing

I F F O

T-Ss

4. T-Ss

TASK 3: LOOK AT THE PICTURES AND SAY THE SENTENCES. USE SUITABLE VERB OF LIKING OR DISLIKING AND THE –ING FORM. (Ex 3, p. 10)

Y Ạ

M È

* Teacher has students look at the pictures in this exercise and say what the person / people is / are doing in each picture. - Ask them what the face in each picture means. (A sad face means ‘not like’ and a happy face means ‘like’.) 23

Pair work T-Ss

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- Ask students to look at the example to make sure they understand what to do. ** Teacher asks students to work in pairs to make sentences. *** Teacher invites students to share their answers. **** Confirm the correct answers.

N Ơ H N

I F F O

T-Ss

Answer key: 1. He hates / doesn’t like doing judo. 2. They like / love / enjoy playing football. 3. They love / like / enjoy gardening. 4. They enjoy / like / love collecting stamps. 5. She hates / doesn’t like riding a horse / horse riding. PRONUNCIA - To help students TION identify how to pronounce the sounds /ə/ and /ɜ:/.

Y Ạ

TASK 4: LISTEN AND REPEAT. PAY ATTENTION TO THE SOUNDS /Ə/ AND /ɜ:/. (Ex 4, p. 11)

M È

- To help students practise pronouncing these sounds in words.

Y U Q

* Teacher has some students read out the words first. - Teacher plays the recording for them to listen and repeat the words they hear. Ask them to pay close attention to the two sounds. Play the recording as many times as necessary. ** Teacher explains to students the difference between the two 24

13 mins

T-Ss

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sounds if needed. Tell students that /ə/ is the schwa sound while /ɜ:/ sounds like it has a soft /r/ in it. *** Teacher invites some students to say some words they know that include the two sounds. **** Confirm the correct answers.

N Ơ H N

I F F O

(Teacher can play the pronunciation guide video of this unit for students to watch and learn).

To help students pronounce the sounds /ə/ and /ɜ:/ correctly in sentences.

Y Ạ

Y U Q

TASK 5: LISTEN TO THE SENTENCES AND PAY ATTENTION TO THE UNDERLINED PARTS. TICK (✓) THE APPROPRIATE SOUNDS. PRACTISE THE SENTENCES. (Ex 5, p. 11)

M È

* Teacher has students quickly read the sentences. ** Teacher plays the recording for students to listen to the sentences. Ask them to pay attention to the underlined parts and tick the appropriate sounds. *** Invite some students to share their answers. **** Confirm the correct ones. 25

T-Ss

T-Ss T-Ss

Ss T-Ss

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Answer key: /ə/ 1. My hobby is collecting dolls. 2. I go jogging every Thursday.

Y Ạ

✔

N Ơ H N ✔

3. My cousin likes getting up early.

✔

4. My best friend has thirty pens.

✔

Y U Q

5. Nam enjoys playing the violin.

/ɜ:/

M È

✔

I F F O

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PRODUCTIO To test students' GAME: WHO IS FASTER? N quick reaction to * Teacher divides students into groups of four, gives each the targeted sounds. group a piece of paper, asks them to write sentences including: hobbie(s) and one of the sounds /ə/ and /ɜ:/.

I F F O

7 mins

T-Ss

- (e.g: Listening to music is a very common hobby.)

N Ơ H N

** Students play the game.

*** Teacher asks each group to hand in their papers and checks, the group with the most correct sentences is the winner. Teacher invites the winner to read aloud their sentences.

Y U Q

**** Teacher gives feedback. WRAP-UP

To consolidate what Teacher asks students to talk about what they have learnt in students have learnt the lesson. in the lesson.

M È

HOMEWORK To reactivate the knowledge that students have

Y Ạ

Find 3 more words relating to hobbies that have the sounds /ə/ and /ɜ:/.

Group work T-Ss

T-Ss T-Ss

2 mins

T-Ss

1 min

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

gained

Y Ạ

M È

Y U Q

N Ơ H N

I F F O

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

UNIT 1: HOBBIES Lesson 3: A closer look 2

I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Review the knowledge on present simple tense 2. Core competence - Develop communication skills

Y U Q

N Ơ H N

- Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities

M È

- Be encouraged to know more about their classmate’s hobbies

- Develop self-study skills

Y Ạ

II. MATERIALS

I F F O

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

- Grade 7 textbook, Unit 1, A closer look 2 - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn

Y Ạ

M È

Y U Q

N Ơ H N

I F F O

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Language analysis Form

Present simple tense

I F F O Example

S + Vinf/ V(s/es) + …

I usually collect bottles after use.

S + don’t/ doesn’t + Vinf + …

She doesn’t like swimming.

Do/ Does + S + Vinf + …?

Do you like playing board games?

W/H + do/does + S + Vinf + …?

What do you often do when you have free time?

Assumptions

Y U Q

N Ơ H N

Anticipated difficulties

M È

Solutions

1. Ss may not remember the forms of present simple tense.

Remind them quickly the forms and use of each tense.

2. Ss may not have sufficient speaking and cooperating skills.

Give clear instructions, give examples before letting Ss work in groups.

Y Ạ

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

I F F O

Provide feedback and help if necessary.

Y Ạ

M È

Y U Q

N Ơ H N

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Board Plan Date of teaching Unit 1: Hobbies Lesson 3: A closer look 2 *Warm-up Game: Guessing game I. Grammar focus Present simple tense: Review II. Practice

Y U Q

N Ơ H N

Task 1: Match the sentences (1 – 5) to the correct uses (a – c). Task 2: Complete the sentences. Use the present simple form of the verbs.

M È

Task 3: Fill in each blank with the correct form of the verb in brackets. Task 4: Write complete sentences, using the given words and phrases.

You may have to change the words or add some.

Y Ạ

III. Production

Task 5: Game: Sentence race

I F F O

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*Homework

III. PROCEDURES Notes:

M È

Y U Q

N Ơ H N

In each activity, each step will be represented as following:

Y Ạ

Deliver the task

Implement the task

I F F O

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***

Discuss

**** Give comments or feedback

Stage

Stage aim

WARM-UP - To review some hobbies. - To increase Ss’ interest.

N Ơ H N Procedure

I F F O

Interactio n

Game: Guessing game

* T divides the class into 4 teams.

Y U Q

** T calls on a S from each team to go to the board in turn. That S thinks of a hobby and says the keywords out loud.

5 mins T-Ss Group work

- To enhance Ss’ skills The other teams try to guess What the hobby is. They will get 1 of cooperating with point for each correct answer. The team with the most points is teammates. the winner.

M È

*** Teacher and students discuss as a class.

Y Ạ

**** Teacher asks students to say the words aloud and makes sure they pronounce the words correctly. Teacher can ask for translation to check their understanding. 35

Time

T-Ss T-Ss

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

Example: A: water, grow, flowers, vegetable. B: Is it gardening? A: Yes, it is.

LEAD-IN

To introduce the targeted grammar.

PRESENTA To review the present TION simple tense.

Y Ạ

N Ơ H N

I F F O

T draws Ss’ attention to the form of the sentences created in the game and asks them whether they know the target tense.

Y U Q

T-Ss

THE PRESENT SIMPLE: REVIEW

4 mins

* T has the Ss review the forms and use of present simple before doing the exercises.

T-Ss

** Ss retell the form and the uses of the tense: The present simple.

M È

*** T comments and explains again.

2 mins

T-Ss

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

I F F O

- T shows each of the examples in the Remember box on the slide or have Ss read the examples in the book. T highlights the present simple form. Explain each use. - T has Ss read the orange box in the book again to help them understand better the uses of the present simple.

N Ơ H N

- T asks Ss what signal words help them identify the verb tense. Elicit answers from Ss. (Signal words are adverbs of frequency and verbs such as start, etc.)

T-Ss

**** Teacher checks their answers as a class.

Y U Q

PRACTICE To help Ss identify and TASK 1: MATCH THE SENTENCES (1 – 5) TO THE remember the uses of CORRECT USES (A – C). the present simple. (Ex 1, p. 11)

22 mins

T-Ss

* T asks Ss to do the exercise individually and then check their answers in pairs.

Y Ạ

M È

** Ss do the exercise individually. *** T invites some Ss to share their answers. **** Confirm the correct answers.

Ss T-Ss T-Ss

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Answer key: 1. b

2. a

3. c

4. a

5. b

I F F O

To help Ss practise the correct form of the TASK 2: COMPLETE THE SENTENCES. USE THE present simple. PRESENT SIMPLE FORM OF THE VERBS. (Ex 2, p. 12)

N Ơ H N

* T has Ss do this exercise individually and then compare their answers with a partner. ** T asks some Ss to write their answers on the board. *** T checks the answers with the whole class. Ask Ss to explain the use of the tense in each sentence.

Y U Q

Answer key:

Y Ạ

1. make

2. does … do

4. doesn’t like

5. Does … start

Ss T-Ss

T-Ss

**** T confirms the correct answers.

M È

Ss-Ss

3. have

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To give further practice with the present simple

Y U Q

Answer keys:

Y Ạ

N Ơ H N

1. enjoys

2. spends

3. don’t like / do not like

4. go

5. begins

6. don’t enjoy / do not enjoy

M È

To give further practice with the present simple.

I F F O

TASK 3: FILL IN EACH BLANK WITH THE CORRECT FORM OF THE VERB IN BRACKETS. (Ex 3, p. 12) Pair work * T has Ss do this exercise in pairs and then compare the answers with another pair. T-Ss ** T asks some Ss to write their answers on the board. T-Ss *** T checks the answers with the whole class. T asks Ss to explain the use of the tense in each sentence. T-Ss **** T confirms the correct answers.

TASK 4: WRITE COMPLETE SENTENCES, USING THE GIVEN WORDS AND PHRASES. YOU MAY HAVE TO CHANGE THE WORDS OR ADD SOME. (Ex 4, p. 12) T-Ss 39

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I F F O

* T has Ss work in groups to write the sentences. Give each group a large-size sheet of paper to write. ** Ss work in groups to write the sentences. *** T has groups cross-check.

N Ơ H N

**** T sticks some sheets on the board. Comment and confirm the correct answers.

Answer key:

Y U Q

1. The sun sets in the west every evening.

2. Do Trang and Minh play basketball every day after school? 3. The ﬂight from Ho Chi Minh City doesn’t arrive at 10:30.

M È

4. Our science teacher starts our lessons at 1 p.m. on Fridays.

Y Ạ

5. Do you make models at the weekend / at weekends?

Group work Group work T-Ss

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PRODUCTI - To give Ss a chance ON to apply what they have learnt. - To improve cooperative skill.

I F F O

TASK 5: GAME: SENTENCE RACE (Ex 5, p. 12) * T divides Ss into groups. Assign a group leader.

7 mins

T-Ss

- T writes a verb on the board and have Ss make a sentence with the verb, using the present simple form. ** The group leader records his / her group’s points.

N Ơ H N

*** T invites group leaders to read aloud the sentences. **** T comments and announces the winners.

Y U Q

Group work T-Ss T-Ss

WRAP-UP To consolidate what Ss T asks Ss to talk about what they have learnt in the lesson. have learnt in the lesson.

T-Ss

3 mins

- Make 3 sentences in the present simple tense.

T-Ss

1 min

HOMEWOR To reactivate & K consolidate the knowledge learnt in the lesson.

Y Ạ

M È

- Complete the exercises in the Workbook.

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UNIT 1: HOBBIES Lesson 4: Communication

I. OBJECTIVES

I F F O

By the end of this lesson, Ss will be able to describe and give opinions about hobbies. 1. Knowledge - Use the lexical items related to the topic Hobbies - Talk about likes and dislikes - Ask and answer about hobbies. 2. Core competence

Y U Q

N Ơ H N

- Develop creativity and communication skills

- Be collaborative and supportive in pair work and team work

M È

- Actively join in class activities

3. Personal qualities

- Be ready to describe and give opinions about hobbies.

Y Ạ

- Be interested more about new hobbies.

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II. MATERIALS - Grade 7 textbook, Unit 1, Communication - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn

Y Ạ

M È

Y U Q

N Ơ H N

I F F O

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Assumptions Anticipated difficulties

I F F O

Solutions

1. Ss may not have sufficient listening skills.

- Play the recording many times if necessary.

- Pick some Ss ask and answer the questions.

N Ơ H N

- Have Ss practise the dialogue in pairs. 2. Some Ss may excessively talk in the class.

- Define expectation in explicit detail. - Give some examples with these verbs.

Board Plan

Y Ạ

*Warm-up

M È

Y U Q

- Model asking and answering with a student.

Date of teaching

Unit 1: Hobbies Lesson 4: Communication

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Game: Arrange the following verbs of liking in descending order of preference. I. Everyday English Verbs of liking

I F F O

Task 1: Listen and read the dialogue below. Pay attention to the questions and answers.

N Ơ H N

Task 2: Work in pairs. Ask and answer questions about what you like and don’t like doing. II. All about your hobbies

Task 3: Answer the questions. Fill in column a with your answers.

Task 4: Now interview your friend, using the questions in Task 3. Write his / her answers in column B.

Y U Q

Task 5: Compare your answers with your friend’s. Then present them to the class. *Homework

Brainstorm some interesting and easy-to-do hobbies.

III. PROCEDURES Note:

Y Ạ

M È

In each activity, each step will be represented as following: *

Deliver the task

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Implement the task

***

Discuss

**** Give comments or feedback

Stage

Stage aim

WARM-UP

LEAD-IN

- To introduce the topic.

Y Ạ

GAME: ARRANGE THE FOLLOWING VERBS OF LIKING IN DESCENDING ORDER OF PREFERENCE.

M È

To lead in the targeted vocabulary and pronunciation.

N Ơ H N Procedure

I F F O

Y U Q

- T asks some Ss to make sentences about themselves, using the verbs of liking / disliking.

Interactio n

Time

T-Ss

5 mins

T-Ss

2 mins

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I F F O

- T introduces the objectives of the lesson: learning how to talk about likes / dislikes and about their hobbies. Let’s find out more ways to give your opinion about something in this lesson. EVERYDAY - To introduce the ENGLISH use of verbs of liking.

N Ơ H N

We often use the – ing form after verbs of liking and not liking.

T-Ss

⮚ Example: I like going to the cinema.

She hates cleaning the floors.

- To help Ss practise talking about likes Task 1+2: LISTEN AND READ THE DIALOGUE and dislikes. BELOW. PAY ATTENTION TO THE QUESTIONS AND ANSWERS. WORK IN PAIRS. ASK AND ANSWER QUESTIONS ABOUT WHAT YOU LIKE AND DON’T LIKE DOING. (Ex 1, 2, p. 13)

Y Ạ

M È

Y U Q

T-Ss

* Play the recording for Ss to listen and read the dialogue between Mi and Ann at the same time. Pair work 47

10 mins

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I F F O

- Ask Ss to pay attention to the questions and answers. ** Have Ss practise the dialogue in pairs. - T calls on some Ss to give examples. *** Teacher and students discuss the answers.

N Ơ H N

T-Ss T-Ss

**** Teacher confirms the answers and gives feedback.

ALL ABOUT To provide practice TASK 3: ANSWER THE QUESTIONS. FILL IN with answering about COLUMN A WITH YOUR ANSWERS. (Ex 3, p. 13) YOUR HOBBIES Ss’ hobbies. * T asks Ss to work individually and fill in column A

Y U Q

** Ss work individually to do the task.

*** T invites some Ss to share their answers before checking with the whole class.

M È

**** T gives feedback and comments.

Y Ạ

Answer key: Student’s opinions.

8 mins

T-Ss Ss T-Ss

T-Ss

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N Ơ H N

I F F O

TASK 4: NOW INTERVIEW YOUR FRIEND, USING THE QUESTIONS IN 3. WRITE HIS / HER ANSWERS IN COLUMN B. (Ex 4, p. 13) To let students further practise asking and answering about hobbies.

Y Ạ

M È

Y U Q

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I F F O

* T asks Ss to take turns being the person who asks the questions. This S has to note down his/ her partner’s answers to report to the class later. ** Ss work in pairs to do the task.

N Ơ H N

*** T calls on some Ss to report the answers to the class. **** T and other Ss give comments.

Y Ạ

M È

Y U Q

T-Ss

Pair work T-Ss 50

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FUTHER PRACTICE

I F F O

T-Ss

TASK 5: COMPARE YOUR ANSWERS WITH YOUR FRIEND’S. THEN PRESENT THEM TO THE CLASS. (Ex 5, p. 13) Example:

N Ơ H N

10 mins

I have one hour of free time a day, but my friend Lan has only about 30 minutes. I like listening to music every day, and Lan likes it too. I don’t like exercising,

Y U Q

T-Ss

but Lan does.

* T asks Ss to read the example to understand how to report the answers.

Y Ạ

M È

** Ss work in pairs again to compare the answers and prepare a short presentation. *** T invites some Ss to present their work. **** T and other Ss give comments.

Pair work

T-Ss T-Ss

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WRAP-UP

To consolidate what Ss have learnt in the lesson.

HOMEWOR To prepare for the K next lesson.

Y Ạ

I F F O

T asks Ss to talk about what they have learnt and ticked the objectives they can do in the lesson.

Brainstorm some interesting and easy-to-do hobbies.

M È

Y U Q

N Ơ H N

T-Ss

3 mins

T-Ss

1 min

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UNIT 1: HOBBIES Lesson 5: Skills 1

I. OBJECTIVES By the end of this lesson, Ss will be able to:

1. Knowledge

N Ơ H N

- Develop reading skill for general and specific information about Gardening.

Y U Q

- Talk about their hobbies and the benefits of them. 2. Core competence

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and team work

M È

- Develop presentation skill

- Actively join in class activities 3. Personal qualities

Y Ạ

- Understand more about their preference of different types of hobbies

I F F O

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- Develop self-study skills

II. MATERIALS - Grade 7 textbook, Unit 1, Skills 1 - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn

Y Ạ

M È

Y U Q

N Ơ H N

I F F O

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Language analysis Form

Pronunciation

1.outdoor (adj)

/ˈaʊtdɔː(r)/

2.patient (adj)

/ˈpeɪʃnt/

3.responsibility (n)

Y Ạ

happening outside rather than in a building

N Ơ H N

I F F O

able to wait for a long time or accept annoying behaviour or difficulties without becoming angry

/rɪˌspɒnsəˈbɪləti/ a duty to deal with or take care of somebody/something, so that you may be blamed if something goes wrong

4.maturity (adj)

5.valuable (adj)

Meaning

Y U Q

/məˈtʃʊərəti /

M È

/ˈvæljuəbl/

(of a person, an animal, or a plant) the state of being fully grown or developed very useful or important

Vietnamese equivalent ngoài trời

kiên nhẫn

trách nhiệm

sự trưởng thành

quý giá, quan trọng, hữu ích

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Assumptions Anticipated difficulties 1. Ss may lack knowledge about some lexical items. 2. Ss may not have sufficient reading, speaking and co-operating skills.

M È

Y U Q

Provide Ss with the meaning and pronunciation of words.

N Ơ H N

- Let Ss read the text again (if needed). - Create a comfortable and encouraging environment for Ss to speak. - Encourage Ss to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail.

3. Some Ss may excessively talk in the class.

Y Ạ

I F F O

Solutions

- Have excessive talking Ss practise. - Continue to define expectations in small chunks (before every activity).

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Board Plan Date of teaching Unit 1: Hobbies Lesson 5: Skills 1 *Warm-up List out as many hobbies as possible I. Reading

N Ơ H N

I F F O

Task 1: Work in pairs. Look at the picture and discuss the questions.

Y U Q

Task 2: Read the text about gardening. Match each word in column A with its definition in column B. Vocabulary: 1. outdoor (adj) 2. patient (adj) 3. responsibility (n) 4. maturity (n)

Y Ạ

5. valuable (adj)

M È

Task 3: Read the text again. Complete each sentence with no more than THREE words.

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II. Speaking Task 4: Work in pairs. Match each hobby with its benefit(s).

I F F O

Task 5: Work in groups. Ask one another the following questions. Then present your partners’ answers to the class. * Homework III. PROCEDURES Note: In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

M È

**** Give comments or feedback

Stage

Y U Q

N Ơ H N

Stage aim

Y Ạ

Procedure

Interactio n

Time

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

WARM-UP

- To create an active atmosphere in the class before the lesson. - To lead into the new lesson.

I F F O

LIST OUT AS MANY HOBBIES AS POSSIBLE

* T introduces the objectives of the lesson and asks Ss to list out as many hobbies as possible within 1 minute. * Ss work in groups to brainstorm hobbies.

N Ơ H N

*** Which teams can list out more correct answers wins. **** T confirms answers as a class.

PREREADING

To lead in the reading skills.

Y Ạ

M È

Y U Q

5 mins

T-Ss

Group work Group work T-Ss

TASK 1: WORK IN PAIRS. LOOK AT THE PICTURE AND DISCUSS THE QUESTIONS BELOW.

4 mins

T-Ss 59

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I F F O

* T has Ss look at the picture in the book or show the picture in the book on a slide.

- Ask Ss who they see in the picture and what they are doing. ** T has Ss work in pairs to discuss the two questions.

N Ơ H N

*** T invites some Ss to share their answers.

Pair work T-Ss T-Ss

**** Tell Ss that they are going to read a text about gardening.

WHILEREADING

M È

Y U Q

To help students read TASK 2: READ THE TEXT ABOUT GARDENING. to find some words MATCH EACH WORD IN COLUMN A WITH ITS DEFINITION IN COLUMN B. (Ex 2, p. 14)

Y Ạ

15 mins

T-Ss

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in context, and their meaning.

* T tells Ss what they are going to do.

I F F O

- T asks Ss how to do the exercise. Elicit answers from Ss. - If needed, T will tell them to follow these steps: + Read the words in column A.

N Ơ H N

+ Locate each word in the text.

+ Read around the word to get the general meaning. + Read the definitions in column B, find the suitable meaning to match each word.

Y U Q

- T asks Ss to repeat the steps (they can speak in Vietnamese). ** Ss do the exercise individually and then check answers in pairs. *** T invites some Ss to share their answers.

M È

**** Confirm the correct answers.

Y Ạ

Answer key: 1. b

2. e

3. c 61

4. a

5. d

Ss T-Ss T-Ss

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To develop reading skill for specific information.

I F F O

TASK 3: READ THE TEXT AGAIN. COMPLETE EACH SENTENCE WITH NO MORE THAN THREE WORDS. (Ex 3, p. 14) * T asks Ss what they are going to do.

N Ơ H N

T-Ss

– T has Ss share how to do this exercise.

– T briefly tells them the steps: read the sentences, underline the key words in the sentences, locate the key words in the text and find the words to complete the sentences.

Y U Q

– T asks Ss to repeat the steps (they can speak in Vietnamese). ** T asks Ss to do the exercise individually and then check their answers in pairs. *** T invites some Ss to share their answers. Have them explain their answers.

Y Ạ

M È

**** Confirm the correct answers. – T asks Ss to tell the class the benefits of gardening as mentioned in the text.

Ss Pair work T-Ss

T-Ss

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Answer key: 1. doing things

2. insects and bugs

4. join in

PRESPEAKING

To help Ss form the ideas for their speaking.

I F F O

3. patient

5. an hour

N Ơ H N

TASK 4: WORK IN PAIRS. MATCH EACH HOBBY WITH ITS BENEFIT(S). ONE HOBBY MAY HAVE MORE THAN ONE BENEFIT. (Ex 4, p. 14)

Y U Q

* T introduces some structures to talk about the benefits of hobbies:

5 mins

T-Ss

+ to develop sth

M È

+ to make sb + adj

Y Ạ

+ to reduce sth + to help sb / sth do sth – Give some examples. 63

Pair work

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I F F O

** Ss work in pairs to match the hobby with its benefit(s). Check as the whole class. – T asks Ss to name other benefits of these hobbies. *** Invite some Ss to share their answers.

N Ơ H N

**** Confirm the answers.

Answer key: 1. c, d

Y U Q

2. b, c

T-Ss T-Ss

3. a, c, d, e WHILESPEAKING

To help Ss use what they have learnt so far to talk about hobbies.

Y Ạ

TASK 5: WORK IN GROUPS. ASK ONE ANOTHER THE FOLLOWING QUESTIONS. THEN PRESENT YOUR PARTNERS’ ANSWERS TO THE CLASS. (Ex 5, p. 14)

M È

* Have Ss work in groups to ask and answer the two questions. – Model the answers to the two questions if needed.

8 mins

T-Ss

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

I F F O

** Ss work in groups to ask and answer the two questions. *** Invite some Ss to share their partner’s answers to the questions. – Invite other Ss to comment on the answers. **** Comment on Ss’ answers. POSTREADING AND SPEAKING

WRAP-UP

- Check Ss’ understanding about the reading passage.

** Ss do as required.

- To help some Ss *** T calls Ss to share answer. enhance presentation ****T gives feedback and comments. skill. To consolidate what Ss have learnt in the lesson.

Y Ạ

Y U Q

T asks Ss to talk about what they have learnt in the lesson.

M È

HOMEWOR To review the lesson K that they have learnt

N Ơ H N

*T allows Ss to give comments for their friends and vote for the most interesting and informative presentation.

- T asks Ss to write down their opinion about carving eggshells.

Group work T-Ss

T-Ss Ss-Ss

3 mins

Ss T-Ss T-Ss T-Ss

2 mins

T-Ss

2 mins

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and prepare for the next lesson Skills 2.

Y Ạ

M È

- T asks Ss to search for more information about this unique hobby.

Y U Q

N Ơ H N

I F F O

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UNIT 1: HOBBIES Lesson 6: Skills 2

I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Use the lexical items related to the topic Hobbies - Listen for specific information about Trang’s hobby - Write a passage about her hobbies 2. Core competence

Y U Q

N Ơ H N

- Develop communication skills and creativity

M È

- Be collaborative and supportive in pair work and team work

- Actively join in class activities 3. Personal qualities

Y Ạ

- Learn more about their own hobby

I F F O

L A I C

GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

- Be encouraged to take up a new hobby if they haven’t had one

II. MATERIALS - Grade 7 textbook, Unit 1, Skills 2 - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn

Y Ạ

M È

Y U Q

N Ơ H N

I F F O

L A I C

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Language analysis Form

Pronunciation /ˈdekəreɪt/

decorate

/ˈbenɪfɪt/

benefit (n)

Board Plan

Y Ạ

M È

Meaning

to make something look more attractive by putting things on it

N Ơ H N

I F F O

an advantage that something gives you; a helpful and useful effect that something has

Y U Q

Vietnamese equivalent trang trí

lợi ích

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Date of teaching Unit 1: Hobbies Lesson 6: Skills 2 *Warm-up Chatting I. Listening

N Ơ H N

I F F O

Task 1: Look at the picture. What hobby is it? Do you think it is a good hobby? Why or why not? Task 2: Listen and complete the mind map. II. Writing

Y U Q

Task 3: What is your hobby? Fill in the blanks below. Task 4: Write a paragraph about your hobby. * Homework

III. PROCEDURES Notes:

Y Ạ

M È

In each activity, each step will be represented as following:

L A I C

GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

Deliver the task

Implement the task

***

Discuss

**** Give comments or feedback

Stage

Stage aim

WARM-UP LEAD-IN

- To prepare Ss for the listening text. - To lead in the listening tasks.

Y Ạ

N Ơ H N

I F F O

Procedure

CHATTING

Y U Q

* T asks Ss to answer the question: What will you mention when you talk about someone’s hobby? ** Ss work individually to answer the questions.

Interactio n

6 mins T-Ss

*** T calls Ss to give answers.

T-Ss

**** T gets feedback and write on the board.

T-Ss

**** T leads Ss to the new lesson.

T-Ss

M È

Suggested answers:

Y Ạ

1. They are Mi and Mark. 2. They are looking at the picture on the wall and talking about it. 3. The people in the picture are doing (exercising, boating, etc.) and mention some things they need to avoid a health problem. 4. (Students’ answers)

M È

** Ss work out and answer questions in pairs. 98

T-Ss

2 mins

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*** Ss share their answers as a whole class.

I F F O

**** T asks them to read and listen to the conversation to check their answers.

PRESENTATIO To help students N understand the text.

VOCABULARY

N Ơ H N

* Teacher introduces the vocabulary by:

+ showing the pictures illustrating the words

+ providing the synonym or antonym of the words

Y U Q

+ providing the definition of the words 1. popular (a): [antonym] 2. fresh (a): [definition + picture]

Y Ạ

M È

3. join (v): [synonym + picture] 99

Pair work Ss T-Ss

5 mins T-Ss

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** Ss say the words.

N Ơ H N

I F F O

*** Other Ss correct if the previous answers are incorrect. **** Teacher shows and says the words aloud and asks Ss to repeat them.

M È

To have students get to know the topic.

Y Ạ

Y U Q

Ss Ss T-Ss

LISTEN AND READ. (Ex 1, p. 18) T-Ss

100

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* Teacher plays the recording, asks students to underline the words related to the topic Healthy living. (Teacher may check the meaning of some words if necessary.) - Teacher can play the recording more than once. - Students listen and read.

N Ơ H N

I F F O

** Teacher can invite some pairs of students to read aloud. *** Teacher refers to the questions previously asked.

Pair work T-Ss T-Ss

**** Then, teacher confirms the correct answer. PRACTICE/ To help students CONTROLLED understand the PRACTICE main idea of the conversation.

Y Ạ

TASK 1: CIRCLE THE CORRECT ANSWER. (Ex. 2, p. 19)

Y U Q

* Teacher asks students to answer without reading the conversation again.

5 mins T-Ss Pair work

** Ss work out and answer questions in pairs.

T-Ss

*** Teacher asks some students to explain why they did not choose the other two options.

T-Ss

M È

**** Teacher confirms the correct answer. Answer key: B

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To help student learn some vocabulary from the conversation visually to ensure their understanding of the context.

TASK 2: WRITE A WORD OR PHRASE FROM THE BOX UNDER ITS PICTURE (Ex 3, p. 19)

N Ơ H N

** Teacher allows students to share their answers before discussing as a class.

**** Teacher confirms the right answers and writes on the board.

T-Ss

Y U Q

2. suncream

M È

3. lunch box

Ss-Ss

T-Ss

1. sunburn

Y Ạ

T-Ss

*** Teacher calls some students to check.

Answer key:

I F F O

* Teacher asks students to work independently to read the words, look at the pictures and write the correct words / phrase under the pictures

6 mins

4. boating 5. cycling

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To help student develop the vocabulary about the topic.

TASK 3: COMPLETE EACH SENTENCE WITH A WORD FROM THE CONVERSATION. (Ex 4, p. 19)

I F F O

* Teacher asks students to work independently to fill in each blank with a word from the conversation. ** Ss do exercise 3 individually.

N Ơ H N

*** Teacher asks them to tell where to find the words. **** Teacher checks the answers as a class. Answer keys: 1. boating

Y U Q

2. park

T-Ss

Ss T-Ss T-Ss

3. countryside 4. suncream

M È

5. health

PRODUCTION/ LESS CONTROLLED PRACTICE

To help student identify and talk about their daily activities and

Y Ạ

TASK 4: SURVEY: GOOD OR BAD FOR HEALTH. (Ex 5, p. 19)

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decide if they are good or bad for their health.

* Teacher asks students to work in groups of 4 or 6 to take turns to ask and answer about their daily activities, how often they do these activities and discuss if they are good or bad for their health. ** Ss work in groups to ask and answer

I F F O

- Teacher moves around to observe and offer help when needed.

N Ơ H N

*** By the end of the activity, one student from each group can stand up and report to the class. Suggested answers: Daily

Walking to school

Y Ạ

Goo d

Y U Q

activities

M È

How often

Bad

√

Every day

√

Eating breakfast

Rarely

Going swimming

Twice a week

Sleeping

12 hours per day

√

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√

Group work

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Doing yoga Three times a week

√

…

I F F O

**** Teacher checks and gives the correct answers.

N Ơ H N

CONSOLIDATI To consolidate Teacher asks students to talk about what they have learnt in the ON what students have lesson. learnt in the lesson. HOMEWORK

To prepare for the next lesson.

Y Ạ

Y U Q

- Prepare the vocabulary for the next lesson: A closer look 1. - Start preparing for the Project of the unit. Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a bad habit that the students in your school often do and think about some tips to change that habit. They have to find suitable photos or draw pictures to creat a poster about it. Students will show their posters and present their ideas in Lesson 7 – Looking back and Project. (Teacher should check the progress of students’ preparation after each lesson.)

M È

105

T-Ss T-Ss

2 mins

T-Ss

1 min

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Y Ạ

M È

Y U Q

N Ơ H N

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UNIT 2: HEALTHY LIVING Lesson 2: A closer look 1

I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Vocabulary:

N Ơ H N

I F F O

+ use the lexical items related to the topic Healthy living

+ use the words about healthy activities and health problems

Y U Q

- Pronunciation: pronounce and recognize the sounds /f/ and /v/ in isolation and in context 2. Core competence - Develop communication skills

M È

- Be collaborative and supportive in pair work and teamwork

- Actively join in class activities 3. Personal qualities

Y Ạ

- Be ready to know the words about healthy activities and health problems

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- Develop self-study skills

II. MATERIALS - Grade 7 textbook, Unit 2, A closer look 1 - Computer connected to the Internet - TV/ Projector/ Pictures/ Cards - sachmem.vn

Language analysis

Y U Q

Form

Pronunciatio n

1. dim light (n.phr.)

/dɪm lait/

M È

N Ơ H N

I F F O

Meaning

Vietnamese equivalent

not giving or having much light

ánh sáng lờ mờ

2. lip balm (n.phr.)

/ˈlɪp ˌbɑːm/

son dưỡng môi

a type of cream that is used to keep the lips soft or to help sore lips feel better

/tʃæpt lɪps /

chapped skin is sore, rough, and broken, especially because of cold weather

môi nứt nẻ

3. chapped lips (n.phr.)

Y Ạ

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4. red spots (n.phr.)

/red spɒt/

a small, usually round area of colour that is differently coloured or lighter or darker than the surface around it

đốm đỏ

5. coloured vegetables (n.phr.)

/ ˈkʌləd ˈvedʒtəbəl/

a plant, root, seed, or pod that is used as food, especially in dishes that are not sweet and has colours such as: red, green, etc.

rau có màu sắc

N Ơ H N

Assumptions

Y U Q

Anticipated difficulties

I F F O

Solutions

1. Students may lack knowledge about some lexical Provide students with the meaning and pronunciation items. of some lexical items. - Play the recording many times if necessary. Play the recording, the replay depends on the ss’ need. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

2. Students may may not have sufficient listening, speaking and co-operating skills.

Y Ạ

M È

3. Some students will excessively talk in the class.

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- Define expectation in explicit detail. - Have excessive talking student’s practise.

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- Continue to define expectations in small chunks (before every activity).

Board Plan

Y Ạ

M È

Y U Q

N Ơ H N

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Date of teaching Unit 2: Healthy living Lesson 2: A closer look 1 *Warm-up Game: Face to face I. Vocabulary: Health problems 1. dim light (n.phr.): ánh sáng lờ mờ 2. lip balm (n.phr.): son dưỡng môi 3. chapped lips (n.phr.): môi nứt nẻ

Y U Q

N Ơ H N

I F F O

4. coloured vegetables (n.phr.): rau có màu sắc 5. red spots (n.phr.): đốm đỏ

M È

Task 1: Match the phrase on the left with the correct pictures on the right (Ex 1, p. 20) Task 2: Complete the sentences with the correct words and phrases. (Ex 2, p. 20)

Task 3: Discuss and tick each activity in the table as H (Healthy) or U (Unhealthy). (Ex 3, p. 20)

Y Ạ

II. Pronunciation: /f/ and /v/ Task 4: Listen and repeat. (Ex 4, p. 20)

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Task 5: Listen and repeat. Pay attention to the underlined words. (Ex 5, p. 20) III. Production: Game: Tongue twister *Homework

III. PROCEDURES Notes:

Y Ạ

M È

N Ơ H N

Y U Q

In each activity, each step will be represented as following: *

Deliver the task

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Implement the task

***

Discuss

**** Give comments or feedback

Stage

Stage aim

WARM-UP

To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary, and its pronunciation.

Y Ạ

N Ơ H N Procedure

I F F O

Interactio n

GAME: FACE TO FACE:

* Teacher divides class into 2 teams: Cats and Dogs.

Y U Q

5 mins T - Ss

- Teacher asks students to think of words or phrases related to “Healthy activities” which they have learnt in the previous lesson or words they may know already. ** Ss have 3 minutes to think of the topic

M È

*** Students in each team turn by turn stand up and say 1 word or phrase related to the topic. **** In 90 seconds, the team has more right answers will be the winner, and the team repeat the word which is mentioned already or cannot give a word will be the loser. 113

Time

Ss-Ss Ss

T-Ss

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Suggested answer: - Going cycling/ swimming - Walking - Boating - Eating breakfast - Doing yoga/ aerobics - Playing sports - ….

LEAD-IN

To lead in the lesson about vocabulary and pronunciation.

VOCABULAR Y

Y Ạ

Y U Q

N Ơ H N

I F F O

Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to talk about Health problems and two sounds /f/ and /v/.”

T-Ss

1 min

VOCABULARY

T-Ss

21 mins

M È

* Teacher introduces the vocabulary by: + providing the synonym or antonym of the words 114

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+ providing the pictures of the words - Teacher have students read the phrases aloud and correct their pronunciation if necessary. - Teacher asks students for the Vietnamese meanings of these phrases.

N Ơ H N

1. dim light (n): [visual + explanation]

M È

Y U Q

2. lip balm (n): [visual + explanation]

Y Ạ

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Y U Q

N Ơ H N

3. chapped lips (n): [visual + explanation]

Y Ạ

M È

4. coloured vegetables (n): [visual + explanation]

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Y U Q

N Ơ H N

I F F O

5. red spots (n): [visual + explanation]

Y Ạ

M È

Ss Ss-Ss T-Ss

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** Ss say the words.

I F F O

*** Other Ss correct if the previous answers are incorrect.

**** Teacher shows and says the words aloud and asks Ss to repeat them

Checking techniques:

N Ơ H N

“Rub out and remember” To revise the words or phrases they have learnt.

TASK 1: MATCH THE PHRASES ON THE LEFT WITH THE CORRECT PICTURES ON THE RIGHT. (Ex 1, p. 20)

Y U Q

* Teacher asks students to work independently to do matching. ** Ss work individually. *** Teacher has students to check their work with their partner.

Y Ạ

M È

**** Then, teacher call one student to do matching in front of the class and give correct answer. Answer keys: 1. c 118

T-Ss Ss Ss-Ss

T-Ss

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2. e 3. d 4. a 5. b To help student use the words/ phrases in specific contexts.

I F F O

TASK 2: COMPLETE THE SENTENCES WITH THE CORRECT WORDS AND PHRASES. (Ex 2, p. 20)

N Ơ H N

* Teacher asks students to read the words and phrases provided aloud and give them their meaning if necessary. ** Teacher asks Ss to work individually.

Y U Q

*** Then, teacher calls some students to check and asks them to explain their answers.

T-Ss

Ss T-Ss

**** Teacher checks students ‘answers as a class. T-Ss

Answer key:

M È

1. coloured vegetables

Y Ạ

2. Soft drinks 3. fit 4. skin condition 119

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5. sunburn To help students talk about their daily activities and decide if each activity is healthy or unhealthy.

I F F O

TASK 3: DISCUSS AND TICK EACH ACTIVITY IN THE TABLE AS H (HEALTHY) OR U (UNHEALTHY). (Ex 3, p. 20)

N Ơ H N

T-Ss

* First, teacher asks students to read all the sentences in the table and find out any words are new to them. - Then, teacher has students work in group of 4 - 6 to discuss whether each activity is healthy or unhealthy.

Y U Q

** Ss work in groups.

*** Finally, teacher calls out some group to give and explain their answers as a class.

Group work T-Ss

**** Teacher listens and correct their answers.

M È

T-Ss

Suggested answers:

Y Ạ

Healthy: 1, 3, 4 Unhealthy: 2, 5

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PRONUNCIATI To help students ON identify how to pronounce the final sounds /f/ and /v/ at the end of the words.

PRONUNCIATION

I F F O

* Teacher writes on the board two words “fit” and “vegetables”.

- Then, teacher has students focus on the underlined letters “f” and “v”.

N Ơ H N

** Ss practice saying the word individually.

*** Teacher calls some students to read aloud.

T-Ss

Ss T-Ss T-Ss

**** Teacher corrects if necessary.

* After that, teacher says “In this lesson we are going to learn how to pronounce two sounds f and v”.

Y U Q

** Teacher asks Ss to watch Tiếng Anh 7 - Pronunciation video Unit 2

M È

T-Ss

(link YouTube)

Y Ạ

*** Ss imitate and practice the two sounds together. **** Teacher explains if necessary.

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To help students practise pronouncing these sounds in words.

I F F O

TASK 4: LISTEN AND REPEAT. PAY ATTENTION TO THE SOUND /F/ AND /V/. (Ex 4, p. 20) * Teacher has students read out the words first. ** Ss practice saying the words independently

N Ơ H N

*** Teacher asks students to listen and try to repeat the words as a class, a group, and individually.

T-Ss Ss T-Ss

**** Teacher may play the recording as many times as necessary and correct their pronunciation

To help students pronounce the final sounds /f/ and /v/ correctly in context.

Y Ạ

Y U Q

T-Ss

TASK 5: LISTEN AND REPEAT. PAY ATTENTION TO THE UNDERLINED WORDS. (Ex 5, p. 20) * Teacher has students read the sentences and tell them to pay attention to the underlined words with sounds /f/ and /v/.

M È

** Ss read and underline the words *** Teacher plays the recording for students to listen and repeat each sentence.

T-Ss

Ss T-Ss

**** Teacher corrects their pronunciation if necessary. T-Ss 122

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I F F O

- Teacher calls on some students to read the sentences individually. PRODUCTION/ LESS CONTROLLED PRACTICE

To give students chance to apply what they have learnt.

GAME: TONGUE TWISTER 1. Victoria fried some fresh fish. 2. Van fried the fish in half a vat of fat.

N Ơ H N

* Teacher asks students to focus on 2 sentences on the board and try to say it.

5 mins

T-Ss

- Teacher models, then call some students to read and correct pronunciation if necessary. ** Ss practice saying the sentences.

Y U Q

*** Teacher has students try to read the whole sentence as quick as possible without making any mistakes.

Ss T-Ss

**** Teacher corrects if necessary.

M È

T-Ss

CONSOLIDATI To consolidate Teacher asks students to talk about what they have learnt in the ON what students have lesson. learnt in the lesson.

Y Ạ

123

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2 mins

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HOMEWORK

To revise what they have learnt.

Find 5 more words with the sound /f/ and 5 more words with the sound /v/. Write them down and practice pronouncing the words.

UNIT 2: HEALTHY LIVING

N Ơ H N

Lesson 3: A closer look 2

I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge

Y U Q

Know how to recognize and write simple sentences Types of simple sentences Examples

M È

1. Having a subject and a verb

2. Having an object

Y Ạ

3. Having an adverb

I read.

I read science books. I read science books every weekend. 124

I F F O

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2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities Be responsible and hard working

II. MATERIALS - Grade 7 textbook, Unit 2, A closer look 2 - Computer connected to the internet - TV/ Projector/Pictures, sets of word cards - sachmem.vn

Assumptions

M È

Y U Q

N Ơ H N

Anticipated difficulties

Y Ạ

Solutions

1. Students may lack knowledge and experiences about the topic.

I F F O

Prepare some hand-outs.

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- Define expectation in explicit detail. - Have excessive talking student’s practise. - Continue to define expectations in small chunks (before every activity).

2. Some students may excessively talk in the class.

Board Plan

Y Ạ

M È

Y U Q

N Ơ H N

126

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Date of teaching Unit 2: Healthy living Lesson 3: A closer look 2 *Warm-up Game: Jumbled sentences I. Grammar: Simple sentences 1. Eg: I read S V 2. Eg: I read science books. S

Y U Q

N Ơ H N

I F F O

3. Eg: I read science books every weekend. S

II. Practice:

M È O

Task 1: Tick the simple sentence. (Ex 1, p. 21)

Y Ạ

Task 2: Underline and write S for the subject and V for the verb in each simple sentence below. (Ex 2, p. 21) Task 3: Rearrange the words and phrases to make simple sentences. (Ex 3, p. 21)

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I F F O

Task 4: Write complete sentences from the prompts. You may have to change the words or add some. (Ex 4, p. 21) Task 5: Discuss and write a simple sentence from the two given sentences. (Ex 5, p. 21) *Homework

III. PROCEDURES Notes:

M È

N Ơ H N

Y U Q

In each activity, each step will be represented as following: *

Y Ạ

Deliver the task

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Implement the task

***

Discuss

**** Give comments or feedback

Stage

Stage aim

WARM-UP

To activate students’ prior knowledge and vocabulary related to the targeted grammar.

N Ơ H N Procedure

I F F O

Interaction

GAME: JUMBLED SENTENCES

5 mins

1. books / I / science / read /.

2. games / children / love / outdoor /.

Y U Q

3. their / every day / they / clean / house /. 4. night / watched / I / T.V / last /.

5. learn / words / every day / You / should / the / new /.

M È

* Teacher gives instructions. ** In groups, Ss:

Y Ạ

T-Ss Group work

- discuss to rearrange the words to make meaningful and completed sentences. *** The group which can finish all the sentences first and has all 129

Time

Group work

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correct answers will be the winner **** Teacher checks and corrects Ss’ answer. Answer key: 1. I read science books. 2. Children love outdoor games.

N Ơ H N

I F F O

T-Ss

3. They clean their house every day. 4. I watched T.V last night.

5. You should learn the new words every day.

LEAD-IN

To introduce the targeted grammar of the lesson.

M È

PRESENTATIO To introduce N students the form of simple sentences.

Y Ạ

Y U Q

Teacher says: “This lesson today is going to tell you about “simple sentences”.

T-Ss

1 min

T-Ss

9 mins

SIMPLE SENTENCES * Teacher draws students’ attention to the sentences in the answers from the Warm-up and writes 1 more example, then underlines the main parts of each sentence. It rained. 130

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I read science books. S V

I watched T.V last night. S

N Ơ H N

I F F O

** Ss look at the board and listen to the teacher’s questions to identify each part of a sentences. *** Ss answer the teacher’s questions, then read REMEMBER box in Ss’ book.

Y U Q

****Teacher tells Ss that a simple sentence has only one subject and one verb, some simple sentences also have an object, some simple sentences also have an adverb.

M È

PRACTICE/ To help students TASK 1: TICK THE SIMPLE SENTENCES. (Ex 1, p. 21) CONTROLLED identify the correct * Teacher asks students to do the exercise individually and then PRACTICE compare their answers with a classmate.

Y Ạ

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form of simple sentences.

** Ss do the task individually. *** Some Ss explain their choices. ****Teacher confirms the correct answers. Answer key:

N Ơ H N

Simple sentences: 1, 2, 4

I F F O

TASK 2: UNDERLINE AND WRITE S FOR THE SUBJECT To help students AND V FOR THE VERB IN EACH SIMPLE SENTENCE identify the subject BELOW. (Ex 2, p. 21) and the verb in a * Teacher has students do this exercise individually by reading each simple sentence. sentence carefully to look for the two main parts.

Y U Q

** Ss do the task individually.

M È

*** Ss give and explain their answers.

Y Ạ

**** Teacher confirms the correct answers. Answer key:

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Ss Ss

T-Ss

Ss Ss T-Ss

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N Ơ H N

I F F O

TASK 3: REARRANGE THE WORDS AND PHRASES TO MAKE SIMPLE SENTENCES. (Ex 3, p. 21)

Y U Q

* Teacher asks Ss to work in pairs. To help student identify different parts of a simple sentence and put them in the correct order to form a simple sentence.

Y Ạ

** Ss work in pairs to do the task.

M È

*** Teacher calls on Ss to read aloud the complete sentences. **** Teacher confirms the correct answers.

T-Ss Pair work

Answer key: 1. My sister never drinks soft drinks.

T-Ss T-Ss

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2. Acne aﬀects 80% of young people. 3. He has bread and eggs for breakfast. 4. We don’t eat much fast food. 5. Fruit and vegetables have a lot of vitamins. PRODUCTION/ LESS CONTROLLED PRACTICE

To give Ss further practice on writing out simple sentences from the prompts given.

N Ơ H N

I F F O

TASK 4: WRITE COMPLETE SENTENCES FROM THE PROMPTS. YOU MAY HAVE TO CHANGE THE WORDS OR ADD SOME. (Ex 4, p. 21)

Y U Q

*** Call on some students to read out their answers. **** Teacher confirms the correct answers.

Y Ạ

T-Ss

* Teacher asks Ss to look at the prompts of each sentence and decide the two main parts of the sentence. ** Ss do the task individually.

12 mins

M È

- Choose some typical errors and correct as a whole class without nominating the students’ names. Answer key: 1. Tofu is healthy.

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2. Many Vietnamese drink green tea. 3. She does not use suncream. 4. My father does not exercise every morning.

I F F O

5. Most children have chapped lips and skin in winter. To allow Ss more advanced practice in forming a simple sentence from two separate ones.

N Ơ H N

TASK 5: DISCUSS AND WRITE A SIMPLE SENTENCE FROM THE TWO GIVEN SENTENCES. (Ex 5, p. 21) * Teacher asks Ss to work in pairs to read the two separate sentences, discuss and determine the two main parts for the new sentence.

Y U Q

*** Call on some Ss to write the sentences on the board. **** Teacher corrects the answers.

Y Ạ

Pair work T-Ss

** Ss work in pairs.

M È

T-Ss

- Choose some typical errors and correct as a whole class without nominating the students’ names. Answer key: 1. We avoid sweetened food and soft drinks. 135

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2. My dad and I love outdoor activities. 3. You should wear a hat and suncream.

I F F O

4. My mother read and downloaded the health tips.

CONSOLIDATI To consolidate Teacher asks students to talk about what they have learnt in the ON what students have lesson. learnt in the lesson. HOMEWORK

To revise what they have learnt.

Y Ạ

N Ơ H N

Do exercises in the workbook.

M È

Y U Q

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T-Ss

1 min

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UNIT 2: HEALTHY LIVING Lesson 4: Communication

I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - learn how to ask for and give health tips

N Ơ H N

- practise using some grammar points and vocabulary related to the topic. 2. Core competence - Develop communication skills

Y U Q

- Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities

M È

- Be benevolent and responsible

Y Ạ

II. MATERIALS

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- Grade 7 textbook, Unit 2, Communication - Computer connected to the internet - TV/ Pictures/ Projector - sachmem.vn

Assumptions Anticipated difficulties 1. Students may lack knowledge about the topic.

Y U Q

2. Students may not have sufficient reading, speaking and co-operating skills.

3. Some students may excessively talk in the class.

Y Ạ

M È

N Ơ H N

Solutions

Provide students with information about the knowledges they do not know. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

Board Plan

I F F O

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Date of teaching Unit 2: Healthy living Lesson 4: Communication *Warm-up BRAINSTORMING I. Everyday English: 1. Giving tips for health problems ➢ Structure: to give advice: - You should/ shouldn’t … - You can …

Y U Q

N Ơ H N

I F F O

Task 1: Listen and read the dialogue. (Ex 1, p. 22) Task 2: Make similar conversation. (Ex 2, p. 22)

M È

II. Practice: Tips for a healthy life

Task 3: Read the passage and choose the correct title for it. (Ex 3, p, 22) Task 4: Discuss and make a list for the tips which help the Japanese live long lives. (Ex 4, p. 22)

Y Ạ

Task 5: Discuss and make a list for the tips that the Vietnamese can do to liv e longer. (Ex 5, p. 22)

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*Homework

III. PROCEDURES Notes:

M È

N Ơ H N

Y U Q

In each activity, each step will be represented as following:

Deliver the task

Implement the task

***

Discuss

Y Ạ

140

I F F O

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**** Give comments or feedback

Stage

Stage aim

WARM-UP

To introduce the lesson.

Procedure GAME: BRAINSTORMING HEALTH PROBLEM S

Y Ạ

Y U Q

N Ơ H N

I F F O

Interaction

5 mins

* Teacher divides class into 2 teams and asks them to think of “health problems”.

T-Ss

** Ss have 1 min to think of the words related to the topic or they can discuss with their partners.

Ss-Ss

M È

*** Each member from each team turn by turn run to the board and write one word.

141

Time

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**** Teacher corrects their answers.

I F F O

- The team which has more correct words will be the winner Suggested answers:

T-Ss

Asthma, a backache, a broken leg, a cold, a cough, an earache, a headache, a sore throat, a toothache, sunburn, etc. LEAD-IN

EVERYDAY ENGLISH

N Ơ H N

To lead in the lesson.

Teacher leads students into the lesson by telling what they are going to learn: “We are going to learn how to give tips for health problems”.

To introduce two ways to give tips on health problems and to allow Ss some practice.

TASK 1: LISTEN AND READ THE DIALOGUE. (Ex 1, p. 22)

Y Ạ

T-Ss

1 min

* Teacher plays the record for SS to listen and read the conversation about health problem.

T-Ss

10 mins

** Ss listen and practice saying with their partners.

Ss-Ss

*** Teacher calls some pairs to read aloud.

T-Ss

**** Teacher corrects pronunciation if necessary.

T-Ss

M È

Y U Q

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I F F O

* Teacher asks Ss to pay attention to the highlighted parts and asks them some questions to elicit the new structure: - What do these sentences mean? - When do we use these sentences? -…

N Ơ H N

** Ss answer teacher’s questions to find out new structure to give tips for health problems. *** Some students give the new structure to the teacher. **** Teacher corrects and writes on the board:

Y U Q

T-Ss

T-Ss T-Ss

Structure: to give advice: - You should/ shouldn’t … - You can …

M È

To help students TASK 2: MAKE SIMILAR CONVERSATION. (Ex 2, p. 22) practise giving tips * Teacher has Ss look at the situation in Ex 2 to make similar on health dialogue: problems. 1. I’m tired.

Y Ạ

143

T-Ss

7 mins

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2. I have acne. 3. My hands are chapped. ** Ss work in pairs to make similar dialogue.

I F F O

*** Teacher calls some pairs to present it in front of the class.

N Ơ H N

**** Teacher gives feedback and some comments. Suggested answers: A: I am tired.

Pair work T-Ss T-Ss

B: You can drink some milk.

Y U Q

A: Yes.

B: And you should have a nap. A: Thank you. TIPS FOR A HEALTHY LIFE

To provide students

M È

with more knowledge about healthy living and

Y Ạ

TASK 3: READ THE PASSAGE AND CHOOSE THE CORRECT TITLE FOR IT. (Ex 3, p, 22) * Teacher asks Ss to read the passage independently and choose the correct answer of the main idea. ** Ss so the task individually. 144

5 mins T- Ss

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help them practice *** Teacher calls some Ss to give their answer and explain it. the skill of reading **** Teacher confirms the correct answers. for the main idea. Answer key: A To help students identify the main points in a reading and talk about them.

I F F O

TASK 4: DISCUSS AND MAKE A LIST FOR THE TIPS WHICH HELP THE JAPANESE LIVE LONG LIVES. (Ex 4, p. 22)

N Ơ H N

* Teacher has students work in groups to discuss and takes notes of the tips for a long life that they find in the text. ** Ss work in groups.

Y U Q

*** 2-3 groups share their lists.

**** Teacher confirms and corrects if necessary. Suggested answers:

M È

(1) They eat a lot of fish and vegetable.

Y Ạ

(2) They cook fish with little cooking oil. (3) They also eat a lot of tofu. (4) The Japanese work hard and do a lot of outdoor activities. 145

T-Ss T-Ss

5 mins T-Ss

Group work Group work T-Ss

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To help students practise giving health tips on their own context.

I F F O

TASK 5: DISCUSS AND MAKE A LIST FOR THE TIPS THAT THE VIETNAMESE CAN DO TO LIVE LONGER. (Ex 5, p. 22) * Teacher asks students to work in groups of 4- 5.

T-Ss Group work

** Ss work in group of 4- 5 to discuss and come up with some tips for how the Vietnamese can live longer.

N Ơ H N

*** Some groups share ideas with the whole class and other groups Group work listen and add more their ideas. **** Teacher listens and corrects if necessary.

Y U Q

Suggested answers:

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1. Use some lip balm. Use coconut oil or body lotion. 2. Eat less fast food, meat, and ice cream. Eat more fruit and vegetable.

N Ơ H N

3. Get enough sleep, 7 - 8 hours a day.

I F F O

Don't go to bed too late.

4. Keep warm and stay in bed.

Drink plenty of water and eat light food.

Y U Q

5. Avoid washing your hair every day. Take vitamins. POST-SPEAKING To help students improve next time.

Ss-Ss

Teacher asks students to talk about what they have learnt in the lesson.

T-Ss

M È

CONSOLIDATION To consolidate what students

Y Ạ

- Have students give comments on their friends and vote for the most interesting and informative presentation. - Teacher gives feedback and comments.

161

3 mins

T-Ss 2 mins

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have learnt in the lesson.

HOMEWORK

To prepare for the Do exercises in the workbook. next lesson Skills 2.

N Ơ H N

UNIT 2: HEALTHY LIVING Lesson 6: Skills 2

I. OBJECTIVES

Y U Q

By the end of this lesson, students will be able to: 1. Knowledge + Listening

M È

- use the lexical items related to the topic Healthy living

- listen for specific information about some advice about healthy habits

Y Ạ

+ Writing: write some advice to avoid viruses. 2. Core competence

162

I F F O

T-Ss

1 min

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- Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities Be benevolent and responsible

II. MATERIALS - Grade 7 textbook, Unit 2, Skills 2 - Computer connected to the internet - Pictures - sachmem.vn

Assumptions

M È

Y U Q

N Ơ H N

Anticipated difficulties

Solutions

1. Students may lack knowledge and experiences about the topic.

Y Ạ

I F F O

163

Prepare some hand-outs.

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2. Students may not sufficient listening, writing and co- - Play the recording, replay depends on students’ need. operating skills. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 3. Some students will excessively talk in the class.

Board Plan

Y Ạ

M È

Y U Q

I F F O

- Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

N Ơ H N

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Date of teaching Unit 2: Healthy living Lesson 6: Skills 2 *Warm-up Chatting I. Listening

N Ơ H N

I F F O

Task 1: Discuss and tick the habits you think are good for your health. (Ex 1, p. 24) Task 2: Listen and tick the habits mentioned. (Ex 2, p. 24)

Y U Q

Task 3: Listen again and answer the questions with no more than THREE words. (Ex 3, p. 25) Task 4: Discuss and make notes of the tips from the listening. Then share them with the class. (Ex 4, p. 25) II. Writing:

M È

Task 5: Discuss and brainstorm ideas.

Task 6: Write a passage of about 70 words to give advice on how to avoid viruses. (Ex 5, p. 25) *Homework

Y Ạ

III. PROCEDURES

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Notes: In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

**** Give comments or feedback

Stage

Stage aim

WARM-UP

To activate students’ prior knowledge and vocabulary related to the lesson

N Ơ H N

I F F O

Procedure

Y U Q

CHATTING:

* Teacher writes on the board the word “Healthy habits” and asks Ss some questions:

Interaction Time

T-Ss

+ What does this word mean?

M È

+ What do we do to have “healthy habits”?

Y Ạ

+ Can you name some “healthy habits?” ** Ss think of these questions and discuss with their partners if needed. 166

Group work

5 mins

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I F F O

*** Teacher calls some students to give their answers. **** Teacher listens and give comments.

LEAD-IN

To introduce the new lesson.

- Teacher introduces students the content of the lesson: “In the lesson today, we are going to listen to the professor talking about healthy habits”.

PRE-LISTENING

To help Ss brainstorm the topic and prepare for the listening text.

TASK 1: DISCUSS AND TICK THE HABITS YOU THINK ARE GOOD FOR YOUR HEALTH. (Ex 1, p. 24)

N Ơ H N

Y U Q

* Teacher asks Ss to work in pairs to discuss if these sentences are good or bad for their health. ** Ss work with their partner to do the task. *** Teacher calls on some Ss to answer.

M È

**** Teacher gives comments and leads Ss to task 2.

Y Ạ

Suggested answers: Good for health: 2, 3

167

T-Ss T-ss

T-Ss

1 min

3 mins T-Ss

Pair work T-Ss T-Ss

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To help Ss develop their skill of listening for specific information.

I F F O

TASK 2: LISTEN AND TICK THE HABITS MENTIONED. (Ex 2, p. 24)

T-Ss

* Teacher has students guess if these habits are mentioned in the listening text. If they say yes for a habit, put a tick next to the word. Then, teacher plays the recording once for students to check their guesses.

N Ơ H N

** Ss work independently to guess then listen to the recording once to check their guess.

T-Ss

*** Teacher calls on some students to give the answers the have listened. WHILELISTENING

To help students develop their skill of listening for specific information.

Y Ạ

Y U Q

TASK 2: LISTEN AND TICK THE HABITS MENTIONED. (Ex 2, p. 24 - continue) **** Teacher plays the recording again and confirms the correct answers for their prediction.

M È

Answer key: Habits mentioned in the listening text: 1, 3, 4, 6 Audio script – Tracks 12 + 13:

168

T-Ss

10 mins

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“Healthy habits help us keep fit and avoid disease. Here is some advice. Eat more fruit and vegetable, especially coloured ones like carrots and tomatoes. They provide a lot of vitamins. Eat meat, eggs, and cheese, but not too much. You may put on weight. Drink enough water, but not soft drinks. Be active and exercise every day. Do outdoor activities like cycling, swimming, or playing sports. They keep you fit. Go to bed early and get about 8 hours of sleep daily, so you will not feel tired. Keep your room tidy and clean. Open windows to let in fresh air and sunshine on fine days.” To help Ss further develop their skill of listening for specific information.

Y Ạ

N Ơ H N

I F F O

TASK 3: LISTEN AGAIN AND ANSWER THE QUESTIONS WITH NO MORE THAN THREE WORDS. (Ex 3, p. 25)

Y U Q

* Teacher has Ss read the questions and determine what information they need for answering the questions. Remind them answer the questions with no more than THREE words. Then, teacher plays the recording once or twice more for Ss to do the exercise.

M È

** Ss work independently to listen again and determine what information they need. After that, Ss can share their answers in pairs. 169

T-Ss

Ss / Pair work

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I F F O

*** Teacher calls on some pairs to give answers.

**** Teacher confirms the correct ones and plays the recording again if needed, stopping at the places where students are having difficulties. Suggested answers: 1. disease 2. (lots of) vitamins 3. 8 / eight hours 4. tidy and clean PRE-WRITING

To help Ss make simple notes of what they have listened to.

Y Ạ

Y U Q

N Ơ H N

TASK 4: DISCUSS AND MAKE NOTES OF THE TIPS FROM THE LISTENING. THEN SHARE THEM WITH THE CLASS. (Ex 4, p. 25)

M È

T-Ss T-Ss

5 mins T-Ss

* Teacher tells Ss to work in groups to discuss and make notes of the tips and write in full sentences. e.g. Don’t eat too much meat and cheese.

** Ss work in groups. Teacher moves around and offers help if needed. 170

Group work

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I F F O

*** Teacher invites some Ss to share their answers. **** Teacher confirms the correct answers. To help Ss prepare ideas to write a passage.

* Teacher writes on the board “Covid-19” and asks Ss to give ideas on what they have known about it and asks them to look at the pictures and explains if needed

N Ơ H N

*** Teacher calls on some Ss to raise their ideas.

Y U Q

**** Teacher listens and confirms.

Suggested answers: happened in 2019, it caused by virus, many people died of it, …

Y Ạ

T-Ss

TASK 5: DISCUSS AND BRAINSTORM IDEAS.

** Ss think of it and can discuss with their partners.

M È

WHILE-WRITING To help Ss practise writing a passage to give advice on how to avoid viruses.

T-Ss

Ss-Ss T-Ss T-Ss

TASK 6: WRITE A PASSAGE OF ABOUT 70 WORDS TO GIVE ADVICE ON HOW TO AVOID VIRUSES. (Ex 5, p. 25) * Teacher tells Ss that they are going to write a passage to give advice on how to avoid viruses

171

5 mins

10 mins T-Ss

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N Ơ H N

I F F O

** Ss work independently to do the task and try to add more tips if they can. Teacher goes around and help if necessary.

POST-WRITING

M È

To peer check, cross check and final check students’ writing.

Y Ạ

Y U Q

T-Ss

TASK 6: WRITE A PASSAGE OF ABOUT 70 WORDS TO GIVE ADVICE ON HOW TO AVOID VIRUSES. (Ex 5, p. 25 continue)

2 mins Ss-Ss

*** Teacher asks Ss to share their writing with their partners. Then, call on some Ss to show their writing in front of the class. T-Ss 172

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I F F O

**** Teacher checks ideas, grammar, vocabulary and gives comments. Suggested answers:

We can do a lot of things to avoid viruses. First, always keep your surroundings clean. Sweep your house, clean your furniture, and change your pillow covers and bedsheets often. Remember to take a bath daily. Wash your hands with soap regularly. Drink a lot of water and eat more fruit and vegetable. Exercise three times a day for at least 15 minutes each time. When you go out, wear a mask and avoid crowds. CONSOLIDATION To consolidate what students have learnt in the lesson. HOMEWORK

Y U Q

N Ơ H N

Teacher asks students to talk about what they have learnt in the lesson.

M È

To allow students Rewrite the passage on the notebook. finalize their passage after being checked by

Y Ạ

173

T-Ss

2 mins

T-Ss

1 min

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friends and the teacher.

Y Ạ

M È

Y U Q

N Ơ H N

174

I F F O

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UNIT 2: HEALTHY LIVING Lesson 7: Looking back & Project

I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - review the vocabulary and grammar of Unit 2

N Ơ H N

I F F O

- apply what they have learnt (vocabulary and grammar) into practice through a project. 2. Core competence

Y U Q

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities

M È

- Be benevolent and responsible - Develop self-study skills

Y Ạ

175

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II. MATERIALS - Grade 7 textbook, Unit 2, Looking back & Project - Computer connected to the internet - TV/ Pictures, A0 paper - sachmem.vn

Assumptions Anticipated difficulties

N Ơ H N

I F F O Solutions

1. Students may not have sufficient speaking, writing - Encourage students to work in pairs, in groups so that and co-operating skills when doing project. they can help each other. - Provide feedback and help if necessary.

Y U Q

2. Some students may excessively talk in the class.

Y Ạ

Board Plan

M È

- Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define exp ectations in small chunks (before every activity).

176

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Date of teaching Unit 2: Healthy living Lesson 7: Looking back & Project *Warm-up Brainstorming I. Looking back

N Ơ H N

Task 1: Complete the sentences with the verbs below. (Ex. 1, p. 26)

Task 2: Make Write the words below next to their definitions (Ex. 2, p. 26)

Y U Q

Task 3: Tick the simple sentences (Ex. 3, p. 26)

Task 4: Change the following sentences into simple ones. (Ex 4, p. 26) II. Project Build healthy habits

M È

Task 5: Posters exhibition *Homework

Y Ạ

III. PROCEDURES

177

I F F O

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Notes: In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

**** Give comments or feedback

Stage

Stage aim

WARM-UP

- To help students revise the vocabulary items they have learnt in the unit.

Y Ạ

Procedure

BRAINSTORMING

Y U Q

* Teacher asks Ss to think of what they have learnt already in Unit 2. ** Ss work in pairs to do the task.

M È

- To enhance students’ skills of cooperating with team mates.

N Ơ H N

I F F O

*** Teacher calls some students to retell. **** Teacher confirms and leads them to do all the exercises in books.

178

Interaction

Time

T-Ss

3 mins

Pair work T-Ss T-Ss

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LOOKING BACK

To help Ss revise the vocabulary items (verbs) they have learnt in the unit.

TASK 1: COMPLETE THE SENTENCES WITH THE VERBS BELOW. (Ex 1, p. 26)

I F F O

* Teacher has Ss work individually read the verbs in the box and see if they still remember their meanings.

** Ss do this activity individually, then compare their answers with their partners.

N Ơ H N

T-Ss

*** Teacher asks for Ss’ answers.

**** Teacher confirms the correct ones Answer key:

Y U Q

1. keep

T-Ss T-Ss

2. affects 3. avoid

M È

4. are

To help Ss revise the vocabulary items (adjectives)

Y Ạ

5. exercise Task 2: Write the words below next to their definitions (Ex 2, p. 26)

179

T-Ss

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they have learnt in the unit.

* Teacher has Ss work individually read the adjectives in the box and see if they still remember their meanings.

I F F O

** Ss do this activity individually, then compare their answers with their partners. *** Teacher asks for Ss’ answers.

N Ơ H N

T-Ss T-Ss

**** Teacher confirms the correct ones. Answer key: 1. active 2. healthy

Y U Q

3. tidy 4. fit

5. dirty

M È

To help Ss revise simple sentences.

Y Ạ

TASK 3: TICK THE SIMPLE SENTENCES. (Ex 3, p. 26) * Teacher asks Ss again What is a simple sentence? and tell them to do Ex 3 in the workbook. ** Ss do the exercise individually and swap with their partners. *** Teacher calls some Ss to check their answer. 180

T-Ss

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**** Teacher confirms the correct answer. Answer key: Simple sentences: 2, 3, 5

To help Ss revise simple sentences.

N Ơ H N

I F F O

** Ss work individually to do the task.

Y U Q

*** Teacher calls 1 - 2 Ss to write on the board. **** Teacher checks and confirms their answer. Answer key:

M È

1. Both you and your brother are active.

Y Ạ

T-Ss

TASK 4: CHANGE THE FOLLOWING SENTENCES INTO SIMPLE ONES. (Ex 4, p. 26) * Teacher asks Ss to write a simple sentence by identifying the main parts of the new sentence.

T-Ss

2. Your room looks dark and untidy. 3. The Japanese work hard and exercise regularly. 4. My mother eats a lot of fruit and vegetable.

181

T-Ss

Ss T-Ss T-Ss

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PROJECT

To help Ss identify a bad habit for healthy living in their school and offer some tips to change that habit.

TASK 5: POSTERS EXHIBITION

I F F O

N Ơ H N

** T has groups show their posters and present the hobbies to the class. Remember to have the “show and tell” session and vote for the best poster.

Group work

22 mins

T-Ss

*** Students vote for the best poster.

Y U Q

**** Teacher gives feedback.

T-Ss

CONSOLIDAT To consolidate Teacher asks students to talk about what they have learnt in the ION what students have lesson. learnt in the lesson. HOMEWORK

M È

To prepare for the next lesson.

Y Ạ

Ss-Ss

Prepare for the next lesson: Unit 3 – Getting started.

182

T-Ss

3 mins

T-Ss

1 min

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* Pictures' source: From Internet

N Ơ H N

I F F O

UNIT 3: COMMUNITY SERVICE

Y U Q

Lesson 1: Getting started – Sounds like great work!

I. OBJECTIVES

M È

By the end of this lesson, Ss will be able to gain: 1. Knowledge

- An overview about the topic “Community service”

Y Ạ

- lexical items related to community activities

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2. Core competence

I F F O

- Develop communication skills and enhance awareness of preserving the culture - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop self-study skills

N Ơ H N

- Raise students’ awareness of the need to keep their neighbourhood green

II. MATERIALS

Y U Q

- Grade 7 textbook, Unit 3, Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn

Language analysis

Y Ạ

Form

M È

Pronunciation

Meaning 184

Vietnamese

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equivalent

1. community activity (n.phr.)

2. donate (v)

doing things because we want to give back to our communities or help others

/dəʊˈneɪt/

giving money or goods to help a person or organization

quyên góp, ủng hộ

a place where very old people who are ill live and receive medical treatment and care

viện dưỡng lão

without a home

vô gia cư

3. nursing home (n.phr.)

/ˈnɜːsɪŋ həʊm/

4. homeless (adj)

/ˈhəʊmləs/

Assumptions

M È

Y U Q

N Ơ H N

Anticipated difficulties

Y Ạ

I F F O

/kəˈmjuːnɪti ækˈtɪvɪti/

hoạt động cộng đồng

Solutions

1. Students may lack of knowledge about - Prepare some photos / posters of films and community service or community activities. provide suggestions on vocabularies and structures to describe community service or

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community activities..

I F F O

2. Students may have underdeveloped listening, - Play the recording, the replay depends on reading and co-operating skills. student’s need. - Encourage students to work in pairs, in groups so that they can help each other.

N Ơ H N

- Provide feedback and help if necessary.

Board Plan

Y U Q

Date of teaching

Unit 3: COMMUNITY SERVICE

Lesson 1: Getting started – Sounds like great work! *Warm-up

M È

Describe the picture: → Community service → Community activities

I. Vocabulary

Y Ạ

1. community activity (n.phr.)

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2. donate (v) 3. nursing home (n.phr.) 4. homeless (adj) II. Practice

N Ơ H N

Task 1: Listen and read.

Task 2: Read the conversation again and tick the appropriate box.

Task 3: Complete the phrases under the pictures with the verbs below.

Task 4: Complete the sentences with the correct words or phrases below.

Y U Q

Task 5: Vocabulary Ping-pong game. * Homework

III. PROCEDURES Notes:

M È

In each activity, each step will be represented as following:

Y Ạ

Deliver the task

Implement the task

187

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***

Discuss

**** Give comments or feedback

Stage WARM-UP

Stage aim To introduce the topic of the unit.

Procedure Picture describing

N Ơ H N

I F F O

* Teacher shows the picture and asks students questions: - What can you infer from this picture?

Y Ạ

M È

Y U Q

** Students raise hands to answer the questions. *** Teacher and students discuss the questions.

188

Interactio Time n

T-Ss

3 mins

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**** Teacher accepts all students’ questions and explains the term “Community service” (work that people do without payment to help other people).

LEAD-IN

N Ơ H N

I F F O

To lead in the * Teacher draws students’ attention to the picture in the topic of the lesson. textbook and asks them some questions about it:

Ss T-Ss T-Ss T-Ss

- What are they doing?

Y Ạ

M È

Y U Q

** Students raise hands to answer the questions.

T-Ss

*** Teacher and students discuss the questions.

T-Ss

**** Teacher confirms the answers and indicates that they are doing “community activities”.

189

2 mins

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PRESENTAT - To provide ION students with vocabulary. (VOCAB PRETEACH)

- To help students well-prepared for the listening and reading tasks.

VOCABULARY: * Teacher introduces the vocabulary. ** Teacher introduces the vocabulary by: - providing the pictures - eliciting the definition of the words

N Ơ H N

I F F O

T-Ss

1. community activity (n.phr.) 2. donate (v)

3. nursing home (n.phr.) 4. homeless (adj)

Y U Q

*** Teacher do the “Rub out and remember” checking technique.

Y Ạ

M È

**** Teacher checks students’ pronunciation and gives feedback. Teacher reveals that these four words will appear in the reading text and asks students to open their textbook to discover further.

190

T-Ss T-Ss

10 mins

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PRACTICE - To have students get to know the topic.

TASK 1: LISTEN AND READ. (Ex 1, p. 28)

I F F O

* Teacher can play the recording more than once. ** Students listen and read.

*** Teacher can invite some pairs of students to read aloud.

N Ơ H N

**** Teacher check students’ pronunciation ad give feedback.

- To help students read for specific information about Minh and Tom’s community activities. -

Y Ạ

M È

T-Ss Ss

Pair work T-Ss

TASK 2: READ THE CONVERSATION AGAIN AND TICK THE APPROPRIATE BOX. (Ex. 2, p. 29)

Y U Q

* Teacher tells students to read the conversation again and work in pairs to find the answers. ** Students can underline the words and phrases about community activities then work together for one or two minutes to check the words / phrases they have underlined. *** Teacher allows students to share their answers before discussing as a class and encourages them to pronounce the words / phrases correctly. 191

T-Ss

Pair work

Ss-Ss

15 mins

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**** Teacher checks the answers as a class and gives feedback.

Answer key:

- To help students use phrases related to community activities.

TASK 3: COMPLETE THE PHRASES UNDER THE PICTURES WITH THE VERBS BELOW. (Ex 3, p. 29) * Teacher asks students to work individually to complete the phrases under the pictures with the given verbs.

- To help students ** Students work individually to complete the task. further understand *** Teacher allows students to share answers before the text. discussing as a class.

Y Ạ -

M È

Y U Q

N Ơ H N

I F F O

T-Ss

192

T-Ss

Ss Ss-Ss

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**** Teacher asks students to say the phrases aloud and makes sure they pronounce the words and phrases correctly. Teacher can ask for translation to check their understanding. Answer key: 1. pick up 2. help 3. recycle 4. donate 5. clean - To help students use the vocabulary related to community activities in the right contexts. -

Y Ạ

M È

Y U Q

N Ơ H N

I F F O

T-Ss

TASK 4: COMPLETE THE SENTENCES WITH THE CORRECT WORDS OR PHRASES BELOW. (Ex 4, p. 29) * Teacher asks students to work independently to complete each sentence with a word or phrase from the box.

T-Ss

** Students fill in the blanks with the most suitable words / phrases.

*** Teacher allows students to share answers before discussing as a class. 193

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**** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed.

Answer key: 1. homeless children 2. litter 3. old people 4. taught 5. planted PRODUCTI - - To help students ON review and reuse the learnt vocabulary. - - To create a fun atmosphere in the class.

Y Ạ

M È

Y U Q

N Ơ H N

I F F O

TASK 5: VOCABULARY PING-PONG GAME. (Ex 5, p. 29) * Teacher instructs students to play the Vocabulary Ping-Pong game: - Ask Ss to think of the topic Community Service. - One student from team A shouts out a word or phrase related to the topic. Then one student from team B makes a sentence with that word or phrase. Then switch roles. 194

10 mins T-Ss Teamwor k

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- The team that cannot give a phrase or make a correct sentence loses and the other team gets a point. ** Students play the game.

I F F O

*** Teacher can go around to help weaker students.

T-Ss

**** Teacher stops the game when time is up. The team that makes the most correct sentences wins.

T-Ss

Example: Team A: Litter

Y U Q

N Ơ H N

Team B: We often pick up litter in the park. Trees. Team A: We plan trees in our school every year. Book. … WRAP-UP

M È

To consolidate what students have learnt in the lesson.

Y Ạ

- Teacher refers to the unit title again then together with students, orally list the community activities students do at school. - Teacher asks students to say several words or phrases about community activities that they remember from the lesson. 195

T-Ss

2 mins

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HOMEWOR To prepare - Think about community activities that students can do (at K vocabulary for the least 3 activities). next lessons. - Project preparation

I F F O

+ Teacher informs student of the final project of the Unit’s project.

N Ơ H N

+ Explain the requirements of the project: Think about some environmental problems in your neighbourhood and the solutions to those problems. Students will present their ideas in Lesson 7 – Looking back and Project.

Y U Q

+ Teacher explains to students how they can get the information. + Put students into groups and ask them to discuss to assign tasks for each member. Help them set a deadline for each task.

Y Ạ

M È

(Teacher should check the progress of students’ preparation after each lesson.)

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Y Ạ

M È

Y U Q

N Ơ H N

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UNIT 3: COMMUNITY SERVICE Lesson 2: A closer look 1 I. OBJECTIVES By the end of this lesson, students will be able to gain: 1. Knowledge:

N Ơ H N

I F F O

- Vocabulary: Use words related to community activities.

- Pronunciation: Correctly pronounce the sounds: /t/, /d/, /ɪd/ in isolation and in context 2. Core competenc - Develop communication skills and creativity

Y U Q

- Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities

M È

- Develop self-study skills

- Raise students’ awareness of the need to keep their neighbourhood green.

Y Ạ

II. MATERIALS

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- Grade 7 textbook, Unit 3, A closer look 1 - Computer connected to the Internet - Projector/ TV/ Pictures and cards - sachmem.vn

Language analysis Form

Pronunciation

1. exchange (v)

/ɪksˈʧeɪnʤ/

2. pick up (phr. v.)

/pɪk ʌp/

3. tutor (v)

Y Ạ

M È

/ˈtjuːtə/

N Ơ H N

I F F O

Meaning

Y U Q

Vietnamese equivalent

the act of giving something to someone and them giving you something else

trao đổi

to take hold of something and lift it up

nhặt lên

to teach a child outside of school, especially in order to give the child extra help with a subject he or she finds difficult

dạy kèm

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Assumptions Anticipated difficulties

I F F O

Solutions

N Ơ H N

1. Students may lack knowledge about community - Prepare some photos / posters of community activities. activities. -

2. Students may not have sufficient listening, - Play the recording, the replay depends on speaking and co-operating skills. student’s need. - Encourage students to work in pairs, in groups so that they can help each other.

Board Plan

Y Ạ

M È

Y U Q

- Provide feedback and help if necessary.

Date of teaching

200

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Unit 3: COMMUNITY SERVICE Lesson 2: A closer look 1 *Warm-up Matching game recycle

trees

books

1. exchange (v)

2. pick up (phr. v.)

Y Ạ

3. tutor (v)

M È

N Ơ H N

help

vegetables

Y U Q bottles

plant

small children

old people

litter

homeless children

I. Vocabulary

201

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Task 1: Match a verb in A with a word or phrase in B.

I F F O

Task 2: Complete each of the sentences with a suitable word or phrase from the box.

Task 3: Use the phrases from the box to write full sentences under the correct picture. II. Pronunciation

N Ơ H N

Task 4: Listen and repeat. Pay attention to the sounds /t/, /d/ and /ɪd/.

Task 5: Listen to the sentences and pay attention to the underlined parts. Tick the appropriate sounds. Practise the sentences.

/t/

Y U Q

picked, booked, helped

M È

/d/

tutored, watered, exchanged

*Game: Broken telephone *Homework:

Y Ạ

III. PROCEDURES

202

/ɪd/

donated, planted

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Notes: In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

**** Give comments or feedback

Stage WARM-UP

Stage aim

N Ơ H N

I F F O

Procedure

Y U Q

To recall students’ MATCHING GAME: vocabulary on * Teacher has students play in two groups and explains the community game rules. activities. ** Each group will have a list of verbs and nouns. Students match the verbs they have with the correct nouns.

Y Ạ

M È

*** Teacher and students discuss the answers. The group with the most correct answers wins. **** Teacher confirms the answers and gives feedback. 203

Interactio n

Time 7 mins

T-Ss Group work

T-Ss

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Set of word cards:

recycle

trees

Y U Q books

Y Ạ

M È

help

I F F O

plant

N Ơ H N

vegetables

small children

old people

bottles

cans

homeless children

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VOCABULA To introduce the RY new words.

VOCABULARY: * Teacher introduces the vocabulary. ** Teacher introduces the vocabulary by: - providing the pictures - providing the definition of the words. 1. exchange (v) 2. pick up (phr. v) 3. tutor (v)

To introduce some verbs and verb phrases that are often used to describe community activities.

Y Ạ

M È

N Ơ H N

I F F O

T-Ss T-Ss

*** Teacher asks students to repeat.

T-Ss

*** Teacher rubs out and checks

T-Ss

Y U Q

TASK 1: MATCH A VERB IN A WITH A WORD OR PHRASE IN B. (Ex 1, p. 30)

8 mins T-Ss

* Teacher has read aloud the verbs in A and words / phrases in Pair work B. ** Students work in pairs to match the verbs in A with words / Pair work phrases in B.

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*** Teacher asks them to share their answers in pairs before checking the answers as a class.

I F F O

**** Teacher invites students to take turns to read out their answers and corrects their pronunciation if needed.

Answer key: 1. e 2. a 3. d

Y U Q

4. c

N Ơ H N

5. b

Y Ạ

M È

206

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To allow students to use the learnt words / phrases in contexts.

TASK 2: COMPLETE EACH OF THE SENTENCES WITH A SUITABLE WORD OR PHRASE FROM THE BOX. (Ex 2, p. 30)

I F F O

N Ơ H N

** Students do the task individually.

*** Teacher allows students to swap their textbooks to peer check first.

Y U Q

**** Teacher confirms the answers and gives feedback, if necessary.

Y Ạ

M È

T-Ss

* Teacher asks students to work individually to complete each of the sentences with a suitable word / phrase from the box. All of these words / phrases have been learnt in.

Answer key: 1. litter

2. used paper for notebooks 3. water 4. donate

207

Ss Pair work T-Ss

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5. tutor

To have students practise producing full sentences using the learnt words / phrases.

Y Ạ

M È

Y U Q

N Ơ H N

I F F O

TASK 3: USE THE PHRASES FROM THE BOX TO WRITE FULL SENTENCES UNDER THE CORRECT PICTURE. (Ex 3, p. 30)

8 mins

T-Ss

* Teacher asks students to work individually to write full sentences, using the given phrases. ** Students read aloud the six phrases and match with the appropriate pictures. *** Teacher asks students to work in pairs to swap their answers and peer check. 208

Pair work

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**** Teacher checks their answers as a class. Answer key: 1. She’s reading books to the elderly. 2. They’re giving gifts to old people.

N Ơ H N

I F F O

T-Ss

3. They’re exchanging used paper for notebooks. 4. They’re donating clothes to poor children. 5. She’s planting trees in the park. PRONUNCIA - To help students TION identify how to pronounce the sounds /t/, /d/ and /ɪd/.

TASK 4: LISTEN AND REPEAT. PAY ATTENTION TO THE SOUNDS /t/, /d/ AND /ɪd/. (Ex 4, p. 30)

Y U Q

* Teacher has students listen to the recording once first. ** Students listen to the recordings and read out the words.

- To help students *** Teacher plays the recording for them to listen and repeat each word as a class, then as individuals. practise **** Teacher check students’ pronunciation if needed. pronouncing the sounds in words.

Y Ạ

M È

209

T-Ss Ss T-Ss

T-Ss

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To help students practise pronouncing the sounds /t/, /d/ and /ɪd/ in sentences.

TASK 5: LISTEN TO THE SENTENCES AND PAY ATTENTION TO THE UNDERLINED PARTS. TICK THE APPROPRIATE SOUNDS. PRACTISE THE SENTENCES (Ex 5, p. 31).

I F F O

* Teacher has some students read the sentences first and asks them to pay attention to the underlined parts.

T-Ss

** Teacher plays the recording for Ss to listen then have them tick the appropriate sounds.

N Ơ H N

***Teacher invites some Ss to share their answers. Confirm the correct ones.

Y U Q

**** Teacher plays the recording again and ask students to repeat each sentence after the recording. Teacher confirms the answers.

Y Ạ

M È

Answer key:

210

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PRODUCTIO To test students' N quick reaction to the targeted sounds.

Y Ạ

M È

Y U Q

N Ơ H N

I F F O

GAME: BROKEN TELEPHONE * Teacher explains the rules:

Teacher divides the class into 2 teams and asks them to stand in 2 lines. The first student from each line will be told some words with the /t/, /d/ and /ɪd/ sounds. Team members have to whisper one by one till the last. The last student from each line runs to the board and write down the words in the correct columns. The faster one with correct answers will be the winner. 211

7 mins T-Ss

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** Students play the game. *** Teacher helps students in the game. **** Teacher gives feedback. Suggested key: /t/

N Ơ H N /d/

picked, tutored, booked, helped watered, exchanged WRAP-UP

HOMEWOR K

To consolidate what students have learnt in the lesson.

M È

I F F O

T-Ss

donated, planted

T-Ss

2 mins

T-Ss

1 min

- Teacher asks them to list some phrases about community activities they learnt in the lesson. - Teacher asks them to list some verbs in the past simple, paying attention to their pronunciation.

To review the What can you do to make your neighborhood to be a greener vocabulary in this place? Write at least 3 activities. lesson.

Y Ạ

T-Ss

/ɪd/

- Teacher asks students to summarise what they have learnt in the lesson.

Y U Q

Group work

212

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Y Ạ

M È

Y U Q

N Ơ H N

213

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UNIT 3: COMMUNITY SERVICE Lesson 3: A closer look 2 I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge: - Understand the use of the past simple tense

N Ơ H N

- Practice using the past simple to talk about past activities 2. Core competence: - Develop communication skills and creativity

Y U Q

- Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities

M È

- Develop self-study skills

- Raise students’ awareness of the need to keep their neighbourhood green.

Y Ạ

II. MATERIALS

214

I F F O

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- Grade 7 textbook, Unit 3, A closer look 2 - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn

Language analysis Form Positive: S + V-ed (played) Negative:

N Ơ H N

Explanation

Y U Q

S + did not / didn’t V (did not / didn’t play)

M È

Questions and short answers:

Did + S + V (play)?

Y Ạ

• Yes, S + did. • No, S + didn’t.

I F F O

215

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Assumptions Anticipated difficulties

I F F O

Solutions

1. Students may find confused when to use the the - Give short and clear explanations with legible past simple examples for each case.

N Ơ H N

2. Students may have underdeveloped speaking and - Give clear instructions, give examples before co-operating skills. letting students work in groups. - Provide feedback and help if necessary.

Board Plan

Y U Q

Date of teaching

*Warm-up Chatting

Y Ạ

M È

Unit 3: COMMUNITY SERVICE Lesson 3: A closer look 2

• What did you do last weekend?

216

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• What did you watch yesterday? • Who did you meet two days ago? I. Grammar focus The past simple

N Ơ H N

I F F O

Positive

S + V-ed (played)

Negative

S + did not / didn’t V (did not / didn’t play) Did + S + V (play)?

Y U Q

Questions and short answers

II. Practice

M È

• Yes, S + did. • No, S + didn’t.

Task 1: Circle the correct answer A, B, or C to complete each sentence.

Task 2: Complete the sentences with the past simple form of the given verbs.

Y Ạ

Task 3: Complete the sentences with the correct forms of the verbs from the box.

217

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Task 4: Write complete sentences from the prompts. III. Production Task 5: The Red Cross in 2016 and 2018. *Homework

III. PROCEDURES Notes: In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

M È

**** Give comments or feedback

Stage

Y Ạ

Y U Q

N Ơ H N

Stage aim

Procedure

218

I F F O

Interactio n

Time

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WARM-UP

To activate CHATTING students’ prior * Teacher asks students some questions: knowledge related - What did you do last weekend? to the targeted - What did you watch yesterday? grammar: the past - Who did you meet two days ago? simple. ** Students answer the questions, using the past simple.

N Ơ H N

I F F O

*** Teacher and students discuss the answers. **** Teacher corrects students answers if needed and confirms the use of the past simple (to talk about completed actions in the past).

Y Ạ

M È

Y U Q

219

5 mins

T-Ss

Ss T-Ss T-Ss

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PRESENTAT To review ION students’ knowledge of the past simple tense.

* Teacher asks students to study the Grammar box.

I F F O

- Teacher draws students’ attention to the meaning and use of the past simple. ** Teacher then asks some more able students to give some more examples.

Y U Q

N Ơ H N

T-Ss

10 mins

T-Ss

*** Teacher and students discuss the answers. **** Teacher confirms the answers and gives feedback.

Y Ạ

PRACTICE

M È

To review students’

T-Ss T-Ss TASK 1: CIRCLE THE CORRECT ANSWER A, B, OR C TO COMPLETE EACH SENTENCE. (Ex 1, p. 31) 220

15 mins

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

knowledge of the past simple tense.

* Teacher has students work individually.

I F F O

** Students work individually to to complete the sentences with the past simple form of the given verbs.

*** Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).

N Ơ H N

**** Teacher confirms the answers and gives feedback.

Answer key:

Y U Q

1. B

T-Ss Ss

Pair work

T-Ss

2. C 3. B

M È

To raise students’ awareness of the past simple tense

Y Ạ

4. A

5. C TASK 2: COMPLETE THE SENTENCES WITH THE PAST SIMPLE FORM OF THE GIVEN VERBS. (Ex 2, p. 31) 221

T-Ss

L A I C

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and past forms of some verbs.

* Teacher has students work individually.

I F F O

** Students work individually to complete the sentences.

*** Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).

N Ơ H N

Pair work

T-Ss

**** Teacher confirms the answers and gives feedback. Answer key: 1. took 2. Did … join

Y U Q

3. helped 4. sent

5. volunteered

M È

To help students TASK 3: COMPLETE THE SENTENCES WITH THE distinguish CORRECT FORMS OF THE VERBS FROM THE BOX. between the (Ex 3, p. 31) present simple, present continuous

Y Ạ

222

T-Ss

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and past simple in specific contexts.

* Teacher asks the whole class to read aloud the verbs in the box then has students work individually to complete the sentences with the correct forms of the verbs from the box.

I F F O

Pair work

** Students work individually to complete the task.

*** Teacher then has them work in pairs, comparing their sentences. Teacher can go around to help students.

N Ơ H N

T-Ss

**** Teacher confirms the answers and gives feedback.

Answer key:

Y U Q

1. cook

2. Did … plant

3. are picking up

M È

To help students write full sentences using

Y Ạ

4. recycled 5. read

TASK 4: WRITE COMPLETE SENTENCES FROM THE PROMPTS. (Ex 4, p. 32) * Teacher has students work independently. 223

T-Ss Ss

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the correct forms of the verbs.

** Teacher asks students to do the exercise individually.

I F F O

*** Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).

Pair work

T-Ss

**** Teacher confirms the answers and gives feedback. Answer key:

N Ơ H N

1. Last year, our club donated books to children in rural areas. 2. Children sent thank-you cards to us a week ago.

Y U Q

3. I taught two children in grade 2 last summer. 4. Last spring, we helped the elderly in a nursing home. 5. We helped people in flooded areas last year.

M È

PRODUCTI - To enable ON students to ask and answer questions related to past activities.

Y Ạ

TASK 5: THE RED CROSS IN 2016 AND 2020 (Ex 5, p. 32) Work in groups. Tom is from the Red Cross. Look at the fact sheet and ask Tom about his projects in 2016 and 2020.

10 mins

T-Ss Pair work

- To help students 224

L A I C

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be aware of some community activities that students in other countries do.

* Teacher introduces the Red Cross projects and activities in 2016 and 2020 and has students work in pairs for 5 minutes to practise asking and answering questions based on the fact sheet.

I F F O

** Students use the past simple when they ask and answer questions about the past activities.

N Ơ H N

*** Teacher invites some pairs to make short conversations as an example. **** Teacher corrects any grammar and pronunciation mistakes if necessary.

Y Ạ

M È

Y U Q

Example: 225

Ss-Ss

Pair work T-Ss

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Tom: I’m from the Red Cross. I worked on the Help Lonely People project in 2016. Lan: What did you do? Tom: We helped 200 lonely people… WRAP-UP

To consolidate what students have learnt in the lesson.

HOMEWOR Reactivate the K knowledge that students have gained.

Y Ạ

M È

I F F O

- Teacher asks students to summarise what they have learnt in the lesson.

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T-Ss

3 mins

T-Ss

2 min

- Teacher has them say out loud the past forms of the verbs they have learnt. Teachers asks students to do exercises in their Workbook.

Y U Q

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UNIT 3: COMMUNITY SERVICE Lesson 4: Communication I. OBJECTIVES By the end of this lesson, Ss will be able to: - know how to give compliments

N Ơ H N

- discuss and present the benefits of community activities 1. Knowledge: - Vocabulary: vocabulary on community activities. - Grammar: structures to give compliments. 2. Core competence:

Y U Q

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and teamwork

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- Actively join in class activities

3. Personal qualities

- Develop self-study skills

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- Raise students’ awareness of the need to keep their neighbourhood green

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II. MATERIALS - Grade 7 textbook, Unit 3, A closer look 2 - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn

Language analysis Form

Giving compliments

Assumptions

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Y U Q

N Ơ H N

I F F O

Meaning

Sounds like great work! Wonderful!

Anticipated difficulties

Solutions

1. Students may be lack of knowledge about - Prepare some photos and suggestions on community activities

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vocabularies and structures to describe community activities.

I F F O

2. Students may not have sufficent listening, - Encourage students to work in pairs, in groups speaking and so that they can help each other. co-operating skills. - Provide feedback and help if necessary.

Board Plan

N Ơ H N

Date of teaching

Y U Q

Unit 3: COMMUNITY SERVICE Lesson 4: Communication *Warm-up

Alphabet game Example:

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A: He asked me my name. B: I bought a hat.

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C: I came here last month

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I. Everyday English

I F F O

Task 1: Listen and read the dialogue between Lan and Mark. Pay attention to the highlighted parts. 2 ways to give compliments: - Sounds like great work! - Wonderful!

N Ơ H N

Task 2: Work in pairs. Make similar conversations. II. Changing our neighbourhood

Task 3: Read the poster about the volunteer activities. Write the project number (1 -3) next to its benefits (A-E).

Y U Q

Task 4: Ask and answer which activities in Task 3 you want to join. Give reasons. Task 5: Discuss which activity each member of your group chooses and the benefit(s) of the activity. Present your group’s answer to the class. * Homework:

III. PROCEDURES Notes:

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In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

**** Give comments or feedback

Stage WARM-UP

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Stage aim To review students’ knowledge of the past simple tense.

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N Ơ H N

I F F O

Procedure

Interactio n

ALPHABET GAME

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* Teacher divides the class into 4 groups. Students take turns to use the past simple in a sentence. The first letter of the verbs must follow the sequence of the alphabet. ** Students work in groups to play the game. If a student from a group can’t think of one verb, he/she is out of the game. The next student from other groups continues with the next letter.

5 mins T-Ss

Group work

*** Teacher goes around to help weaker students. **** Teacher gives compliments to the group which has the most correct answers. 231

Time

T-Ss

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Example: A: He asked me my name. B: I bought a hat.

N Ơ H N

C: I came here last month. LEAD-IN

EVERYDAY ENGLISH

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To introduce ways to give compliments.

M È

To introduce two ways to

I F F O

T-Ss

* Teacher asks students to look at the conversation in GETTING STARTED and check if they find any phrases or clauses that Minh and Tom use to compliment the other for doing something good deeds.

T-Ss

** When students have found the clause “Sounds like great work!”, teacher tells them that they can use this to make compliments. Teacher asks students to think about more ways to give compliments.

T-Ss

Y U Q

*** Teacher and students discuss the answers.

4 mins

T-Ss T-Ss

**** Teacher confirms the answers. TASK 1: LISTEN AND READ THE DIALOGUE BETWEEN LAN AND MARK. PAY ATTENTION TO THE HIGHLIGHTED PARTS. (Ex 1, p. 32) 232

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give compliments. -

* Teacher plays the recording for Ss to listen and read the dialogue between Lan and Mark.

I F F O

** Students pay attention to the highlighted parts.

Y Ạ

*** Teacher emphasizes the use of the compliments.

T-Ss

**** Teacher confirms the answers and gives feedback.

T-Ss

N Ơ H N

2 ways to give compliments: - Sounds like great work! - Wonderful!

To help students TASK 2: WORK IN PAIRS. MAKE SIMILAR practise giving CONVERSATIONS. (Ex 2, p. 32) compliments. * Teacher has students work in pairs to make similar dialogues.

T-Ss

M È

Y U Q

** Students work in pairs to make similar dialogues, using the contexts given and the sample compliments. *** Teacher asks some pairs to practice the dialogue so that the whole class can give comments. **** Teacher gives feedback as a class. 233

T-Ss Pair work

Pair work

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CHANGING OUR NEIGHBOURH OOD

- To help students learn more about some benefits of community activities.

TASK 3: READ THE POSTER ABOUT THE VOLUNTEER ACTIVITIES FOR TEENAGERS AT LENDING HAND. WRITE THE PROJECT NUMBER (13) NEXT TO ITS BENEFITS (A-E). (Ex 3, p. 33)

I F F O

* Teacher has students work in pairs to read the poster and asks them questions like:

N Ơ H N

- To help - How many projects does Lending Hand offer? students practise - What activities can you do / join in Projects 1, 2 and 3? reading for ** Students work in pairs to write the number of the projects specific ideas. (1 - 3) next to the benefits (A - E).

Y U Q

*** Teacher asks some pairs to to read out their answers. **** Teacher gives feedback and correction (if needed).

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M È

Answer key: 1. B, E 2. C, D 3. A

234

18 mins

T-Ss

Pair work

Pair work T-Ss

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- To help students practise asking and answering questions about which activities they want to join and why. - To help students practisce giving reasons.

Y Ạ

M È

TASK 4: ASK AND ANSWER WHICH ACTIVITIES IN TASK 3 YOU WANT TO JOIN. GIVE REASONS. (Ex 4, p. 33)

I F F O

T-Ss

* Teacher asks students to work in pairs to ask and answer questions about which activities they want to join and why.

N Ơ H N

** Students work in pairs to do the task. They can use the example in the Student’s book. They should clarify any other benefits they can think of. *** Teacher invites some pairs to role-play, asking and answering questions in front of the class.

Y U Q

**** Teacher corrects any grammar or pronunciation mistakes if necessary.

Example:

Minh: Which activity do you want to join? Lan: I want to join some clean-up activities. Minh: Why do you want to join these activities? Lan: Because they make the neighbourhood cleaner. 235

Pair work

T-Ss

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- To help students practise asking and answering questions about which activities they choose to join

TASK 5: WORK IN GROUPS. DISCUSS WHICH ACTIVITY EACH MEMBER OF YOUR GROUP CHOOSES AND THE BENEFIT(S) OF THE ACTIVITY. PRESENT YOUR GROUP’S ANSWER TO THE CLASS. (Ex 5, p. 33)

and the benefits of those activities.

** Students can give more than one benefit to any activity or any benefits they can think of in addition to those they find in the Student’s book.

N Ơ H N

I F F O

* Teacher lets students work in groups discuss which activity each member of their group chooses and the benefits of each activity.

Y U Q

- To help *** Teacher invites group rep resentatives to report their students practise group’s answers. giving reasons. **** Teacher gives feedback on their reports. - To help students practise Example: reporting.

Y Ạ

M È

Mai wants to donate food to street children because this helps feed them. Lan wants to join clean-up activities because these activities make our neighbourhood cleaner… 236

T-Ss

Group work

Ss T-Ss

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WRAP-UP

HOMEWORK

Y Ạ

I F F O

To consolidate what students have learnt in the lesson.

Teacher asks students to talk about what they have learnt in the lesson.

To review what students have learnt in this lesson.

Think about some environmental problems in your neighbourhood and the activities you want to do to solve those problems.

M È

Y U Q

N Ơ H N

237

T-Ss

1 mins

T-Ss

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UNIT 3: COMMUNITY SERVICE Lesson 5: Skills 1

I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge:

N Ơ H N

I F F O

- Develop reading skill for specific information about community activities at a school - Develop speaking skill: Talking about the reasons why students join different community activities 2. Core competence:

Y U Q

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and teamwork - Develop presentation skill

M È

- Actively join in class activities

3. Personal qualities

- Develop self-study skills

Y Ạ

- Raise students’ awareness of the need to keep their neighbourhood green.

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II. MATERIALS - Grade 7 textbook, Unit 3, Skills 1 - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn

Language analysis

1. monthly (adj/adv)

2. proud (adj)

Y Ạ

Y U Q

Pronunciatio n

Form

/ˈmʌnθli/

M È

/praʊd/

N Ơ H N Meaning

I F F O

Vietnamese equivalent

happening or produced once a month

hằng tháng

feeling pleasure and satisfaction because you or people connected with you have done or got something good

hài lòng, tự hào

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Assumptions Anticipated difficulties

I F F O

Solutions

1. Students may lack knowledge about some - Provide students with the meaning and lexical items. pronunciation of words.

2. Students may not have sufficient reading, - Let students read the text again (if needed). speaking and co-operating skills. - Create a comfortable and encouraging environment for students to speak. - Encourage students to work in pairs, in groups so that they can help each other.

Y U Q

N Ơ H N

- Provide feedback and help if necessary.

3. Some students may excessively talk in the - Define expectation in explicit detail. class. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

Board Plan

Y Ạ

M È

Date of teaching

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Unit 3: COMMUNITY SERVICE Lesson 5: Skills 1 * Warm-up Game: Who is faster? 1. collecting rubbish 2. donating clothes 3. planting trees 4. helping old people 5. tutoring homeless children 6. cleaning the street I. Reading * Vocabulary:

M È

Y U Q

N Ơ H N

I F F O

1. monthly (adj/adv) 2. proud (adj)

Y Ạ

Task 1: Circle the activities you would like to do at your school. Task 2: Read the passage and match the highlighted words with their meanings.

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Task 3: Read the passage again and tick True or False. II. Speaking

I F F O

Task 4: Read about these students. Write the names of the projects you think they should join in the Projects column.

N Ơ H N

Task 5: Discuss which project in Task 4 you would like to join, and why. Report your group’s answers to the class. *Homework

III. PROCEDURES Notes:

Y U Q

In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

Y Ạ

M È

**** Give comments or feedback

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Stage WARM-UP

Stage aim - To remind students of some community activities. - To enhance students’ skills of cooperating with team mates.

Procedure GAME: WHO IS FASTER?

N Ơ H N

I F F O

* Teacher divides the class into 2 teams.

Y U Q

** Students play the game in team mode.

*** Teacher and students discuss the answers.

Y Ạ

T-Ss

Teamwor k T-Ss T-Ss

243

Time 5 mins

- - Each team will have to run in a relay to the board to match the correct description with each picture. - - The team with more correct answers will be the winner.

**** Teacher confirms the answers and gives feedback.

M È

Interactio n

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N Ơ H N

1. collecting rubbish

Y U Q

3. planting trees

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M È

244

I F F O

2. donating clothes

4. tutoring homeless children

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5. helping old people

PREREADING

To provide students with some lexical items before reading the text.

VOCABULARY * Teacher introduces the vocabulary.

2. proud (adj)

M È

- To remind students of some community activities;

Y Ạ

- To help Ss

N Ơ H N

I F F O

** Teacher asks students to get the meaning in context and try to make up sentences with of the following words: 1. monthly (adv)

PREREADING

6. cleaning the street

Y U Q

2 mins T-Ss T-Ss

*** Teacher and students discuss the answers.

T-Ss

**** Teacher confirms student’s answers and checks their pronunciation and gives feedback.

T-Ss

TASK 1: CIRCLE THE ACTIVITIES YOU WOULD LIKE TO DO AT YOUR SCHOOL. (Ex 1, p. 34) * Teacher has the class read out loud the three activities. ** Students work in pairs to circle the activities they would like to do at their school. 245

2 mins

T-Ss Pair work

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brainstorm some more community activities.

WHILEREADING

- To improve students’ knowledge of vocabulary related to community activities.

*** Students can name some more activities they would like to do at their school if the class is more fluent. **** Teacher accepts all students’ answers.

N Ơ H N

I F F O

TASK 2: READ THE PASSAGE AND MATCH THE HIGHLIGHTED WORDS WITH THEIR MEANINGS. (Ex 2, p. 34)

Y Ạ

T-Ss 10 mins T-Ss

* Teacher asks students to work individually to read the passage and find the highlighted words.

Y U Q

** Students read the text and do the task.

- To improve *** Teacher allows students to share their answers before students’ skill of reading for details. discussing as a class and encourages them to give evidence. **** Teacher calls some students to give the answer, explain which sentence give them the information.

M È

Answer key: 1. donate 246

Ss Pair work

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2. exchange 3. monthly 4. proud - 5. tutor To develop reading skill for specific information.

N Ơ H N

I F F O

TASK 3: READ THE PASSAGE AGAIN AND TICK T (TRUE) OR F (FALSE). (Ex 3, p. 34)

* Teacher asks some students to read out loud the sentences in the table. ** Students work individually for some minutes and tick T (True) or F (False).

Y U Q

*** Teacher allows students to share their answers before discussing as a class and encourages them to give evidence.

Y Ạ

M È

**** Teacher calls a student to write his/her answer on the board, then check sentence by sentence with class.

Answer key: 1. T 247

T-Ss Ss

Pair work

T-Ss

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2. F 3. T 4. F 5. T PRESPEAKING

- To enable students to review and reuse the name of some community activities;

N Ơ H N

I F F O

TASK 4: READ ABOUT THESE STUDENTS. WRITE THE NAMES OF THE PROJECTS YOU THINK THEY SHOULD JOIN IN THE PROJECTS COLUMN. (Ex 4, p. 34)

5 mins

T-Ss

* Teacher asks students work in pairs to read the sentences in the table. Ask some Ss to stand up to answer the

Y U Q

- To give students questions: What did you learn about Nick / Ann / Minh / Mark Pair work an opportunity to / Tom? practise explaining ** Students work in pairs to to discuss and decide which T-Ss their reasons student should join which project in the reading. Ss-Ss *** Students should give some reasons for their choice.

Y Ạ

M È

**** Teacher confirms the answers and gives feedback if necessary.

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Answer key: 1. C 2. A 3. B 4. D 5. E WHILESPEAKING

To give Ss an opportunity to practise explaining reasons.

N Ơ H N

I F F O

TASK 5: WORK IN GROUPS. DISCUSS WHICH PROJECT IN TASK 4 YOU WOULD LIKE TO JOIN, AND WHY. REPORT YOUR GROUP’S ANSWERS TO THE CLASS. (Ex 5, p. 34)

Y U Q

* Teacher has students work in groups to discuss which project each of them would like to join.

Y Ạ

M È

** Students work in groups to discuss which project that each of them would like to join and give reasons. *** Teacher goes around to help students. **** After finishing, teacher can call some groups to give presentations in front of the class. 249

10 mins T-Ss

Groupwor k

T-Ss Ss

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Example:

I F F O

Lan will join the Tutoring project because she is good at maths and English. She also loves children. POSTREADING AND SPEAKING

- To help students * Teacher allows students to give comments for their friends improve next time. and vote for the most interesting and informative presentation.

T-Ss

- To help some students enhance presentation skill.

Ss-Ss

N Ơ H N

** Students give comments for their friends and vote for the most interesting and informative presentation. *** Teacher and students discuss the presentations. **** Teacher gives feedback and comments.

WRAP-UP

M È

HOMEWOR Prepare for the K next lesson.

Y U Q

To consolidate Teacher asks students to talk about what they have learnt in what students have the lesson. learnt in the lesson.

Y Ạ

Plan some school activities for next summer holiday.

250

3 mins

T-Ss T-Ss T-Ss

2 min

T-Ss

2 min

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UNIT 3: COMMUNITY SERVICE Lesson 6: Skills 2 I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge:

N Ơ H N

I F F O

- listen for specific information about some community activities and their benefits;. - write an email about community activities one did last summer. 2. Core competence: - Develop communication skills and creativity

Y U Q

- Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities

M È

- Develop self-study skills

- Raise students’ awareness of the need to keep their neighbourhood green.

Y Ạ

II. MATERIALS

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- Grade 7 textbook, Unit 3, Skills 1 - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn

Assumptions Anticipated difficulties

N Ơ H N

I F F O

Solutions

1. Students may lack knowledge about how to - Prepare some suggestions on vocabularies and brainstorm keywords / phrases for listening. listening techniques to instruct students.

Y U Q

2. Students may have underdeveloped listening, - Play the recording, the replay depends on speaking and co-operating skills. students’ need. - Encourage students to work in pairs, in groups so that they can help each other.

Y Ạ

Board Plan

M È

- Provide feedback and help if necessary.

Date of teaching 252

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Unit 3: COMMUNITY SERVICE Lesson 6: Skills 2 *Warm-up Chatting & Homework checking I. Listening

N Ơ H N

I F F O

Task 1: What community activities are the children doing in the pictures? Task 2: Listen and circle the correct answers.

Task 3: Listen again and fill in each blank with no more than two words. II. Writing

Y U Q

Task 4: Read Tom’s email to Nam about his school activities last summer. Task 5: Write an email of about 70 words to Tom about your school activities last summer. III. Class galary *Homework

Y Ạ

III. PROCEDURES Notes:

M È

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In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

**** Give comments or feedback

Stage

Stage aim

WARM-UP

To lead in the topic of the lesson: school community activities in summer.

Y Ạ

M È

N Ơ H N

I F F O

Procedure

Interactio n

CHATTING & HOMEWORK CHECKING

Y U Q

* Teacher reminds student of the homework of the previous lesson: Plan some school activities for next summer holiday. ** Students raise hands to talk about their plans.

5 mins T-Ss

*** Teacher asks the whole class to discuss and give feedback on their friends’ plans.

Ss-Ss

**** Teacher chooses some useful and feasible and leads in the topic of the lesson: school activities in summer.

T-Ss

254

Time

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PRELISTENING

- To help Ss brainstorm key words/ phrases for listening; - To help Ss practise describing pictures, using vocabulary related to community activities.

TASK 1: WHAT COMMUNITY ACTIVITIES ARE THE CHILDREN DOING IN THE PICTURES? (Ex 1, p. 35)

I F F O

* Teacher asks students to work in pairs to describe the pictures or discuss what the teenagers are doing in the pictures.

N Ơ H N

** Students discuss with a partner.

*** Teacher elicits as many learnt vocabularies as possible and asks one or two students to re-describe the pictures to the class.

Y U Q

**** Teacher gives feedback and tell students that they are going to listen to a talk between Tom and Kate about the community activities they did last summer.

Y Ạ

M È

Suggested answer: a. reading books to the elderly b. picking up litter c. planting trees

255

2 mins

T-Ss

Pair work T-Ss

T-Ss

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WHILETo draw students’ LISTENING attention to listening skills: predicting, identifying keywords, and listening for specific details.

TASK 2: LISTEN TO TOM AND LINDA TALKING ABOUT THEIR COMMUNITY ACTIVITIES LAST SUMMER. CIRCLE THE CORRECT ANSWERS. (Ex 2, p. 35)

I F F O

10 mins

T-Ss

* Teacher asks students to work individually to read through Questions 1 to 4 and underline the key words.

N Ơ H N

Keywords in the questions:

- Question 1: Linda, friends, taught

- Question 2: Linda, friends, elderly

Y U Q

- Question 3: Tom, friends, picked up - Question 4: Tom, friends Teacher plays the recording.

Y Ạ

M È

** Teacher plays the recording once for students to listen and circle the answers. *** Teacher allows student to peer check first, then plays the recording a second time for pairs to check their answers again. **** Teacher confirms the answers and gives feedback.

256

T-Ss

Pair work

T-Ss

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Answer key: 1. C 2. B 3. C 4. A

Audio script:

Y U Q

N Ơ H N

I F F O

Tom: So, what did your club do last year?

Linda: We tutored 3rd grade children and helped old people. Tom: Fantastic! What did you tutor?

Y Ạ

M È

Linda: We taught English and maths. Tom: Awesome! Was it difficult? Linda: Yes. But we had a lot of fun. Tom: I see! How did you help the elderly? Linda: We cooked for them and did some cleaning, too. 257

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Tom: Great! I’m sure they benefited from it.

I F F O

Linda: Thanks! It made us feel useful. How about you?

Tom: We picked up paper and bottles in a nearby park. We also planted some trees. Linda: Fabulous! Did you water them too?

N Ơ H N

Tom: Sure. We watered them very often the first few weeks and enjoyed watching them grow. Linda: Glad to hear it, Tom.

Tom: Yes. It was a really good time. We worked and played together, and we learnt some skills, too. - To continue to improve students’ listening skills: predicting, identifying keywords, and listening for specific details.

Y Ạ

M È

Y U Q

TASK 3: LISTEN AGAIN AND FILL IN EACH BLANK WITH NO MORE THAN TWO WORDS. (Ex 3, p. 35) * Teacher asks students to read the conversation and to focus on the key information and underline the keywords to predict the words / phrases they will need to fill in each blank. - Teacher tells students to think about the part of speech of the words / phrases they will need to use for each blank (e.g. adjective, verb or noun). 258

10 mins T-Ss

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- To improve students’ listening comprehension and note taking skills.

- Teacher reminds students of the possible plural and singular forms of nouns

I F F O

- Teacher remind students that they should write no more than TWO words for each blank. ** Teacher plays the recording again. Ask students to listen and fill in the blanks.

N Ơ H N

*** Teacher lets students peer-check with a partner. **** Teacher calls some students to give the answers to the class and correct the mistakes where necessary, encourages students to explain their answers, share some tips on finding the information.

Y Ạ

M È

Y U Q

Answer key: 1. fun 2. good time 3. skills

259

T-Ss

Pair work T-Ss

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PREWRITING

- To provide students with a sample of an email. - To improve students’ reading skills. - To prepare students for the writing activity.

TASK 4: READ TOM’S EMAIL TO NAM ABOUT HIS SCHOOL ACTIVITIES LAST SUMMER. (Ex 4, p. 35)

I F F O

* Teacher asks students to work individually to read the email.

Y Ạ

T-Ss

- Teacher asks students questions that elicit the format of an email:

N Ơ H N

+ Who is writing to whom?

+ What is the subject of the third paragraph of the email? - Teacher asks students to underline the main activities that Tom and his friends did and ask them to underline the words / phrases that show their feelings, and words / phrases that show the benefits of their activities.

Y U Q

** Students work individually as directed.

M È

5 mins

*** Teacher asks students to work in pairs to discuss and peer check the results. **** Teacher gives feedback and confirms the structure of an email as a class.

260

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WHILEWRITING

To improve students’ writing skills.

TASK 5: YOU ARE NAM. NOW WRITE AN EMAIL OF ABOUT 70 WORDS TO TOM ABOUT YOUR SCHOOL ACTIVITIES LAST SUMMER. START YOUR EMAIL AS SHOWN BELOW. (Ex 5, p. 35)

I F F O

* Teacher asks students to work in pairs to list:

N Ơ H N

10 mins

T-Ss

- the activities they did and how they feel about doing them;

- the benefits that they got from their community activities last summer. ** Students work in pairs to write on an A1 / A2 size piece of paper.

Y U Q

Pair work Ss-Ss

*** Teacher allows students to cross check first. **** Teacher goes around to help (if necessary). POSTTo peer check, LISTENING cross check and & WRITING final check students’ writing.

Y Ạ

M È

TASK 6: CLASS GALLERY

5 mins

→ Giving peer-reflection & evaluation * Teacher asks students to stick their emails onto the board.

T-Ss

** Students can go and see others’ work.

Ss-Ss

*** Students then give comments to each other.

Ss-Ss

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**** Teacher then gives feedback as a class discussion.

WRAP-UP

To consolidate Teacher asks students to talk about what they have learnt in what students have the lesson. learnt in the lesson.

HOMEWOR To allow students K finalize their paragraph after being checked by friends and the teacher.

I F F O

T-Ss

Y Ạ

M È

N Ơ H N

Rewrite the email on your notebook.

Prepare for the next lesson: Lesson 7: Looking back and Project.

Y U Q

262

1 min

T-Ss

1 min

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UNIT 3: COMMUNITY SERVCIE Lesson 7: Looking back & Project

I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Review the vocabulary and grammar of Unit 3

N Ơ H N

I F F O

- Apply what they have learnt (vocabulary and grammar) into practice through a project 2. Core competence

Y U Q

- Develop communication skills and creativity - Develop presentation skill - Develop critical thinking skill

M È

- Be collaborative and supportive in pair work and team work

- Actively join in class activities 3. Personal qualities

Y Ạ

- Be more creative when doing the project

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- Develop self-study skills - Raise students’ awareness of the need to keep their neighbourhood green.

II. MATERIALS - Grade 7 textbook, Unit 3, Looking back & Project - Computer connected to the Internet - Pictures, A0 paper - Projector / TV - sachmem.vn

Assumptions

Y Ạ

M È

Y U Q

N Ơ H N

Anticipated difficulties

I F F O

Solutions

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1. Students may not have sufficent speaking, - Encourage students to work in pairs, in groups writing and so that they can help each other. co-operating skills when doing the project - Provide feedback and help if necessary.

I F F O

2. Some students may excessively talk in the class. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

Board Plan

Y U Q

N Ơ H N

Date of teaching

Unit 3: COMMUNITY SERVICE

*Warm-up

M È

Lesson 7: Looking back & Project

Game: Who’s faster

I. Looking back

Y Ạ

Vocabulary

265

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Task 1: Complete the table with the words and phrases from the box.

I F F O

Task 2: Complete each sentence with one phrase from Task 1. Remember to use the correct forms of the verbs. Grammar

N Ơ H N

Task 3: Use the correct form of the verbs from the box to complete the passage.

Task 4: Write full sentences about the activities the students did to help their community last year. II. Project Our green neighbourhood * Homework

III. PROCEDURES Notes:

M È

Y U Q

In each activity, each step will be represented as following:

Deliver the task

Implement the task

***

Discuss

Y Ạ

266

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**** Give comments or feedback

Stage

Stage aim

WARM-UP

- To revise the vocabulary related to the topic and lead in the next part of the lesson. - To enhance students’ skills of cooperating with teammates.

Y Ạ

M È

Procedure GAME: WHO’S FASTER?

N Ơ H N

I F F O

* Teacher shows the pictures and asks students to give descriptions to them. Teacher can divide the class into 2 teams and runs the game Who’s faster. ** Members of each team take turns to raise hands to give description for each picture.

Y U Q

*** Students discuss their friends’ answers. **** Teacher confirms the answers and gives feedback. The group having more correct answers is the winner.

Interactio n

3 mins T-Ss

Teamwor k

Ss-Ss T-SS

267

Time

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N Ơ H N

1. homeless children

Y Ạ

M È

Y U Q 3. food

268

I F F O

2. the elderly

4. litter

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N Ơ H N

5. bottles LOOKING BACK

I F F O 6. books

- To help students VOCABULARY revise the TASK 1: COMPLETE THE TABLE WITH THE vocabulary learnt. WORDS AND PHRASES FROM THE BOX. (Ex 1, p. 36) - To help students * Teacher encourages students to complete the task match the correct individually. verbs with the appropriate nouns ** Students do the task individually. / noun phrases to *** Students exchange their textbooks with their partners. make phrases **** Teacher gives feedback as a class discussion. about community Answer key: activities.

Y Ạ

M È

Y U Q

269

17 mins

T-Ss Ss Pair work T-Ss

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I F F O

- To help students use the correct phrases about TASK 2: COMPLETE EACH SENTENCE WITH ONE community PHRASE FROM TASK 1. REMEMBER TO USE THE activities in the CORRECT FORMS OF THE VERBS. (Ex 2, p. 36) correct contexts. * Teacher asks students to complete the task individually.

N Ơ H N

** Students do the task individually to put the correct phrases in the blanks.

Y U Q

*** Students exchange their textbooks with their partners. **** Teacher gives feedback as a class discussion.

Y Ạ

M È

Answer key: 1. donated food 2. picked up bottles 3. helped the elderly 270

T-Ss Ss

Pair work T-Ss

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4. donated books 5. helped homeless children GRAMMAR - To help students revise the past simple form of some verbs.

I F F O

TASK 3: USE THE CORRECT FORM OF THE VERBS FROM THE BOX TO COMPLETE THE PASSAGE. (Ex 3, p. 36)

N Ơ H N

* Teacher encourages students to complete the task individually. ** Students complete the passage using the correct forms of the verbs in the box.

Y U Q

*** Students exchange their textbooks with their partners. **** Teacher gives feedback as a class discussion.

Y Ạ

M È

Answer key: 1. had 2. collected 3. sold 4. donated

271

T-Ss Ss

Pair work T-Ss

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5. went

To help students improve their writing about community activities.

I F F O

TASK 4: WRITE FULL SENTENCES ABOUT THE ACTIVITIES THE STUDENTS DID TO HELP THEIR COMMUNITY LAST YEAR. (Ex 4, p. 36)

N Ơ H N

* Teacher asks students to do individually first. ** Students complete the task individually. *** Teacher then asks them to check their answers with a partner before discussing the answers as a class.

Y U Q

**** Teacher confirms the answers and corrects students’ pronunciation if necessary.

Y Ạ

M È

Answer key:

1. Mi sang and danced for the elderly at a nursing home. 2. Mark and his friends collected books and set up a community library.

272

T-Ss Ss Pair work

T-Ss

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3. Lan and Mai grew and donated vegetables to a primary school.

I F F O

4. Minh and his friends gave food to young patients in a hospital.

5. Tom made and sent postcards to the elderly at Christmas. PROJECT

N Ơ H N

- To help students identify problems that their neighbourhood is facing and brainstorm possible solutions to deal with those problems.

* Teacher has students work in groups and gives instructions to students as follow:

- To raise students’ awareness of the need to keep their neighbourhood green

**** Teacher gives feedback.

Y Ạ

M È

T-Ss

- discuss some environmental problems their neighbourhood is facing and how you are going to solve the problems.

Y U Q

- look at the pictures as clues to brainstorm ideas. * Students discuss in groups then present the environmental problem to the class. *** Students vote for the best performance.

Group work

Ss-Ss T-Ss

273

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- To improve students’ teamwork and public speaking skills. WRAP-UP

To consolidate Teacher asks students to talk about what they have learnt in what students have the lesson. learnt in the lesson.

HOMEWOR To prepare for the K next lesson.

N Ơ H N

I F F O

Y Ạ

M È

Prepare for the next lesson: Unit 4 – Lesson 1: Getting started.

Y U Q

274

T-Ss

2 mins

T-Ss

1 min

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N Ơ H N

I F F O

UNIT 4: MUSIC AND ARTS

Lesson 1: Getting started – A talk at the school gate

I. OBJECTIVES

Y U Q

By the end of this lesson, students will be able to: 1. Knowledge

M È

- Have an overview about the topic Music and arts

- Use the vocabulary to talk about Music and arts 2. Core competence

Y Ạ

- Develop communication skills and creativity

275

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- Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop self-study skills

II. MATERIALS - Grade 7 textbook, Unit 4, Getting Started - Computer connected to the Internet. - Projector/ TV/ pictures and cards - sachmem.vn

Language analysis Form

1. classical (adj)

Y Ạ

M È

Y U Q

N Ơ H N

I F F O

Pronunciation

Meaning

/ˈklæsɪkəl/

traditional in style or form, or based on methods developed over a long period of time, and considered to be of lasting value 276

Vietnamese equivalent cổ điển

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2. spare time (n)

/speər taɪm/

time when you are not working

3. musical instruments (n)

/ ˈmjuːzɪkl ˈɪnstrəmənt/

an object, such as a piano, guitar, or drum, that is played to produce musical sounds

4. landscape (n)

/ˈlændskeɪp/

a large area of countryside, especially in relation to its appearance

5. art gallery (n)

/ˈɑːt ˌɡæləri/

a building where works of art can be seen by the public, are shown and can be bought

Assumptions

Y U Q

N Ơ H N

Anticipated difficulties

M È

thời gian rảnh rỗi

I F F O nhạc cụ

cảnh quan

phòng trưng bày nghệ thuật

Solutions

1. Students may be lack knowledge and experiences about the topic.

Prepare some handouts.

2. Students may have underdeveloped listening, speaking and co-operating skills.

- Play the recording many times if necessary.

Y Ạ

- Encourage students to work in pairs, in groups so that they can help each other. 277

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- Provide feedback and help if necessary.

Board Plan Date of teaching

N Ơ H N

UNIT 4: MUSIC AND ARTS

I F F O

Lesson 1: Getting started – A talk at the school gate *Warm-up Chatting I. Vocabulary: 1. classical (adj): cổ điển 2. spare time (n): thời gian rảnh rỗi

M È

3. musical instruments (n): nhạc cụ

Y U Q

4. landscape (n): cảnh quan

5. art gallery (n): phòng trưng bày nghệ thuật

Y Ạ

II. Practice:

Task 1: Tick the correct answers.

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Task 2: Complete the sentences with a suitable word or phrase from the box. Task 3: Write the correct word or phrase under each picture. Task 4: Quiz “How artistic are you?”. *Homework

III. PROCEDURES Notes: In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

**** Give comments or feedback

Stage

Y Ạ

M È

Y U Q

N Ơ H N

Stage aim

Procedure

279

I F F O

Interactio Time n

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WARM-UP

- To create an active atmosphere in the class before the lesson.

CHATTING

I F F O

* Teacher plays a piece of music and lets students listen to.

https://www.youtube.com/watch?v=rotCiRkaE08&ab_channel =Dmusix

N Ơ H N

** Students listen to music. - To introduce the *** After that, teacher asks students some questions about it topic. and calls some students to give their ideas.

T-Ss

5 mins

Ss-Ss T-Ss

- Do you like the piece of music you have listened? - Do you know what kind of music it is?

Y U Q

- When do you listen to music?

- How do you feel when you listen to music? - Is music important to our life?

LEAD-IN

M È

To lead in the topic.

Y Ạ

T-Ss

**** Teacher comments on their ideas and then leads students to the new topic in Unit 4. Teacher says: “As you can see, music and arts play an important role in our life. It can help people relax, entertain, or

280

T-Ss

5 mins

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enrich their mind. Therefore, in Unit 4 we are going to learn more about them Music and Arts.”

SET THE SCENE: PRE- QUESTIONS

I F F O

* Teacher draws students’ attention to the pictures in the textbook and asks them some questions about the pictures. Teacher don’t confirm whether their answers are right or wrong. 1. Who are they?

Y U Q

N Ơ H N

T-Ss

2. What are they doing?

3. What are you going to learn in this lesson today? Suggested answers:

1. They are Trang and Nick / students.

M È

2. Nick is playing the piano and Trang is drawing.

Y Ạ

3. (Students’ answer)

Ss-Ss

** Students work out and answer questions in pairs.

Ss-Ss

*** Students share their answers as a whole class.

T-Ss

281

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I F F O

**** Teacher asks them to read and listen to the conversation to check their answers. PRESENTATI To introduce the ON new words.

VOCABULARY:

(VOCAB PRE-TEACH)

+ showing the pictures illustrating the words;

* Teacher introduces the vocabulary by:

N Ơ H N

+ providing the synonym or antonym of the words; + providing the definition of the words. 1. classical (a): [antonym]

Y U Q

2. spare time (n): [synonym / explanation] 3. musical instruments (n): [visual] 4. landscape (n): [explanation]

M È

5. art gallery (n): [visual]

Y Ạ

282

T-Ss

8 mins

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Y Ạ

M È

Y U Q

N Ơ H N

283

I F F O

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Y Ạ

M È

Y U Q

N Ơ H N

5. ** Students say the words. 284

I F F O

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I F F O

*** Other students correct if the previous answers are incorrect.

**** Teacher shows and says the words aloud and asks students to repeat them.

N Ơ H N

LISTEN AND READ. (Ex. 1, p. 40)

* Teacher plays the recording, asks students to underline the words related to the topic Music and arts. (Teacher may check the meaning of some words if necessary.)

Y U Q

- Teacher can play the recording more than once. - Students listen and read. ** Teacher can invite some pairs of students to read aloud. *** Teacher refers to the questions previously asked.

Y Ạ

M È

**** Then, teacher confirms the correct answer: “Trang and Nick are going to tell us about their hobbies, especially about music and arts.

Ss Ss-Ss T-Ss

285

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PRACTICE (CONTROLL ED PRACTICE)

To help students understand the main idea of the conversation.

Y Ạ

Y U Q

N Ơ H N

I F F O

T-Ss

T-Ss T-Ss T-Ss

TASK 1: TICK THE CORRECT ANSWERS. (Ex. 2, p. 41)

M È

* Teacher asks students to answer without reading the conversation again. ** Ss work out and answer questions in pairs. *** Teacher asks some students to explain why they did not choose the other two options. 286

T-Ss Ss S

T-Ss

25 mins

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**** Teacher confirms the correct answer. Answer key: C To help students understand more the text; to acquaint students with the grammar points and new vocabulary of the unit.

I F F O

TASK 2: COMPLETE EACH OF THE SENTENCES WITH A SUITABLE WORD OR PHRASE FROM THE BOX. (Ex 3, p. 41)

N Ơ H N

* Teacher asks students to work independently to read the sentence, identify the kind of information to fill in the blanks, read the text again to locate the place to find the word.

Y U Q

** Students work individually, then they can share their answers with their partners before discussing as a class. *** Teacher calls some students to check. **** Teacher confirms the right answers and writes on the board.

Y Ạ

M È

Answer key: 1. art gallery 2. photos 287

T-Ss

T-Ss T-Ss

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To develop 3. different from students’ 4. like knowledge of the vocabulary about 5. musical instruments music and arts.

N Ơ H N

I F F O

TASK 3: WRITE THE CORRECT WORD OR PHRASE UNDER EACH PICTURE. (Ex 4, p. 41)

T-Ss

** Students work in pairs.

T-Ss

Y U Q

**** Teacher checks and corrects their pronunciation and gives students the meaning of the words if needed.

Y Ạ

Pair work

* Teacher asks students to work in pairs to do the task.

*** Teacher plays the recording for students to check and repeat.

T-Ss

M È

Answer key: 1. paintbrush 2. camera

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To help students revise the vocabulary related to the topic Music and arts and to evaluate how artistic they are.

3. painting 4. musical instruments 5. water puppet show 6. art gallery

N Ơ H N

I F F O

T- Ss

TASK 4: QUIZ HOW ARTISTIC ARE YOU? (Ex 5, p. 41)

* Teacher asks students to work individually to answer all the questions and add up their points.

Group work

Y U Q

** Students work individually to do the task.

*** Students report to their groups how artistic they are. Then, teacher calls on some students to report to the whole class.

T- Ss

**** Teacher gives some comments.

M È

CONSOLIDA To consolidate TION what students have learnt in the lesson.

Y Ạ

- Ask one or two students to tell the class what they have learnt. - Ask students to say aloud some words they remember from the lesson. If there is an overhead projector in the classroom,

289

T-Ss

1 min

L A I C

GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

show the dialogue and highlight the key words related to the topic.

HOMEWORK To prepare vocabulary for the next lessons.

I F F O

- Prepare the vocabulary for the next lesson: A closer look 1. - Project preparation

N Ơ H N

+ Teacher informs student of the final project of the Unit’s project. + Explain the requirements of the project: Imagine that you are going to organise a music show and then design an invitation for that show. Students will show their posters and present their ideas in Lesson 7 – Looking back and Project.

Y U Q

+ Teacher explains to students how they can get the information.

Y Ạ

M È

+ Put students into groups and ask them to discuss to assign tasks for each member. Help them set a deadline for each task. (Teacher should check the progress of students’ preparation after each lesson.)

290

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Y Ạ

M È

Y U Q

N Ơ H N

291

I F F O

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UNIT 4: MUSIC AND ARTS Lesson 2: A closer look 1

I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - Vocabulary:

N Ơ H N

+ use the lexical items related to the topic Music and arts;

+ pronunciation: pronounce and recognize the sounds /ʃ/ and /ʒ/. 2. Core competence - Develop communication skills

Y U Q

- Be collaborative and supportive in pair work and teamwork

M È

- Actively join in class activities

3. Personal qualities

- Be ready to know the words about music and arts

Y Ạ

- Develop self-study skills

292

I F F O

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II. MATERIALS - Grade 7 textbook, Unit 4, A closer look 1 - Computer connected to the internet - TV/ Projector/ Pictures/ Cards - sachmem.vn

Language analysis Form

Y U Q

Pronunciatio n

1. concert hall (n)

/ˈkɒnsət ˌhɔːl/

2. actress (n)

/ˈæktrəs/

Y Ạ

M È

N Ơ H N Meaning

I F F O

Vietnamese equivalent

a large building in which concerts are performed

phòng hòa nhạc

a woman who pretends to be someone else while performing in a film, play, or television programme

nữ diễn viên

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3. artist (n)

/ˈɑːtɪst/

4. composer (n)

/kəmˈpəʊzə(r) a person who writes music /

5. puppet (n)

/ˈpʌpɪt/

a toy in the shape of a person or animal that you can move with strings or by putting your hand inside

6. portrait (n)

/ˈpɔːtrət/

a painting, photograph, drawing, etc. of a chân dung person or, less commonly, of a group of people

7. photography (n)

/fəˈtɒɡrəfi/

8. perform (v)

/pəˈfɔːm/

Assumptions

Y Ạ

M È

someone who paints, draws, or makes sculptures

Y U Q

nghệ sĩ

I F F O nhà soạn nhạc

N Ơ H N

con rối

the activity or job of taking photographs or filming

nhiếp ảnh

to do an action or piece of work

thực hiện/ trình diễn

Anticipated difficulties

Solutions 294

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1. Students may lack knowledge about some lexical items.

Provide students with the meaning and pronunciation of some lexical items.

2. Students may have underdeveloped listening, speaking and co-operating skills.

- Play the recording many times if necessary.

I F F O

- Encourage students to work in pairs, in groups so that they can help each other.

N Ơ H N

- Provide feedback and help if necessary.

3. Some students will excessively talk in the class.

Board Plan

Y Ạ

M È

Y U Q

- Define expectation in explicit detail. - Have excessive talking student’s practise. - Continue to define expectations in small chunks (before every activity).

295

L A I C

GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

Date of teaching Unit 4: Music and arts Lesson 2: A closer look 1 *Warm-up

N Ơ H N

Game: Guessing game I. Vocabulary 1. concert hall (n) 2. actress (n) 3. artist (n) 4. composer (n) 5. puppet (n) 6. portrait (n) 7. photography (n) 8. perform (v)

Y Ạ

M È

Y U Q

I F F O

Task 1: Listen and repeat these words and phrases, then write them in the correct columns. Task 2: Match a word in A with a word or phrase in B.

296

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Task 3: Underline the correct word to complete each sentence. II. Pronunciation: /ʃ/ and /ʒ/ Task 4: Listen and repeat.

I F F O

Task 5: Listen and repeat, and single-underline the words with the sound /ʃ/ and double-underline the words with the sound /ʒ/.

N Ơ H N

III. Production Game: Simon says *Homework

III. PROCEDURES Notes:

Y Ạ

M È

Y U Q

In each activity, each step will be represented as following: *

Deliver the task

297

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Implement the task

***

Discuss

**** Give comments or feedback

Stage

Stage aim

WARM-UP

To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary, and its pronunciation.

Y Ạ

N Ơ H N Procedure

I F F O

Interactio n

Game: Guessing game: Kinds of music

* Teacher divides students into 2 groups and has them listen to some songs to guess what kinds of music they are.

Y U Q

** Students work in 2 groups, try to listen, and guess. *** The member in each group which has the answer can raise hand. If student has the correct answer, he/ she will get 1 point for his/ her group.

M È

**** Teacher confirms the winner. Suggested answers: 1. Classical music:

298

Time 5 mins

T-Ss

Group work Ss-Ss

T-Ss

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https://www.youtube.com/watch?v=zHvBPwNUBS8&ab_cha nnel=JervyHou 2. Rock:

https://www.youtube.com/watch?v=AW8AFTBbetI&ab_chan nel=Infraction-NoCopyrightMusic 3. Jazz:

N Ơ H N

https://www.youtube.com/watch?v=jUCxIbI9cak&ab_channe l=bojunc 5. Pop:

Y U Q

https://www.youtube.com/watch?v=8xg3vE8Ie_E&ab_chann el=TaylorSwiftVEVO 6. Country music:

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https://www.youtube.com/watch?v=rCIXjYo9qs4&ab_chann el=MusicTravelLove

Y Ạ

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LEAD-IN

To lead in the lesson about vocabulary and pronunciation.

To introduce VOCABULA visually some RY words related to the topic.

Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to talk about Music and arts and two sounds /ʃ/ and /ʒ/.”

VOCABULARY

N Ơ H N

* Teacher introduces the vocabulary by:

+ providing the synonyms or antonyms of the words; + providing the pictures of the words. - Teacher has students read the phrases aloud and corrects their pronunciation if needed. - Teacher asks students for the Vietnamese meanings of these phrases.

Y U Q

1. concert hall (n): [visual + explanation]

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I F F O

M È

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N Ơ H N

2. actress (n): [visual + explanation]

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3. artist (n): [visual + explanation]

301

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4. composer (n): [visual + explanation]

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Y U Q

5. puppet (n): [visual + explanation]

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N Ơ H N

6. portrait (n): [visual + explanation]

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Y U Q

7. photography (n): [visual + explanation]

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303

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N Ơ H N

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8. perform (v): [visual + explanation]

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** Students say the words. *** Other students correct if the previous answers are incorrect. 304

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I F F O

**** Teacher shows and says the words aloud and asks students to repeat them. Checking techniques: “Rub out and remember”

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TASK 1: LISTEN AND REPEAT THESE WORDS AND PHRASES, THEN WRITE THEM IN THE CORRECT COLUMNS. (Ex. 1, p. 42) * Teacher asks students to listen and repeat the words independently.

Y U Q

** Students work individually. *** Teacher calls on some students to read aloud the words.

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**** Teacher corrects their pronunciation and explains the meaning of these words/ phrases if needed.

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* After that, teacher asks students work in pairs to put these words / phrases in the correct box. 305

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** Students work in pairs. *** Some students read out their answers. **** Teacher confirms the correct answers.

Answer key:

People actress

N Ơ H N

I F F O

Places

art gallery

Y U Q

artist

concert hall

composer

puppet theatre

musician

M È

painter

Y Ạ

TASK 2: MATCH A WORD IN A WITH A WORD OR PHRASE IN B. (Ex 2, p. 42) 306

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I F F O

* Teacher asks students to work in pairs to do the task and explains to students that in English some verbs and nouns go together, and some don’t.

T-Ss

** Students work in pairs to do matching to form collocations.

N Ơ H N

*** Some students give their answers. To revise / teach the names of some people and places related to the topic.

**** Teacher checks students ‘answers as a class. Answer key: 1. e 2. d 3. a 4. c

M È

5. b

Y Ạ

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T-Ss S T-Ss T-Ss

TASK 3: UNDERLINE THE CORRECT WORD TO COMPLETE EACH SENTENCE. (Ex 3, p. 42)

T- Ss

Pair work 307

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I F F O

* Teacher has students work individually to read the sentences carefully and look for clues to complete the sentences. ** Students work individually to do the task. *** One student writes the words on the board.

N Ơ H N

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**** Teacher confirms the correct answers.

Suggested answers:

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N Ơ H N

I F F O

To give students GAME: SIMON SAYS chances to apply * Teacher prepares some words which include the two sounds what they have students have learnt. learnt. - Teacher gives students the rules of the game:

Y U Q

+ If teacher says only one word → all students must sit still. The person who stands up will be the loser.

Y Ạ

M È

+ If teacher says, “Simons says …….” → all students must listen carefully to identify which sound mentioned in each word. → /ʃ/: students stand up.

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→ /ʒ/: students sit still.

I F F O

+ At the end of the game: the group which has more students with correct answers will be the winner. ** Students listen to the rules of the game and can discuss with other members in their groups.

N Ơ H N

*** Students play in groups.

**** Teacher informs which group is the winner.

Suggested answers:

Y U Q

Ss-Ss

Ss-Ss T-Ss

condition, ocean, measure, pleasure, shy, vision, sugar, machine, closure, dishwasher, occasion, leisure, rubbish, etc. CONSOLIDA To consolidate Teacher asks students to talk about what they have learnt in TION what students the lesson. have learnt in the lesson.

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M È

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HOMEWOR To revise what K they have learnt.

Y Ạ

Find 5 more words with the sound /ʃ/ and 5 more words with the sound /ʒ/. Write them down and practice pronouncing the words.

M È

Y U Q

N Ơ H N

315

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UNIT 4: MUSIC AND ARTS Lesson 3: A closer look 2

I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge

N Ơ H N

I F F O

- Know how to recognize and write comparisons with like, different from, (not) as … as: Types of comparisons How to use Examples 1. like to show that sth is similar to sth This picture is like the one I saw at the art museum. else. 2. different from 3. as + adj + as

M È

4. not as + adj + as

Y Ạ

Y U Q

to show that two or more things are not similar. to show that two things are similar. to show that sth is “more” or “less” than sth else.

2. Core competence

- Develop communication skills

316

Painting portraits is different from painting landscapes. My brother is as tall as my father. Classical music is not as exciting as rock.

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- Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be responsible and hard-working

II. MATERIALS - Grade 7 textbook, Unit 4, A closer look 2 - Computer connected to the Internet - TV/ Projector/Pictures, sets of word cards - sachmem.vn

Assumptions

M È

Y U Q

N Ơ H N

Anticipated difficulties

I F F O

Solutions

1. Students may lack knowledge and experiences about the topic.

Prepare some hand-outs.

2. Some students will excessively talk in the class.

- Define expectation in explicit detail.

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- Have excessive talking student’s practise.

I F F O

- Continue to define expectations in small chunks (before every activity).

Board Plan

N Ơ H N

Date of teaching

Unit 4: Music and arts

Lesson 3: A closer look 2 *Warm-up BRAINSTORMING I. Grammar: Comparisons

Y U Q

1. like → To show that sth is similar to sth else.

M È

2. different from → To show that two or more things are not similar. 3. as + adj + as

Y Ạ

→ To show that two things are similar.

4. not as + adj + as → To show that sth is “more” or “less” than sth else. II. Practice

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Task 1: Write like, as, or different in the blanks. Task 2: Finish the second sentence in each pair. Task 3: Compare the two museums. Task 4: Rewrite the sentences.

N Ơ H N

III. Production Task 5: Look at the two pictures and compare them. *Homework

III. PROCEDURES Notes:

M È

Y U Q

In each activity, each step will be represented as following: *

Deliver the task

Implement the task

Y Ạ

319

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***

Discuss

**** Give comments or feedback

Stage

WARM-UP

Stage aim

To activate students’ prior knowledge and vocabulary related to the targeted grammar.

Y Ạ

Procedure

N Ơ H N

I F F O

Interactio Time n

GAME: BRAINSTORMING

* Teacher asks students to work in 2 teams to think of as many adjectives to describe as possible. ** Students work in 2 teams.

Y U Q

T-Ss

Team work

*** In 1 minute, students from each team, turn by turn, run to the board and write down one adjective.

Ss-Ss

**** Teacher comments and counts how many correct answers for each team.

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M È

- The team which has more correct answers will be the winner.

Adjectives 320

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Suggested answers:

N Ơ H N

I F F O

big, small, heavy, light, cheap, expensive, boring, interesting, special, fun, thin, fat, tall, short, handsome, ugly, etc.

* Teacher shows the picture and asks students to use one adjective they have found to make comparisons.

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Y U Q

** Students work individually. 321

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*** Students give teacher a sentence:

I F F O

“The boy on the left is taller than the boy on the right.”

**** Teacher gives feedback, then lead to the new lesson.

LEAD-IN

To introduce the Teacher says: “This lesson today is going to tell you more targeted grammar about comparisons using like, different from, (not) as … as” of the lesson.

PRESENTAT To introduce the ION form of comparisons to students.

N Ơ H N

Y Ạ

Y U Q

Ss Ss

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1 min

T-Ss

9 mins

COMPARISONS

M È

* Teacher prepares some pictures and asks students to make comparisons. ** Students make comparison, using the pictures teacher shows on the screen. Elicit the model sentences: 322

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I F F O

1. Teacher points to the yellow pencil and the orange pencil.

N Ơ H N

Students: The yellow pencil is shorter than the orange one. Teacher: Right! Or I can say: “The yellow pencil is not as long as the orange one.”

2. Teacher points to the yellow pencil and the pen and asks students to focus on the length of the two things.

Y Ạ

M È

Y U Q

→ The pen is as long as the yellow pencil. 3. Teacher points to the yellow pencil and the pen again and has students focus on their shape.

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→ The pen is different from the yellow pencil.

N Ơ H N

I F F O

4. Teacher says: “This is Robert’s pencil case and this is Mary’s pencil case” and asks them make comparison with “like”.

Y Ạ

M È

Y U Q

324

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→ Robert’s pencil case is like Mary’s pencil case.

I F F O

*** Students find out the form and the usage of comparisons using “like, different from, (not) as … as” Concept checking: + Form: 1. (not) as + adj + as 2. as + adj + as 3. to be different from

Y U Q

4. like

N Ơ H N

+ Use: ask students to read “Remember box”, then teacher asks students some questions to check understanding. **** Teacher gives comments and writes on the board the form and the usage.

Y Ạ

M È

325

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PRACTICE/ To help students CONTROLLE identify the D PRACTICE correct form of comparisons using like, different from, (not) as … as.

Y Ạ

N Ơ H N

I F F O

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TASK 1: WRITE LIKE, AS, OR DIFFERENT IN THE BLANKS. (Ex 1, p. 43)

Y U Q

* Teacher asks students to do the exercise individually and then compare their answers with a classmate. ** Students do the task individually.

M È

*** Some students explain their choices. **** Teacher confirms the correct answers. Answer key: 1. as 326

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2. like 3. different 4. as 5. different

To help students use the correct comparisons using like, different from, (not) as … as.

N Ơ H N

TASK 2: FINISH THE SECOND SENTENCE IN EACH PAIR, USING LIKE, AS … AS, OR DIFFERENT FROM. (Ex 2, p. 43) * Teacher has students do this exercise individually.

Y U Q

** Students do the task individually.

*** Students give and explain their answers. ****Teacher confirms the correct answers.

M È

Answer key:

Y Ạ

I F F O

1. different from 2. like 3. as … as 327

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4. different from 5. as … as To help student practiSe using like, different from, (not) as … as.

I F F O

TASK 3: COMPARE THE TWO MUSEUMS: HISTORY AND SCIENCE, USING LIKE, AS … AS, OR DIFFERENT FROM. (Ex 3, p. 43)

N Ơ H N

* Teacher asks students to work in pairs and helps them interpret the table first. ** Students work in pairs to do the task and teacher encourages students to talk as much as possible.

Y U Q

*** Teacher calls on students to read aloud the complete sentences. **** Teacher confirms the correct answers and helps them to correct mistakes if needed.

Y Ạ

M È

Suggested answers: 1. The History Museum is not as modern as the Science Museum.

328

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Pair work

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To help students revise to write comparisons using like, different from, (not) as … as.

I F F O

2. The staff in History Museum is as friendly as ones in Science Museum.

3. Things in History Museum are more interesting than things in Science Museum. 4. The price in History Museum is like in Science Museum.

N Ơ H N

TASK 4: REWRITE THE SENTENCES, USING THE WORDS GIVEN AT THE BEGINNING. (Ex 4, p. 43) * Teacher asks students to do the task individually to write down the sentences in their notebooks.

Y U Q

** Students do the task individually and compare with their partners. *** Some students write their answers on the board.

M È

**** Teacher confirms the correct answers.

Y Ạ

Suggested answers: 1. I think comedies are not as interesting as action films.

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I F F O

2. Our history homework is not as difficult as our maths homework. 3. This year’s music contest is not like last year’s.

4. The characters in the film are different from the ones in the play.

N Ơ H N

5. That picture is not as bright as this one. PRODUCTIO To help students N practise speaking, using like, different from, (not) as … as through pictures.

TASK 5: LOOK AT THE TWO PICTURES AND COMPARE THEM. (Ex 5, p. 43) * Teacher asks students to work in groups to find out the similarities and differences between the two pictures and the things in them.

Y U Q

** Students work in groups to do the task.

M È

*** Students give as many sentences as possible.

Y Ạ

**** Teacher listens to students to correct common errors after finishing speaking.

Suggested answers:

Y U Q

1. A 2. C 3. C

Y Ạ

M È

4. B

Audio script – Tracks 28 + 29: Street painting – or street art – is an old type of art. In the 16th century artists began to draw on the pavement using chalk. Today, you can see street painting events 370

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everywhere. They attract many people who come to enjoy and take part in them. Many of them are free too. So join in and become an artist yourself!

I F F O

One of the largest events in the United States is the Lake Worth Street Painting Festival. It began in 1994 and now occurs every February with the support of artists and volunteers. It is free for everyone.

N Ơ H N

About 100,000 visitors come to enjoy it. About 600 artists work on the pavement to make the street a huge art gallery! POST-LISTENING To help students retell what they have listened.

Y Ạ

M È

Y U Q

TASK 4: RETELLING

* Teacher asks students to work in groups and take turns to retell the information about “Street painting” as much as they can. ** Students work in groups to do the task. Teacher moves around and offers help if needed. *** Teacher invites some students to retell it. **** Teacher confirms the correct answers. 371

T-Ss

Group work

T-Ss T-Ss

3 mins

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PRE-WRITING

To help students learn the purpose and format of an informal letter of invitation

I F F O

TASK 5: READ THE FOLLOWING LETTER AND CHOOSE THE CORRECT ANSWERS. (Ex. 4, p. 47) * Teacher asks students to do the task in Ex. 4, p. 47. ** Students do the task individually.

N Ơ H N

*** Students give their answers. **** Teacher corrects.

Answer key:

Y U Q

1. A

7 mins

T-Ss Ss T-Ss T-Ss

2. B

Informal letter of invitation:

Y Ạ

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* Teacher asks students to look at the letter again and try to answer some questions: + Is it an invitation letter? (Yes. Because it invites Jack to see the water puppet show.) + Is it formal or informal? (It is informal because Jack is Chau’s friend.) 372

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I F F O

+ What is the event? (The water puppet show.) + What time does the show begin? (At 8 p.m.)

+ Where does it take place? (At 57 B Dinh Tien Hoang St, Hoan Kiem Dist.)

N Ơ H N

+ What time do Chau want to meet Jack for the show? (At 7:45.) ** Students do the task independently.

*** Teacher calls students to check their understanding. **** Teacher corrects and then, asks them to read “Writing tip”. After that, teacher writes on the board the format of informal letter of invitation:

Y U Q

- Invitation: Let’s / How about + V-ing?

Y Ạ

M È

- Event

- Start time - Place - Time to meet

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WHILE-WRITING To help students write an informal letter of invitation.

I F F O

TASK 6: WRITE A LETTER TO INVITE SOMEONE TO A STREET PAINTING FESTIVAL, USING THE FOLLOWING CUES. (Ex. 5, p. 47)

* Teacher tells students that they are going to write a letter to invite someone to a street painting festival. Students should follow the cues and base on the format to write.

N Ơ H N

** Students work independently to do the task and teacher goes around and helps if necessary. POST-WRITING

To peer check, cross check and final check students’ writing.

M È

T-Ss

PEER CHECKING

Y U Q

*** Teacher asks students to share their writing with their partners. Then, call on some students to show their writing in front of the class.

Ss-Ss

4 mins

T-Ss

**** Teacher checks ideas, grammar, vocabulary and gives comments.

CONSOLIDATION To consolidate Teacher asks students to talk about what they have learnt what students in the lesson. have learnt in the lesson.

Y Ạ

8 mins

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HOMEWORK

Y Ạ

To allow students finalize their letter after being checked by friends and the teacher.

M È

Rewrite the letter on the notebook.

Y U Q

N Ơ H N

375

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UNIT 4: MUSIC AND ARTS Lesson 7: Looking back & Project

I. OBJECTIVES By the end of this lesson, students will be able to: 1. Knowledge - review the vocabulary and grammar of Unit 4

N Ơ H N

I F F O

- apply what they have learnt (vocabulary and grammar) into practice through a project 2. Core competence

Y U Q

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities

M È

- Be benevolent and responsible - Develop self-study skills

Y Ạ

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II. MATERIALS - Grade 7 textbook, Unit 4, Looking back & Project - Computer connected to the Internet - TV/ Pictures, - sachmem.vn

Assumptions Anticipated difficulties 1. Students may have underdeveloped speaking, writing and co-operating skills when doing project.

Y U Q

2. Some students will excessively talk in the class.

Y Ạ

Board Plan

M È

N Ơ H N

I F F O

Solutions

- Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. - Define expectation in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity).

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Date of teaching Unit 4: Music and arts Lesson 7: Looking back & Project

*Warm-up Mind map I. Looking back Task 1: Write a word or phrase in each blank.

Y U Q

N Ơ H N

Task 2: Fill in each gap with a word or phrase from the box. Task 3: Complete the sentences. Add the necessary words. Task 4: Rewrite the sentences. II. Project

M È

Organising music shows

Task 5: Posters exhibition

Y Ạ

* Homework

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III. PROCEDURES Notes: In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

**** Give comments or feedback

Stage WARM-UP

Stage aim

Procedure

To help students MIND MAP revise the * Teacher writes on the board “Unit 4” and asks students to vocabulary items think of what they have learnt already in this unit. they have learnt Grammar Vocabulary in the unit.

M È

To enhance students’ skills

Y U Q

N Ơ H N

I F F O

Y Ạ

Unit 4 Pronunciation

379

Interactio n

Time 3 mins

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of cooperating with team mates.

** Students work in pairs to do the task.

N Ơ H N

*** Teacher calls some students to retell.

I F F O

**** Teacher confirms and leads them to do all the exercises in books. VOCABULA To help students RY revise the collocations with some verbs used in the field of music and arts.

Y Ạ

TASK 1: WRITE A WORD OR PHRASE IN EACH BLANK TO GO WITH THE GIVEN VERB. (Ex. 1, p. 48)

Y U Q

* Teacher has students work individually to read the verbs and write the correct words / phrases to go with these verbs.

M È

** Students do this activity individually, and then compare their answers with their partners.

Pair work T-Ss T-Ss 16 mins T-Ss

*** Teacher asks for students’ answers.

T-Ss

**** Teacher confirms the correct ones

T-Ss

Answer key: 380

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1. draw: a picture, a bird, a car 2. perform: a puppet show, a concert, a play 3. write: a book, a poem, a song 4. watch: TV, a film, a football match - To help students review the words / phrases about music and arts used in the context of a passage. - To give students some information of the Louvre Museum - the world’s largest art museum.

Y Ạ

N Ơ H N

I F F O

TASK 2: FILL IN EACH GAP WITH A WORD OR PHRASE FROM THE BOX TO COMPLETE THE PASSAGE. (Ex. 2, p. 48)

T-Ss

* Teacher has students work individually to revise the words / phrases given in the box, then do the task.

Y U Q

** Students do this activity individually, and then compare their answers with their partners.

*** Teacher asks for students’ answers.

T-Ss

**** Teacher confirms the correct ones

T-Ss

M È

Answer key: 1. art collections 2. exhibition 381

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3. works of art 4. paintings 5. visitors GRAMMAR

To help students revise the comparisons they have learnt in the context of sentences.

TASK 3: COMPLETE THE SENTENCES, USING THE WORDS IN BRACKETS. ADD THE NECESSARY WORDS. (Ex. 3, p. 48)

N Ơ H N

Y U Q

** Students do the exercise individually and swap with their partners.

Ss-Ss

*** Teacher calls some students to check their answer.

T-Ss

M È

Answer key:

Y Ạ

T-Ss

* Teacher asks students to revise how to use the different ways of comparing they have learnt and then complete the task. Tell them to add the necessary words.

**** Teacher confirms the correct answer.

I F F O

1. old as 2. different from 3. more important 382

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4. not as good 5. not as easy as To help students to write sentences using the comparisons they have learnt.

I F F O

TASK 4: REWRITE THE SENTENCES, USING THE GIVEN WORDS. (Ex. 4, p. 48)

* Teacher asks students to write sentences in their notebooks, using the comparisons they have learnt, and the words provided.

N Ơ H N

** Students work individually to do the task.

*** Teacher calls 1- 2 students to write on the board.

Y U Q

**** Teacher checks and confirms their answer.

Answer key:

M È

1. Exercising is better than playing video games.

Y Ạ

2. Duong doesn’t / can’t draw animals as well as his father. 3. The Mona Lisa is more valuable than this painting. 4. Nick is not as artistic as David.

383

T-Ss

Ss T-Ss T-Ss

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5. The second / first version of the play is like the first / second. PROJECT

To allow Ss to apply what they have learnt (vocabulary and grammar) into practice through a project.

TASK 5: POSTERS EXHIBITION

I F F O

N Ơ H N

Y U Q

Y Ạ

T-Ss

*** Students in other groups comment and vote for the best poster.

Ss-Ss

**** Teacher confirms and corrects.

T-Ss

M È

To prepare for the next lesson.

Group work

** T has groups show and present the invitation to the class.

CONSOLIDA To consolidate Teacher asks students to talk about what they have learnt in TION what students the lesson. have learnt in the lesson. HOMEWOR K

T-Ss

23 mins

Prepare for the next lesson: Unit 5 – Getting Started.

384

T-Ss

2 mins

T-Ss

1 min

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* Pictures' source: From Internet.

Y Ạ

M È

Y U Q

N Ơ H N

UNIT 5: FOOD AND DRINK

Lesson 1: Getting started – At a Vietnamese restaurant

I. OBJECTIVES

I F F O

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By the end of this lesson, Ss will be able to gain: 1. Knowledge - An overview about the topic Food and Drink - Vocabulary to talk about food and drink 2. Core competence - Develop communication skills and cultural awareness

N Ơ H N

- Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities

Y U Q

- Develop healthy eating habits and awareness of balanced diets - Be proud of the homeland

II. MATERIALS

M È

- Grade 7 textbook, Unit 5, Getting started - Computer connected to the internet

Y Ạ

- Projector/ TV/ pictures and cards

386

I F F O

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- sachmem.vn

Language analysis Form

Pronunciati on

1. roast (v)

/rəʊst/

2. fry (v)

/fraɪ/

2. shrimp (n)

/ʃrɪmp/

3. lemonade (n)

/ˌleməˈneɪd/

4. mineral (n)

/ˈmɪnərəl/

Y Ạ

M È

Meaning

N Ơ H N

I F F O

Vietnamese equivalent

to cook something, such as meat, in an oven or over a fire

quay, nướng (thịt..)

to cook something in hot fat or oil

rán trong dầu hoặc mỡ

a small sea creature that you can eat

con tôm

a drink made from lemons, sugar, and water

nước chanh

a natural substance such as iron that is present in some foods and is important for good health

khoáng chất

Y U Q

387

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Assumptions Anticipated difficulties

I F F O

Solutions

- Students may not be able to recognise food - Use pictures/ photos or videos of all food ingredients and have experience of cooking. ingredients and ways of cooking to show them in the class. - Students may not know how to work in teams.

N Ơ H N

- Give short, clear instructions and help if necessary.

Board Plan

Y U Q

Date of teaching

Unit 5: FOOD AND DRINK

Lesson 1: Getting started – At a Vietnamese restaurant

M È

* Warm-up: Edible or inedible I. Vocabulary

1.roast (v) /rəʊst/: quay, nướng (thịt…)

Y Ạ

2.fry (v) /fraɪ/: rán

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3.shrimp (n) /ʃrɪmp/: con tôm 4.lemonade (n) /ˌleməˈneɪd/: nước chanh 5.mineral (adj) /ˈmɪnərəl/: khoáng chất II. Practice Task 1: Answer the questions

N Ơ H N

I F F O

Task 2: Find the words and phrases about food and drink in the conversation and write them in the correct columns. Task 3: Read the conversation again and tick (✓) T (True) or F (False).

Task 4: Work in pairs. Think about your favourite food and drink. Then ask your partner about his or her favourite food and drink. * Homework

III. PROCEDURES Notes:

M È

Y U Q

In each activity, each step will be represented as following

Y Ạ

Deliver the task

Implement the task

389

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***

Discuss

**** Giving comments or feedback

Stage

Stage aim

WARM-UP - To activate students’ knowledge on the topic of the unit - To enhance students’ skills of cooperating with teammates

Y Ạ

Procedure Edible or inedible

N Ơ H N

I F F O

Interacti on

Time

T-S

5 mins

* Teacher gives instructions ** In pairs, Ss: - sit facing each other

Y U Q

S-S

- take turns to throw a ball of paper to their partner as they say a noun When their partner catches the ball, say immediately if the noun is edible or inedible, then throw the ball back and repeat the procedure.

M È

Example: A (throwing) - Egg. B (catching) - Edible. (throwing) - Book. 390

S-S

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A (catching) - Inedible. (throwing) - House …

I F F O

*** Students share all the words/ phrases about food and drink they have with the others as the class.

T-S

**** Teacher checks and corrects if Ss spell or pronounce the words/ phrases incorrectly. PRESENTA TION (VOCAB PRETEACH)

N Ơ H N

* T asks Ss to look at the photos and answer the question: What is this? ** Ss say the words.

To help students use key language more appropriately before they read and listen

Y Ạ

M È

Y U Q

T-S

*** Other Ss correct if the previous answers are incorrect. **** Teacher shows and says the words aloud and asks Ss to repeat them. * Teacher asks Ss to translate the word “khoáng chất” into English 391

S-S

5 mins

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** Ss says the word

I F F O

**** Teacher gives the correct answer "mineral” LEAD-IN/ PREREADING & LISTENIN G

- To get students TASK 1: ANSWER THE QUESTIONS. (Ex 2, p.51) interested in the topic * Teacher asks Ss to look at the picture (p.50-51) and answer - To set the context the questions: - To help Ss understand the main idea of the text

Y Ạ

M È

N Ơ H N

+ What do your family usually eat for dinner? + Where does Mark's family eat dinner?

Y U Q

What is Mark's family doing? A. Ordering food for dinner. B. Preparing for their dinner. C. Talking about their 392

T-S

3 mins

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favourite food.

Y U Q

N Ơ H N

I F F O

** Ss ask and answer questions in pairs.

*** Ss share their answers as a whole class. **** T asks them to read and listen to the conversation and check their answers.

M È

PRACTICE - To practise reading TASK 2: FIND THE WORDS AND PHRASES ABOUT and listening for FOOD AND DRINK IN THE CONVERSATION AND specific information WRITE THEM IN THE CORRECT COLUMNS. (Ex 3, p.51) - To practise

Y Ạ

scanning

* Teacher asks Ss to work individually to read and listen to the 393

7 mins T-S

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- To develop Ss' vocabulary for food and drink

conversation and find the words and phrases and then share their answers with their partners who sit next to them. ** Ss do exercise 3 individually

I F F O

S-S

*** Ss share and discuss with their partners to write all words/ phrases down on the notebooks.

N Ơ H N

**** Teacher corrects their answers as a class. Key:

Food

Y U Q

rice, pork, fish sauce, roast chicken, fried vegetables, fried tofu, spring rolls, canh (soup), shrimp, fish,

M È

T-S Drink

juice, lemonade, green tea, mineral water, winter melon juice,

- To help Ss deeply understand the text

TASK 3: READ THE CONVERSATION AGAIN AND TICK (✓) T TRUE OR (F0 FALSE. (Ex 4, p.51)

- To practise scanning and intensive reading

* Teacher gives clear instructions.

Y Ạ

** Ss work individually step by step: - Read the statements carefully and underline key words 394

T-S

10 mins

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Suggested keywords in the statements: 1. Mark's family is at a Vietnamese restaurant. 2. Mark wants fried tofu and beef for dinner. 3. They don't order canh. 4. Mark's mum wants mineral water.

N Ơ H N

I F F O

5. His mum doesn't allow her children to drink juice during dinner. - Scan the conversation to locate the underlined key words - Read intensively to tick True or False

Y U Q

T-S-S

*** Teacher nominates Ss to read the statements aloud and say which ones are True and False, the others attentively listen to and correct their answers if necessary. **** Teacher checks and gives the correct answers.

Y Ạ

M È

Answer key: 1. T 2. F (Mark wants some fried tofu and spring rolls.) 395

T-S

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3. F (Mark's dad thinks they will try some canh) 4. T

I F F O

5. F (Mineral water for me, green tea for my husband, and juice for my children) PRODUCTI - To help Ss be able ON to talk about favourite food and drink

TASK 4: WORK IN PAIRS. THINK ABOUT YOUR FAVOURITE FOOD AND DRINK. THEN ASK YOUR PARTNER ABOUT HIS OR HER FAVOURITE FOOD AND DRINK. (Ex 5, p.51)

N Ơ H N

- To develop teamwork skills

* Teacher gives Ss clear instructions in order to make sure Ss can role-play effectively.

- To give students authentic practice in using target language

- Teacher divides Ss into 2 main groups and call them Vietnamese tour guides and French visitors who visit Vietnam for the first time.

Y Ạ

M È

Y U Q

+ Vietnamese tour guides discuss and list the favourite food in Ha Noi/ Viet Nam, using some suggested questions: What kinds of food are the most popular? What ingredients are there? What is the food like? … + French visitors think of, discuss and list as many questions to ask about the most favourite Vietnamese food as they can. 396

10 mins T-S

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- Teacher pairs each tour guide with a French visitor and ask them to role play talking about the most favourite food in Viet Nam.

I F F O

S-S

- T observes Ss while they are role playing, note their language errors ** Ss do as instructed

N Ơ H N

**** Teacher gives Ss feedback.

- Choose some useful words/ phrases/ expressions/ word choices Ss have used and suggest other students using them

Y U Q

- Choose some typical errors and correct as a whole class without nominating the students’ names WRAP-UP

To help Ss memorise Teacher asks students to talk about what they have learnt in the the target language lesson: and skills that they - Vocabulary of Food and Drink have learned - Reading for specific information and details

Y Ạ

M È

- Scanning

397

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HOMEWO RK

To review the learned knowledge and prepare for the next lessons

- Talk about your favourite food (for a minute) - Do the exercises in the workbook - Project preparation

I F F O

+ Teacher informs student of the final project of the Unit’s project

N Ơ H N

+ Explain the requirements of the project: Design a poster about eating habits in an area or a foreign country you know, including names of main meals and mealtimes; names of common food/ drink for each meal; picture/ photo to illustrate the meals. Students will show their posters and present their ideas in Lesson 7 – Looking back and Project. Explain students

Y U Q

+ Teacher explains to students how they can get the information + Put students into groups and ask them to discuss to assign tasks for each member. Help them set a deadline for each task.

Y Ạ

M È

(Teacher should check the progress of students’ preparation after each lesson.)

398

2 mins

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Y Ạ

M È

Y U Q

N Ơ H N

399

I F F O

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UNIT 5: FOOD AND DRINK Lesson 2: A closer look 1

I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge

N Ơ H N

I F F O

- Use the lexical items related to the topic Food and Drink

- Know how to use the measurement words and phrases often used with food and drink - Pronounce the sounds /ɒ/ and /ɔ:/ correctly 2. Core competence

Y U Q

- Be collaborative and supportive in pair work and team work - Access and consolidate information from a variety of sources

M È

- Actively join in class activities

3. Personal qualities

- Promote pride in the values of Vietnamese culture

Y Ạ

- Develop love for family

400

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II. MATERIALS - Grade 7 textbook, Unit 5, A closer look 1 - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn

Language analysis Form

Pronunciati on

1. kilo (kg) /ˈkiːləʊ/

Y Ạ

3. litre

/ˈliːtə/

Meaning

a kilogram

M È

2. teaspoon /ˈtiːspuːn/

Y U Q

N Ơ H N

I F F O Vietnamese equivalent

cân (kí lô)

the amount that a teaspoon can hold

khối lượng đựng trong một thìa nhỏ dùng để quấy trà

the basic unit for measuring liquid

lít

401

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4. tablespo on 5. gram 6.

/ˈteɪbəlspuːn the amount that a tablespoon can hold / as a unit for measuring liquid

khối lượng đựng trong một thìa canh

/ɡræm/

gờ-ram

/ˈmɪlɪmiːtə(r millimetr )/ e

7. omelette

/ˈɒmlət/

8. pancake /ˈpænkeɪk/

9. spring rolls

Y Ạ

10. onion

/ˈʌnjən/

N Ơ H N

a unit of length that is equal to 0.001 metres

mi-li-mét

eggs mixed together and cooked in hot fat

trứng ốp lết

a thin flat round cake made from flour, milk, and eggs

bánh kếp

M È

/sprɪŋ rəʊlz/

the basic unit for measuring weight

I F F O

Y U Q

food consisting of a piece of thin rolled nem rán rice paper filled with vegetables and meat, fried in oil a round white vegetable with a brown, 402

hành tây

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red, or white skin and many layers. Onions have a strong taste and smell 11. pepper /ˈpepə/

a powder that is used to add a hot taste to food

/ˈbʌtə/

a solid yellow food made from milk or cream

12. butter

Assumptions

Y U Q

hạt tiêu

N Ơ H N bơ

I F F O

Anticipated difficulties

Solutions

1. Students may lack knowledge about food and drink and structures to describe food and drink.

Prepare some photos/posters of food and drink and suggestions on vocabularies and structures to describe food and drink.

M È

2. Students may have underdeveloped listening, - - Play the recording many times if any speaking and co-operating skills. necessary.

Y Ạ

403

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- Encourage students to work in pairs, in groups so that they can help each other.

I F F O

- Provide feedback and help if necessary.

Board Plan

N Ơ H N

Date of teaching

Unit 5: FOOD AND DRINK Lesson 2: A closer look 1 * Warm-up: I. Vocabulary 1. kilo (kg) /ˈkiːləʊ/: kí lô

M È

Y U Q

2. teaspoon /ˈtiːspuːn/: thìa cà phê 3. litre /ˈliːtə/: lít

4. tablespoon /ˈteɪbəlspuːn/: thìa canh

Y Ạ

5. gram /ɡræm/: gờ-ram 6. millimetre /ˈmɪlɪmiːtə(r)/: mi-li-mét

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7. omelette /ˈɒmlət/: trứng ốp lết 8. pancake /ˈpænkeɪk/: bánh kếp 9. spring rolls /sprɪŋ rəʊlz/: nem rán 10. onion /ˈʌnjən/: hành tây 11. pepper /ˈpepə/: hạt tiêu 12. butter /ˈbʌtə/: bơ

N Ơ H N

I F F O

Task 1: Match the phrases with the pictures. Then listen, check, and repeat the phrases. Task 2: Write the words and phrases in the correct columns. Add any other dishes and ingredients you know.

Y U Q

Task 3: Work in pairs. Ask and answer about the ingredients for Linh’s apple pie, using the quantities in the recipe. II. Pronunciation

Task 4: Listen and repeat the words. Pay attention to the sounds /ɒ/ and /ɔ:/.

M È

Task 5: Listen and repeat, paying attention to the underlined words. Tick (✓) the sentences with the /ɒ/ sound. * Homework

Y Ạ

III. PROCEDURES

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Notes: In each activity, each step will be represented as following *

Deliver the task

Implement the task

***

Discuss

**** Giving comments or feedback

Stage

Stage aim

WARM-UP

- To set in the context of using the lexical items and measurement words/ phrases related to the topic Food and Drink

LEAD-IN

Y Ạ

Procedure

Y U Q

Option 1: Cooking race

Interacti on

Time

T-S

5 mins

* Teacher divides the class into 8 groups and gives instructions. ** In small groups, Ss write a ten-item shopping list on a piece of paper.

M È

- To activate students’

N Ơ H N

I F F O

It must include the following things: something salty, something sweet, a tin of something, a jar of something, a kind of meat or fish, a green vegetable, another vegetable, a fruit, a dairy product, two herbs… 406

S-S

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knowledge - To get students interested in the topic

*** Ss then swap their lists with another group. Ss discuss and agree on a recipe for a main course using all the ingredients on their list. They can add only salt, pepper and oil and tell what dish they are going to cook in the class.

I F F O

**** Vote on which dish you would most like to eat.

Option 2: Dictation

N Ơ H N

* Teacher puts Ss in small groups, explains that they are going to dictate five sets of four words, such as pea, orange, potato, onion. Teacher gives Ss some time to choose an odd one out for each set. More than one answer is possible.

Y U Q

S-S

T-S

S-S

** Ss listen and write the set. Then they choose the odd one out and circle it.

M È

*** Each group explains their decisions,

Y Ạ

e.g. A pea, because it's the only one that's green. / An orange, because it makes terrible soup. **** T may create his / her own lists or choose from the list below: 407

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1. lemon, grapefruit, grape, lime 2. fridge, cooker, microwave, toaster 3. cow, chicken, sheep, fish 4. bacon, egg, tomato, toast

N Ơ H N

5. rice, wheat, potato, pasta

I F F O

S-S

6. bread, cake, pie, pizza VOCABULA To revise and help RY Ss understand the measurement words and phrases often used with food and drink

Y Ạ

TASK 1: MATCH THE PHRASES WITH THE PICTURES. THEN LISTEN, CHECK, AND REPEAT THE PHRASES. (Ex 1, p.52)

Y U Q

* Teacher gives Ss instruction, lets Ss have time to work individually, in pairs and then supports them if necessary.

M È

a. a kilo (kg) of

b. a teaspoon (tsp) of c. a litre (l) of d. a tablespoon (tbsp) of e. 200 grams (g) of f. 400 millilitres (ml) of 408

4 mins

T-S

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N Ơ H N

I F F O

** Ss quickly match the phrases with the pictures individually. *** Ss then swap their answers with their partners to check their answers by listening to the recording at the same time.

**** Teacher observes, checks, gives correct answers as well as pauses the recording after each phrase and asks them to repeat chorally and individually.

Y U Q

+ Teacher corrects Ss’ pronunciation.

Y Ạ

M È

S S-S

+ With weaker classes, teacher may ask for translations to check Ss’ understanding. T-S

Answer key: 1. b

2. f

3. a

4. c

409

5. d

6. e

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Audio script – Track 31: 1. a teaspoon (tsp) of salt 2. 400 millilitres (ml) of milk 3. a kilo (kg) of beef 4. a litre (l) of water

N Ơ H N

I F F O

5. a tablespoon (tbsp) of sugar 6. 200 grams (g) of flour To help Ss identify new words of dishes and ingredients.

TASK 2: WRITE THE FOLLOWING WORDS AND PHRASES IN THE CORRECT COLUMNS. ADD ANY OTHER DISHES AND INGREDIENTS YOU KNOW. (Ex 2, p. 52)

Y U Q

6 mins

Activity 1

M È

* Teacher divides the class into 4 groups and gives instructions.

Y Ạ

** Individually, Ss carefully and closely watch in order to write down the words for the items appearing on the screen.

410

T-S S-S

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spring rolls

Y U Q onions

omelette

N Ơ H N pancake

I F F O butter

pepper

*** Then, Ss discuss the meanings of the words given in groups.

Y Ạ

M È

**** T observes and may explain their meanings or even translations. Activity 2 – Who is faster? * Teacher sticks 4 group boards on which there are two columns of Dishes and Ingredients, at four corners in the class, 411

T-S

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

hands out four sets of six word cards to each group and explains the rules of the game.

I F F O

** Ss receive the signal of the teacher, quickly sort the words and stick them onto the correct columns on their group's board at the corner of the class.

N Ơ H N

T-S

*** The fastest group which has the most appropriate words in the columns will be the winner. **** Teacher asks Ss to check their answers and share the names of other dishes and ingredients they know with their partners before showing the correct answers.

Y U Q

S-S

Key:

Y Ạ

M È

Dishes

Ingredients

spring rolls

butter

omelette

onions

pancake

pepper

412

T-S

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

To get Ss to practise asking and answering about the ingredients for a dish using measurement words and phrases they have learnt.

Y Ạ

TASK 3: WORK IN PAIRS. ASK AND ANSWER ABOUT THE INGREDIENTS FOR LINH’S APPLE PIE, USING THE QUANTITIES IN THE RECIPE. (Ex 52, Role-play: "How to make an apple pie?" * Teacher divides the class into two groups named Mums and Daughters/ Sons and assign Mums, only using the information from the table, to prepare ingredients for an apple pie that they are going to instruct their daughters/ sons and daughters/ sons to prep are some questions to ask their Mums how to make the apple pie.

M È

Y U Q

N Ơ H N

I F F O

- After that, teacher pairs Ss to make conversation, asking and answering about the quantity of ingredients for an apple pie. Eg. A: How many apples do we need? B: We need 12.

** Ss work in groups and then in pairs to practise. 413

10 mins

T-S

S-S

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

*** Teacher nominates some pairs of Ss to model this activity in front of the class. The others vote the best pairs they like best.

I F F O

**** Teacher gives feedback to help students improve their talk later. PRONUNCI To show, model ATION and help Ss how to pronounce the sounds /ɒ/ and /ɔ:/ and practise pronouncing these sounds correctly in words.

N Ơ H N

Y Ạ

T-S

TASK 4: LISTEN AND REPEAT THE WORDS. PAY ATTENTION TO THE SOUNDS /ɒ/ AND /ɔ:/. (Ex 4, p.52)

* Teacher plays the video modelling the sounds /ɒ/ and /ɔ:/ first and asks Ss to watch closely to see how the sounds are formed, and then gives them instruction to practise pronouncing the sounds.

Y U Q

8 mins

T-S

** After watching the video, Ss listen and put the words in the correct columns.

M È

*** Ss swap their notebooks with their partners to share their answers.

S-S

**** Teacher plays the recording, show them the correct answers and asks Ss to listen and repeat. Teacher may play the recording as many times as necessary, asking Ss to repeat until they can pronounce the sounds correctly. 414

S-S

T-S

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Key:

I F F O

/ɒ/

fond, lot, not

/ɔ:/

short, call, water, pork, sauce

N Ơ H N

Audio script – Track 32: fond To help Ss practise pronouncing the sounds /ɒ/ and /ɔ:/ correctly in context.

Y Ạ

short

call

Y U Q

water

pork

sauce

lot

not

TASK 5: LISTEN AND REPEAT, PAYING ATTENTION TO THE UNDERLINED WORDS. TICK (✓) THE SENTENCES WITH THE /ɒ/ SOUND. (Ex 5, p.52)

8 mins

T-S

* Teacher asks Ss to listen twice and asks Ss to tick (√) the sentences with the /ɒ/ sound.

M È

** Ss do as instructed individually *** Ss share their answers with Ss who sit next to them. **** Then Teacher plays the recording again, checks and asks 415

S S-S T-S

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Ss to repeat and provides further practice if needed.

Key: √: 1, 2, 4 Audio script – Track 33: 1. I hate hot dogs. 2. It’s a very big pot. 3. Put the forks here.

N Ơ H N

I F F O

4. This soup is very hot.

Y U Q

5. I like pork cooked with vegetables. WRAP-UP

To help students to - Teacher asks Ss to summarise what they have learnt in the recall information lesson by asking them some questions. they’ve learned + What food have we learned to make today? during class and + What ingredients do we need to make it? How many/ reflect on gaps in How much of them do we need? their knowledge + What sounds do we learn today?

Y Ạ

M È

416

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HOMEWOR To reactivate the K knowledge that students have gained.

Teacher asks Ss to make sentences about the quantity of ingredients for a dish using the words and phrases they have learnt in the lesson in their workbook. UNIT 5: FOOD AND DRINK

N Ơ H N

Lesson 3: A closer look 2

I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge

Y U Q

I F F O

- Know how to use the measurement words and phrases such as some and a lot of / lots of with countable and uncountable nouns - Understand and use the How many/ How much to ask and answer about quantities 2. Core competence

M È

- Develop communication skills

Y Ạ

- Be collaborative and supportive in pair work and team work - Actively join in class activities

417

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3. Personal qualities - Promote pride in the values of Vietnamese culture - Develop love for family

II. MATERIALS - Grade 7 textbook, Unit 5, A closer look 2 - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn

Language analysis Pronunciatio n

Form

1. countable

Y Ạ

M È

/ˈkaʊntəbəl/

Y U Q

N Ơ H N

I F F O

Meaning

a countable noun can be used with "a" or "an" and can be made plural

418

Vietnamese equivalent đếm được

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2. quantity

/ˈkwɒntəti/

the amount or number of something, especially that can be measured

số lượng

3. describe

/dɪˈskraɪb/

to say or write what someone or something is like

miêu tả

4. popular

/ˈpɒpjələr/

liked, enjoyed, or supported by many people

nhiều người biết đến

5. cartoon

/kɑːˈtuːn/

a drawing, especially in a newspaper or magazine, that tells a joke or makes a humorous political criticism

hoạt hình

Grammar Form

M È

some/ a lot of/ lots of + both countable/ uncountable nouns

Y Ạ

Y U Q

N Ơ H N

Meaning

một vài/ nhiều + cả danh từ đếm được và danh từ không đếm được

I F F O

Examples - I need some apples for this recipe. - There's some water in the bottle. - There are a lot of/ lots of people in

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the room.

I F F O

- She likes coffee with a lot of/ lots of sugar. How many + plural countable noun

Bao nhiêu + danh từ đếm được số nhiều

How much + uncountable noun

Bao nhiêu + danh từ không đếm được số ít

Assumptions

Y U Q

N Ơ H N

Anticipated difficulties

- How much sugar do you need?

Solutions

1. Students may find confused when to use some/ a lot of/ lots of

M È

- How many pens do you have?

- Give short and clear explanations with legible examples for each case.

2. Students may have underdeveloped speaking - - Give clear instructions, give examples before and letting students work in groups.

co-operating skills.

Y Ạ

- Provide feedback and help if necessary.

Board Plan

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Date of teaching Unit 5: FOOD AND DRINK Lesson 3: A closer look 2 * Warm-up: I. Vocabulary 1. countable /ˈkaʊntəbəl/: đếm được 2. quantity /ˈkwɒntəti/: số lượng 3. describe /dɪˈskraɪb/: miêu tả

Y U Q

4. popular /ˈpɒpjələr/: nhiều người biết đến 5. cartoon /kɑːˈtuːn/: hoạt hình II. Grammar

M È

N Ơ H N

I F F O

Task 1: Circle the correct words or phrases to complete the following sentences. Task 2: Look at the pictures and complete each sentence. Write some, any or a lot of/lots of in the blanks.

Task 3: Fill in each blank with How many or How much. Answer the questions, using the pictures.

Y Ạ

Task 4: Work in pairs. Ask and answer, using the questions in 3. Task 5: Work in pairs. Take turns to ask and answer about the recipes.

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* Homework

III. PROCEDURES Notes: In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

**** Giving comments or feedback

Stage

Stage aim

M È

WARM-UP - To activate LEAD-IN students’ knowledge using some and a lot of / lots of

Y Ạ

Y U Q

N Ơ H N

I F F O

Procedure

Interacti on

Mini game: Are these countable and uncountable? * Teacher put Ss into 2 big teams (named Mango & Orange) and gives instruction. ** When teacher say the words (apple, carrot, chicken, salt, 422

Time 4 mins

T-S

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- To get students interested in the topic

meal, sugar, star, cucumber, pepper, meat…) aloud:

I F F O

- Ss of Mango team stand up and shout out if the word is countable.

T-S-S

- Ss of Orange team stand up and shout out if the word is uncountable.

N Ơ H N

**** Teacher checks and tells Ss the noun is countable or uncountable when they have already reacted.

PRESENTA - to help Ss TION understand and know how to use some, a lot of / lots of

* Teacher shows meanings of the new words in Vietnamese and asks Ss to translate them into English before starting the lesson.

Y U Q

Vocabulary

1. đếm được: countable /ˈkaʊntəbəl/ 2. số lượng: quantity /ˈkwɒntəti/

M È

3. miêu tả: describe /dɪˈskraɪb/

Y Ạ

4. nhiều người biết đến: popular /ˈpɒpjələr/ 5. hoạt hình: cartoon /kɑːˈtuːn/ Grammar 423

T-S T-S

3 mins

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some, a lot of / lots of

I F F O

* - Teacher asks Ss to to look at some countable nouns and uncountable nouns she has said and shared on the screen in the mini game, then asks them to tell the difference between countable nouns and uncountable nouns (Don’t forget to remind Ss that they should use a good dictionary to check if a noun is countable or uncountable.)

N Ơ H N

- After that, teacher has Ss look at the Remember! box about the use of some, a lot of / lots of and explain how to use some and a lot of / lots of, then show them the examples in the Remember! box.

Y Ạ

Y U Q

- Teacher briefly explains that some and a lot of / lots of are all used with both countable nouns and uncountable nouns to talk about quantities. Teacher also explains that SS can use some with plural countable nouns or uncountable nouns to talk about a number or amount of something / somebody when the exact number or amount is not given; Ss can use lot of / lots of with plural countable nouns or uncountable nouns to talk about a large number or amount of something / people.

M È

424

T-S

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PRACTICE - To help Ss practise using some and a lot of / lots of in sentences and in context.

TASK 1: CIRCLE THE CORRECT WORDS OR PHRASES TO COMPLETE THE FOLLOWING SENTENCES. (Ex 1, p.53)

I F F O

* Teacher asks Ss to read the sentences carefully and choose the best answers on their own, then then swap with their partners.

N Ơ H N

3 mins

T-S S S-S

** Ss do the exercise as instructed.

*** Ss share their answers and discuss the reasons why they have chosen them.

Y U Q

T-S

**** Teacher nominates some Ss to read their answers in front of the whole class, check and correct their answers.

Key:

M È

- To give Ss further practice on using some and a lot of / lots of in sentences

Y Ạ

1. a lot of

2. lots of

3. some

4. a lot of

5. some

TASK 2: LOOK AT THE PICTURES AND COMPLETE EACH SENTENCE. WRITE SOME, ANY OR A LOT OF/ LOTS OF IN THE BLANKS. (Ex 2, p.53) 425

5 mins

T-S

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and in context - T help Ss revise the use of any.

* Teacher divides the class into 4 groups, asks them to look at the photos on the screen, write down the words/ phrases to complete the sentences as quickly as they can on their mini boards/ paper sheets and raise the board above their heads, saying "Bingo!"

N Ơ H N

I F F O

** The groups having more members who write correct answers the most quickly will get a star.

Y U Q

**** Teacher observes them closely and has one student assist in writing the number of stars each group achieves.

M È

Key:

Y Ạ

1. a lot of/lots 2. of any

3. some

426

4. a lot of/lots 5. a lot of/lots of of

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- To help Ss revise the use of How many and How much to ask about quantities.

TASK 3: FILL IN EACH BLANK WITH HOW MANY OR HOW MUCH. ANSWER THE QUESTIONS, USING THE PICTURES. (Ex 3, p.54)

N Ơ H N

I F F O

* Teacher asks Ss to read the sentences carefully and choose the best answers on their own, then then swap with their partners.

Y U Q

7 mins

T-S

** Ss do the exercise as instructed.

*** Ss share their answers and discuss the reasons why they have chosen them. **** Teacher nominates some Ss to read their answers in front of the whole class, check and correct their answers.

Y Ạ

M È

Key 1. How much – Two litres 427

2. How many – Two books

S S-S

T-S

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3. How many – Two books bananas

3. How many – Three

5. How many – Five spring rolls

To get Ss to use How much/ How many to ask questions about quantities

I F F O

TASK 4: WORK IN PAIRS. ASK AND ANSWER, USING THE QUESTIONS IN 3. (Ex 4, p.54)

N Ơ H N

* - Teacher gives Ss two minutes to think of and write down as many questions using How much and How many as they can.

8 mins

T-S

- Teacher pairs them to take turns asking and answering the questions in Task 3 and the questions they have prepared.

Y Ạ

M È

Y U Q

Eg. A: How much water do you drink every day? B: Two litres.

** Ss work in pairs to practise. *** Teacher nominates some pairs of Ss to model this activity 428

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in front of the class. The others vote the pairs they like best.

I F F O

**** Teacher gives feedback to help students improve their talk later.

PRODUCTI -To get Ss to ON practise using measurement words and phrases, words of dishes and ingredients, How many and How much in context.

Y Ạ

N Ơ H N

S-S

T-S-S T-S

TASK 5: WORK IN PAIRS. TAKE TURNS TO ASK AND ANSWER ABOUT THE RECIPES. (Ex 5, p.54)

10 mins

* - Teacher chooses some strong Ss in the class and assign the role of culinary teachers to them. The others will be culinary learners.

T-S

- Teacher asks them to sit in their groups to discuss and list all the questions and answers to make conversations in a culinary class.

S-S

- Teacher then mixes them in groups of a teacher and 3 to 4 students and asks them to make conversations asking and answering how to make pancakes and an omelette in a culinary class.

T-S-S

**/*** Every S in the group needs motivation to take part in the conversations while teacher goes around and observes them

T-S

M È

Y U Q

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talking.

I F F O

**** Teacher notes all useful measurement expressions and some students' grammatical errors for later comments. WRAP-UP

HOMEWO RK

To help students to recall information they’ve learned during class and reflect on gaps in their knowledge

Teacher summarises the main points of the lesson:

- To reactivate the knowledge that students have gained.

- Teacher asks Ss to make questions and sentences about quantities, using some, a lot of / lots of, any, How much and How many.

- To prepare for the project.

Preparation for Unit 5 project

Y Ạ

- How to use some, a lot of/ lots of

N Ơ H N

- How to ask and answer about food, drinks and cooking recipes using some, a lot of/ lots of, How many, How much

M È

Y U Q

- Teacher checks what Ss have prepared (the eating habits, pictures or photos they have selected and decided to make a presentation) - Teacher checks if every member has their own responsibilities and whether they have participated in preparing for the project 430

T-S

5 mins

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properly.

Y Ạ

M È

Y U Q

N Ơ H N

431

I F F O

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UNIT 5: FOOD AND DRINK Lesson 4: Communication

I. OBEJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge

N Ơ H N

I F F O

- Use lexical items related to the favourite food and drink in everyday life

- Understand and use ways to ask and answer about prices and favourite food and drink in English 2. Core competence - Develop communication skills

Y U Q

- Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities

M È

- Promote pride in the values of Vietnamese culture - Develop love for family

Y Ạ

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II. MATERIALS - Grade 7 textbook, Unit 5, A closer look 2 - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn

Language analysis

Form

/iːl/

1. eel

2. foreign

Y Ạ

Y U Q

Pronunciatio n

M È

/ˈfɒr.ən/

N Ơ H N

I F F O

Meaning

Vietnames e equivalent

a long, thin, snake-like fish, some types of which are eaten

con lươn

belonging or connected to a country that is not your own

ngoại quốc

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3. favourite

/ˈfeɪvərɪt/

best liked or most enjoyed

4. interview

/ˈɪntəvjuː/

a meeting in which someone asks you questions to see if you are suitable for a job or course

5. try

/traɪ/

Assumptions

N Ơ H N

I F F O

to attempt to do something

Y U Q

Anticipated difficulties

1. Students may have few real life experiences in preparing for or cooking food and drink.

M È

ưa thích cuộc phỏng vấn thử làm gì đó

Solutions - Prepare some videos/ youtube links and suggestions on vocabularies and structures to describe films.

2. Students may have underdeveloped - - Play the recording many times if any necessary. listening, speaking and co-operating skills. - - Encourage students to work in pairs, in groups so that they can help each other.

Y Ạ

- Provide feedback and help if necessary. 434

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Board Plan Date of teaching Unit 5: FOOD AND DRINK

N Ơ H N

Lesson 4: Communication * Warm-up: I.Vocabulary 1. eel /iːl/: con lươn 2. foreign /ˈfɒrən/: ngoại quốc 3. favourite /ˈfeɪvərɪt/: ưa thích

Y U Q

I F F O

4. interview /ˈɪntəvjuː/: cuộc phỏng vấn 5. try /traɪ/: thử làm gì đó II. Everyday English

M È

Task 1: Listen and repeat the conversation. Pay attention to the questions and answers.

Y Ạ

Task 2: Works in pairs. Ask and answer about the prices of the food and drink on the menu. III. Your favourite food and drink

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Task 3: Listen to the conversation and answer the questions

I F F O

Task 4: Work in groups. Interview two of you friends about their favourite food and drink. Write their answers in the table. * Homework

III. PROCEDURES Notes: In each activity, each step will be represented as following *

Deliver the task

Implement the task

***

Discuss

M È

**** Giving comments or feedback

Stage

Y U Q

N Ơ H N

Stage aim

Y Ạ

Procedure

436

Interacti on

Time

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WARM-UP - To activate students’ Restaurants LEAD-IN knowledge * - Teacher asks Ss to work in small groups. - To get students - Teacher gives each group a different type of restaurant and interested in the topic tells them to create a menu and include starters, main courses,

I F F O

5 mins

T-S

side dishes, desserts and drinks. Don't forget the prices. + a steakhouse

N Ơ H N

+ a vegetarian café

+ an expensive French eatery

+ a motorway service station restaurant

Y U Q

+ a seafood restaurant

** Ss quickly write on their own board, raise the board up and say "Bingo"

M È

*** Ss look at others' restaurant menu and say which they want to go to in turns.

Y Ạ

VOCABUL To help students use ARY key language more

S-S

T-S-S

**** Teacher gives them a quick feedback. * T asks Ss to look at the photo and answer the question.

437

T-S

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appropriately

What is this? ** Ss say the word. *** Other Ss correct if the previous answer is incorrect. **** Teacher shows and says the word aloud and asks Ss to repeat it.

N Ơ H N

S-S

** Ss says the word

T-S

Y U Q

Vocabulary

1. con lươn: eel /iːl/

2. ngoại quốc: foreign /ˈfɒr.ən/

M È

3. ưa thích: favourite /ˈfeɪvərɪt/

Y Ạ

S-S

* Teacher gives some words in Vietnamese and asks Ss to translate into English

**** Teacher gives the correct answers

I F F O

4. cuộc phỏng vấn: interview /ˈɪn.tə.vjuː/ 5. thử làm gì đó: try /traɪ/

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EVERYDA To introduce ways to Y ask and answer about ENGLISH prices in English.

TASK 1: LISTEN AND READ THE CONVERSATION. PAY ATTENTION TO THE QUESTIONS AND ANSWERS. (Ex 1, p. 55) * Teacher gives Ss instructions.

I F F O

** Ss listen carefully, watch closely and repeat as a whole class. They pay attention to the questions whenever Teacher pauses and corrects their mistakes.

N Ơ H N

5 mins

T-S S-S

*** Ss work in pairs to repeat the conversation.

S-S

**** Teacher shows the conversation on the screen to make sure they ask the correct questions.

T-S

Y U Q

Audio script – Track 34: Mark: How much is a bottle of mineral water? Mai: It’s 5,000 dong.

M È

Mark: And how much are two kilos of apples?

Mai: They’re 50,000 dong.

To help Ss practise TASK 2: WORK IN PAIRS. TAKE TURNS TO ASK AND asking and answering ANSWER ABOUT THE PRICES OF THE FOOD AND about prices. DRINK ON THE MENU. (Ex 2, p.55)

Y Ạ

439

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* Teacher shows the menu on the screen, shows the sample of the conversation, pairs Ss and asks them to play the roles of a waiter and a customer to ask and answer about the prices of the food and drink on the menu.

Y Ạ

M È

Y U Q

Breakfast Food

N Ơ H N

** Ss practise for about 3 minutes.

I F F O

LY'S RESTAURANT

bowl of beef noodle soup

30,000 dong

bowl off eel soup

35,000 dong

toast

20,000 dong

T-S

Drink

*** Ss work with another partner and change their roles, asking and answering

glass of milk

bottle of mineral water 8,000 dong cup of green tea

440

9,000 dong

5,000 dong

S-S

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questions about the prices. ****Teacher goes around, observes, corrects their mistakes and notes some of their typical errors if necessary. YOUR FAVOURI TE FOOD AND DRINK

- To teach Ss the questions they can ask to interview someone about their favourite food and drink;

N Ơ H N

TASK 3. LISTEN TO THE CONVERSATION AND ANSWER THE FOLLOWING QUESTIONS. (Ex 3, p.55)

Y U Q

Y Ạ

T-S

7 mins T-S

* Teacher gives Ss some time to read the questions in Exercise 3, asks them to pay attention to the key words and predict the answers.

- To help Ss revise the ** Ss do the exercise step by step. vocabulary related to - Ss read and underline key words. the topic. 1. What's Nam's favourite food?

I F F O

S-S

M È

2. What's his favourite drink? 3. What foreign food does he like? 441

S-S

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4. What food does he want to try? 5. What food can he cook?

I F F O

- Ss listen twice, find synonyms and paraphrases of the key words and answer the question.

***Teacher asks Ss to swap their notebooks with each other, listen to the recording once again and peer check.

N Ơ H N

****Teacher gives Ss the correct answers and then asks them to repeat the conversation.

Y U Q

Key:

1. Spring rolls. 2. Lemonade.

M È

3. Apple pie and pancakes.

Y Ạ

4. Hu tieu (in Ho Chi Minh City). 5. Omelettes, rice, and spring rolls. Audio script – Track 35: 442

S-S

T-S

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Peter: Nam, can you help me with my school project? I need to interview some people about what they like to eat and drink. Nam: Sure. What questions do you have? Peter: What’s your favourite food, Nam? Nam: It’s spring rolls.

N Ơ H N

I F F O

Peter: What’s your favourite drink? Nam: I like lemonade.

Peter: Interesting. What foreign food do you like? Nam: Mmm, I like apple pie and pancakes.

Y U Q

Peter: How about new food? Is there anything that you’ve never had, but would like to try? Nam: Certainly. I’d love to try hu tieu in Ho Chi Minh City.

M È

Peter: I’d like to give it a try too. What can you cook?

Y Ạ

Nam: Let me think... I cook omelettes, rice, and spring rolls.

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- To help Ss practise asking and answering about their friends’ favourite food and drink; - To help Ss get information to report on their friends’ favourite food and drink; - To help Ss practise reporting the results of their interviews.

Y Ạ

TASK 4: WORK IN GROUPS. INTERVIEW TWO OF YOUR FRIENDS ABOUT THEIR FAVOURITE FOOD AND DRINK. WRITE THEIR ANSWERS IN THE TABLE BELOW. (Ex 4, p.55)

I F F O

10 mins

*Teach lets Ss randomly pick the cards to choose their teams. Then, teacher gives the instruction.

T-S

**Ss work in groups, practise asking and answering the questions to get information about the others in their groups to complete the table.

S-S

N Ơ H N

***Ss share the collected information in the class.

Y U Q

T-S

****Teacher listens to them, gives them comments and correct when necessary.

M È

Questions

1. What's your favourite food? 2. What's your favourite drink?

444

Student 1

S-S

Student 2

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3. What food or drink do you want to try? 4. What foreign food or drink do you like?

N Ơ H N

I F F O

5. What can you cook? WRAP-UP To help students to recall information they’ve learned during class and reflect on gaps in their knowledge

Teacher has Ss say what they have learnt in the lesson:

HOMEWO To reactivate the RK knowledge that students have gained.

- Teacher asks Ss to make and a conversation, record a video and upload on given drive link.

Y Ạ

2 mins

- Vocabulary of the favourite food and drink in everyday life

Y U Q

- Ways to ask and answer about prices, and favourite food & drink in English

M È

445

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UNIT 5: FOOD AND DRINK Lesson 5: Skills 1 I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge

N Ơ H N

- Develop their reading skill for specific information about food and drink - Talk about the popular food and drink 2. Core competences - Develop communication skills and creativity

Y U Q

- Be collaborative and supportive in pair work and team work - Develop presentation skills - Actively join in class activities 3. Personal qualities

M È

- Promote pride in the values of Vietnamese culture - Develop love for family and traditional food and drink

Y Ạ

446

I F F O

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II. MATERIALS - Grade 7 textbook, Unit 5, Skills 1 - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn

Language analysis Form 1. snack

Pronunciati on

Y Ạ

4. stewing

Meaning

/snæk/

Y U Q

a small amount of food that is eaten between main meals/ instead of a meal

M È

Vietnamese equivalent đồ ăn vặt

/teɪst/

the feeling that is produced by a particular food or drink

hương vị

/brɒθ/

a thin soup, often with meat bones

nước dùng, canh

cooking something slowly in liquid for a long

hầm

2. taste

3. broth

N Ơ H N

I F F O

/stju:ɪŋ/

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time 5. boneless

/ˈbəʊnləs/

boneless meat or fish has had the bones taken out

Assumptions Anticipated difficulties

N Ơ H N

I F F O không xương

Solutions

1. Students may lack knowledge about some Provide students with the meaning and lexical items. pronunciation of words.

Y U Q

2. Students may have underdeveloped reading,- - Let students read the text again (if needed). speaking and co-operating skills. - - Create a comfortable and encouraging environment for students to speak.

M È

- - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

3. Some students will excessively talk in the - Define expectation in explicit detail. class. - Have excessive talking students practise.

Y Ạ

448

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- Continue to define expectations in small chunks (before every activity).

Board Plan

N Ơ H N

Date of teaching

I F F O

Unit 5: FOOD AND DRINK Lesson 5: Skills 1 * Warm-up: I. Reading

Y U Q

Task 1: Work in pairs. Discuss the following questions. Task 2: Read Phong’s blog. Match the underlined words in the text with their meanings. Vocabulary

M È

1. snack /snæk/: đồ ăn vặt

2. taste /teɪst/: nếm

Y Ạ

3. broth /brɒθ/: nước dùng, canh 4. stew /stju:/: hầm

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5. boneless /ˈbəʊnləs/: không xương Task 3: Read Phong’s blog again and circle the correct answer A, B or C. II. Speaking

I F F O

Task 4: Make notes about a popular food and drink in your area. Think about its main ingredients, how often and when you have it.

N Ơ H N

Task 5: Work in groups of 3 or 4. Take turns to talk about a popular food or drink in your area. * Homework

III. PROCEDURES Notes:

Y U Q

In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

Y Ạ

M È

**** Giving comments or feedback

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Stage

Stage aim

Procedure

WARMUP

- To create an active Lunch time atmosphere in the Materials needed: class before the lesson LEAD-IN Lunchbox, wrapped sandwich, milk container, straw. (Students mime the action as you demonstrate with the props. Point out an area of the room that will be where the students go to get their lunchboxes and another area that will be the lunchroom, or let their own desks be the lunchroom.)

Y Ạ

M È

N Ơ H N

Y U Q

- Look at the clock. It's time for lunch. - Stand up. - Get your lunchbox - Line up. 451

I F F O

Interacti on

Time

5 mins

T-S-S

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- Go to the lunchroom. - Sit down. - Open your lunchbox. - Take out a sandwich.

N Ơ H N

- Unwrap the sandwich.

- Take a bite of the sandwich. Mmmm it's good. - Open your milk container.

Y U Q

- Put in the straw.

- Drink some milk. - Eat the rest of your sandwich.

Y Ạ

M È

- Drink the rest of the milk - Wipe your face with your napkin. - Close your lunchbox. - Stand up. - Clean up the table. 452

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- Take the garbage to the garbage can. PREREADIN G

To help Ss understand and activate their knowledge of the topic

I F F O

TASK 1. WORK IN PAIRS. DISCUSS THE FOLLOWING QUESTIONS. (Ex 1, p.56)

N Ơ H N

*Teacher pairs Ss, gives them some time to discuss about “Phở”, using suggested questions.

5 mins

T-S

1. Is pho popular in your neighbourhood?

Y U Q

2. When can we have pho?

3. What are the main ingredients of pho?

Y Ạ

M È

** Ss discuss as guided. *** After discussing, Ss talk about pho in front of the class. **** T listens and may ask some other questions about how to make Phở.

S-S S-S T-S

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WHILEREADIN G

To help students use key language more appropriately

TASK 2. READ PHONG’S BLOG. MATCH THE UNDERLINED WORDS IN THE TEXT WITH THEIR MEANINGS. (Ex 2, p.56)

I F F O

5 mins

T-S

*Teacher asks Ss to scan the passage to find and work out the meanings of the words (1-5) in the passage and match with their meanings (a-e), using the context.

N Ơ H N

**Ss quickly locate the words, read with full concentration and complete focus, predict and match them with the provided meanings.

S S-S

***Ss swap their answers with each other.

Y U Q

****Teacher checks the answers as a class, confirms the correct answers.

T-S-S

Or for weak classes, Teacher may ask for translation to check understanding.

M È

Key:

Y Ạ

To help Ss develop their reading skill for

1. d

2. b

3. c

4. a

5. e

TASK 3. READ PHONG’S BLOG AGAIN AND CIRCLE THE CORRECT ANSWER A, B OR C. (Ex 3, p. 56) 454

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specific information (scanning).

*Teacher gives instructions.

1. The text is mainly about _______.

N Ơ H N

A. pho, a popular dish in Viet Nam B. popular dishes in Viet Nam C. different ways to cook pho

2. Pho is made mainly with ______.

Y U Q

A. rice noodles and beef or chicken B. rice, pork, and vegetables C. fish, shrimp, and noodles

M È

3. We enjoy pho ______.

Y Ạ

I F F O

**Ss work individually to carefully read and underline key words in the given part of the sentences and three options of the other part that fit in.

A. only for breakfast B. for lunch and dinner C. at any time of the day

455

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4. To make noodles for pho, we use _____. A. a variety of sticky rice B. the best kind of rice C. eggs and rice flour

N Ơ H N

5. The broth for pho is made by _____.

I F F O

A. slowly cooking beef or chicken bones B. cooking beef or chicken with fish sauce C. boiling potatoes and chicken bones for a long time

Y U Q

Then, they locate the key words in the text, thoroughly read the text to choose the correct option to complete the sentences. Teacher tells them to underline parts of the passage that help them with the answers and set a strict time limit to ensure Ss read the text quickly for information.

Y Ạ

M È

*** Ss share their answers with others to compare their choices in pairs before showing them in the class and to Teacher. Teacher also asks them to give evidence when giving the answers. ****Teacher nominates some Ss to read the completed 456

S-S

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sentences aloud, listens and then gives them correct answers.

Key: 1. A

2. A

3. C

4. B

5. A

I F F O

T-S-S

PRETo help Ss generate TASK 4. MAKE NOTES ABOUT A POPULAR FOOD SPEAKIN ideas for the speaking AND DRINK IN YOUR AREA. THINK ABOUT ITS G activity MAIN INGREDIENTS, HOW OFTEN AND WHEN YOU HAVE IT. (Ex 4, p. 56)

N Ơ H N

*Teacher asks Ss to brainstorm or use a mind map/ web to make notes about a popular food and drink in their area in groups of 4 or 5 Ss. (Teacher can show them a mind map as a sample)

Y Ạ

M È

Y U Q

457

10 mins

T-S

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** Ss think about a popular food or drink in their area, its ingredients and how often and when people in their neighbourhood have it and note down quickly these ideas as instructed during the time limit set by the teacher. *** Ss share their ideas with other groups.

N Ơ H N

I F F O

S-S

**** Teacher asks them some extra questions to help Ss if they lack ideas or if they have had too many ones to choose from.

WHILE- To provide an SPEAKIN opportunity for Ss to G practise talking about a popular food or drink.

Y Ạ

Y U Q

TASK 5: WORK IN GROUPS OF 3 OR 4. TAKE TURNS TO TALK ABOUT A POPULAR FOOD OR DRINK IN YOUR AREA. (Ex 5, p.56)

M È

* T asks Ss to talk using the notes/ maps/ webs that they have prepared in their own group and then nominates some of them (maybe, strong students) to model this activity in front of the class. 458

T-S

10 mins

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** Ss practise.

I F F O

*** Then, Ss listen to their classmates presenting and give positive comments to the others'. **** Teacher gives feedbacks. WRAPUP

To help students to recall information they’ve learned during class and reflect on gaps in their knowledge

HOMEW To reactivate the ORK knowledge that students have gained.

Y Ạ

- Teacher has Ss summarise what they have learnt in the lesson with the two skills. If there is time, have them draw a mind map to summarise the main points of the lesson.

N Ơ H N

4 mins

- Teacher has Ss say what they have learnt in the lesson.

Y U Q

- Teacher asks Ss to make a conversation, video and upload on given drive link.

M È

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UNIT 5: FOOD AND DRINK Lesson 6: Skills 2

I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge

N Ơ H N

- Develop their listening skill for specific information about food and drink - Write a paragraph about eating habits in their area 2. Core competence

Y U Q

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and team work - Develop presentation skills

M È

- Actively join in class activities

3. Personal qualities

- Promote pride in the values of Vietnamese culture

Y Ạ

- Develop love for family and traditional food and drink

460

I F F O

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II. MATERIALS - Grade 7 textbook, Unit 5, Skills 2 - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn

Language analysis Pronuncia tion

Form 1. meal

/mɪəl/

2. breakfast

Y Ạ

3. lunch

M È

/ˈbrekfəst/

/lʌntʃ/

Y U Q

N Ơ H N

I F F O

Meaning

Vietnamese equivalent

an occasion when food is eaten, or the food that is eaten on such an occasion

bữa ăn

a meal eaten in the morning as the first meal of the day

bữa sáng

a meal that is eaten in the middle of the day

bữa trưa

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/ˈdɪnər/

4. dinner

I F F O

the main meal of the day, usually the meal you eat in the evening but sometimes, in Britain, the meal eaten in the middle of the day

bữa tối

very good; excellent

tuyệt vời

5. fabulous

/ˈfæbjələs/

6. healthy

/ˈhelθi/

strong and well

Anticipated difficulties

Y U Q

Assumptions

N Ơ H N

khoẻ mạnh

Solutions

1. Students may lack knowledge - Provide students with the meaning and pronunciation of words. about some lexical items. 2. Students may have - Let students listen to the text again and pause the recording to underdeveloped listening, writing draw their attention to keywords (if needed). and co-operating skills. - Create a comfortable and inspiring environment for students to write.

Y Ạ

M È

- Motivate students to work in pairs, in groups so that they can help each other. 462

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- Provide feedback and help if necessary.

I F F O

3. Some students will excessively - Define expectation in explicit detail. talk in the class. - Have excessive talking students practise.

- Continue to define expectations in small chunks (before every activity).

Board Plan

Y U Q

N Ơ H N

Date of teaching

* Warm-up:

Y Ạ

I. Vocabulary

M È

Unit 5: FOOD AND DRINK Lesson 6: Skills 2

463

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1. meal /mɪəl/: bữa ăn 2. breakfast /ˈbrekfəst/: bữa sáng 3. lunch /lʌntʃ/: bữa trưa 4. dinner /ˈdɪnər/: bữa tối

N Ơ H N

5. fabulous /ˈfæbjələs/: tuyệt vời 6. healthy /ˈhelθi/: khoẻ mạnh II. Listening Task 1: Work in groups. Discuss the questions.

Y U Q

I F F O

Task 2: Listen to Minh talking about the eating habits in his area. Circle the food and drink you hear. Task 3: Listen again and tick (✓) T (True) or F (False). III. Writing

M È

Task 4: Make notes about the eating habits in your area. Task 5: Write a paragraph about 70 words about the eating habits in your area. * Homework

Y Ạ

III. PROCEDURES

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Notes: In each activity, each step will be represented as following *

Deliver the task

Implement the task

***

Discuss

**** Giving comments or feedback

Stage

Stage aim

N Ơ H N

I F F O

Procedure

Y U Q

WARM-UP - To create an active atmosphere in the class before the lesson; - To lead in the new lesson.

Our eating habits

VOCABUL To help students use ARY key language more TEACHING appropriately

* T asks Ss to look at the photos and answer the question “What does it mean in English?”

Y Ạ

* Teacher puts Ss in small groups and asks them to tell each other everything they ate and drank the day before.

M È

** Ss share about what they ate and drank the day before.

Interacti on

Time 4 mins

T-S

S-S

*** As a group, Ss then decide who has the healthiest diet. T-S

S-S 465

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** Ss say the words. *** Other Ss correct if the previous answers are incorrect. **** Teacher shows and says the words aloud and asks Ss to repeat them.

N Ơ H N

I F F O

S-S

T-S

1. meal /mɪəl/: bữa ăn

2. breakfast /ˈbrekfəst/: bữa sáng 3. lunch /lʌntʃ/: bữa trưa

Y U Q

4. dinner /ˈdɪnər/: bữa tối

5. fabulous /ˈfæbjələs/: tuyệt vời 6. healthy /ˈhelθi/: khoẻ mạnh

M È

PRETo help Ss understand LISTENING and activate their knowledge of the topic.

Y Ạ

TASK 1: WORK IN GROUPS. DISCUSS THE FOLLOWING QUESTIONS. (Ex 1, p. 57) * Teacher asks Ss to work in groups of 4 or 5 discussing questions about the eating habits of the people in their area. 1. What time do people in your area often have breakfast, lunch, 466

4 mins

T-S

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and dinner?

I F F O

2. What do they often have for breakfast, lunch, and dinner?

WHILE- To help Ss LISTENING understand what the monologue is about; - To help develop their skill of listening for specific information.

** Ss actively discuss and note down all members' answers.

S-S

*** Ss share their groups' answers as the whole class.

S-S

N Ơ H N

TASK 2: LISTEN TO MINH TALKING ABOUT THE EATING HABITS IN HIS AREAD. CIRCLE THE FOOD AND DRINK YOU HEAR. (Ex 2, p.57)

* Teacher asks Ss to guess which food and drink will appear in the monologue first.

Y U Q

+ eel soup + cakes

+ green tea

Y Ạ

M È

+ coffee + toast

** Ss listen to the recording, tick the words or phrases they hear from the monologue. *** Two or three Ss are nominated to write their answers on the 467

4 mins

T-S

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board after the first listening.

I F F O

**** Teacher plays the recording again for Ss to check the answers. If time is limited, T may only play the monologue once. T may pause at the sentences that include the words or phrases Ss need circle.

Key: eel soup, green tea To help develop their skill of listening for specific information.

Y Ạ

N Ơ H N

Task 3: LISTEN AGAIN AND TICK (✓) T (True) or F (False).

Y U Q

6 mins T-S

* Teacher has Ss look at the statements in this activity, asks them how to do it and gives them some strategies to do the exercise. (e.g. reading the sentences, underlining the key words, listening to the text, paying attention to the key words, deciding if each sentence is true or false).

M È

** Ss individually do exercise as instructed. (For strong classes, Ss can take notes of the information to explain why a sentence is false.)

S-S

S-S 468

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*** Ss swap their answers with their partners for checking.

I F F O

**** Teacher nominates Ss to read their answers aloud, checks and gives them the correct ones.

Key: 1. F

2. T

N Ơ H N 3. F

4. T

5. T

Audio script - Tracks 36 + 37:

Y Ạ

People in my area often have three meals a day: breakfast, lunch and dinner. For breakfast, we usually have pho or eel soup with bread. Sometimes we have instant noodles or xoi (sticky rice). Lunch often starts at 11:30 a.m. Most of us have lunch at home. We often have rice, fish, meat, and vegetables. Dinner is the main meal of the day. It’s also the time when family members gather at home, so it takes a bit longer than the other meals. It often starts at around 7:30 p.m. We usually have rice with a lot of fresh vegetables and seafood or meat. We normally talk about everyday activities during the meal. Then we have some fruit and green tea. I think the food in my area is

M È

Y U Q

469

T-S

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fabulous. It’s very healthy and delicious.

PREWRITING

I F F O

To help Ss prepare TASK 4: MAKE NOTES ABOUT THE EATING HABITS ideas for their writing. IN YOUR AREA. (Ex 4, p.57)

N Ơ H N

* Teacher asks Ss to make notes, brainstorm or cluster ideas to write about the eating habits in their area, using the following questions. (Ss can use the language in the listening exercise.)

7 mins

T-S

+ What time do they have breakfast, lunch and dinner? + What food and drink do they have then?

Y U Q

** Ss do not have to write full sentences and they can use abbreviations.

S-S

*** Then Ss share their notes with their partners.

WHILEWRITING

M È

To help Ss practise writing a paragraph about the eating

Y Ạ

**** T may ask some strong students to read out the notes to the whole class. TASK 5: WRITE A PARAGRAPH OF ABOUT 70 WORDS ABOUT THE EATING HABIRS IN YOUR AREA. USE THE INFORMATION IN 4 TO HELP YOU. 470

S-S T-S 12 mins T-S

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habits in their area.

(Ex 5, p.57)

I F F O

* Teacher suggests Ss think and write, using the notes they have done in Exercise 4.

** Ss write the first draft individually and listen to their classmates' and Teacher's feedbacks and comments, and then write the final writing.

N Ơ H N

S-S

*** Then, they share their writings with the others, using marking criteria to give each other peer-feedbacks.

Y U Q

Teacher observes Ss, notes some useful expressions and structures the Ss have used and some errors they have made for later comments and correction. **** T may display all or some of Ss’s final writings on the wall / notice board and mark them.

WRAP-UP

M È

To help students to recall information they’ve learned during class and reflect on gaps in their

Y Ạ

- Teacher has Ss summarise what they have learnt in the lesson with the two skills. + Listen for specific information abou food and drink + Write a paragraph describing eating habits 471

T-S

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WRAP-UP

knowledge

If there is time, have them draw a mind map to summarise the main points of the lesson.

To help students further practise writing about the unit topic.

- Teacher asks Ss to write a paragraph about their favourite food and upload on given drive link.

Y Ạ

M È

Y U Q

N Ơ H N

472

I F F O

1 min

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UNIT 5: FOOD AND DRINK Lesson 7: Looking back & Project I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Review the vocabulary and grammar of Unit 5

N Ơ H N

I F F O

- Apply what they have learnt (vocabulary and grammar) into practice through a project 2. Core competence - Develop communication skills and creativity - Develop presentation skill - Develop critical thinking skill

Y U Q

- Be collaborative and supportive in pair work and team work

M È

- Actively join in class activities

3. Personal qualities

- Be more creative when doing the project

Y Ạ

- Develop self-study skills

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II. MATERIALS - Grade 7 textbook, Unit 5, Looking back & Project - Computer connected to the internet - Pictures, A0 paper - Projector/ TV - sachmem.vn

Board Plan

Y Ạ

M È

Y U Q

N Ơ H N

Date of teaching Unit 5: FOOD AND DRINK Lesson 7: Looking back & Project 474

I F F O

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* Warm-up: I. Looking back Vocabulary Task 1: Add the words and phrases in the correct columns. Task 2: Read the recipe and write sentences. Grammar

N Ơ H N

I F F O

Task 3: Complete the sentences. Write some, any, much, or a lot of/ lots of.

Task 4: Make questions with How many/ How much for the underlined words in the following sentences. II. Project

Y U Q

Task 1: Work in groups. Design a poster about eating habits. Task 2: Present your poster to the class. * Homework

Assumptions

Y Ạ

M È

Anticipated difficulties

Solutions 475

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I F F O

1. Ss may have underdeveloped speaking, - Encourage Ss to work in pairs, in groups so that they writing and co-operating skills when can help each other. doing the project. - Provide feedback and help if necessary. 2. Some Ss might excessively talk in the class.

- Define expectation in explicit detail.

N Ơ H N

- Have excessive talking Ss practise.

- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES Notes:

M È

Y U Q

In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

Y Ạ

**** Giving comments or feedback

476

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

Stage

Stage aim

Procedure

I F F O

Game: What can you make? WARM-UP - To create an active * Teacher puts Ss in small groups, shows some ingredients on LEAD-IN atmosphere in the class before the lesson the screen and gives thorough instructions.

N Ơ H N

** Ss work in their teams to decide what food they can cook, using the ingredents provided. *** Students then share their ideas with other groups.

Y U Q

**** Teacher corrects students’ answers if they make any mistakes and suggests some food they can make using the given ingredients.

M È

VOCABUL To help Ss revise the TASK 1: ADD THE WORDS AND PHRASES YOU HAVE ARY vocabulary items they LEARNT IN THE CORRECT COLUMNS. (Ex 1, p.58) have learnt in the unit. * Teacher encourages students to find as many words or phrases as possible to add to the columns individually.

Y Ạ

** Students do the task individually. 477

Interacti on

Time

4 mins T-S

S-S

S-S T-S

4 mins

T-S

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*** Ss compare with their partners to find out who has more words and add any words they haven’t had into their tables.

I F F O

S-S S-S

**** Teacher gives feedback as a class discussion.

N Ơ H N

T-S

To help Ss revise the TASK 2: READ THE RECIPE AND WRITE SENTENCES vocabulary items they AS IN THE EXAMPLE. have learnt in the unit. * Teacher has Ss do this activity individually.

4 mins

** Ss read the recipe and write about 7 sentences.

T-S

*** Ss then compare their answers with their partners. Some strong ones are nominated to read out their answers in front of the class.

S-S

Y U Q

S-S

**** Teacher gives feedback as a class discussion.

M È

T-S

Suggested answers:

Y Ạ

We need 5 eggs. We need 2 tomatoes. We need 2 tablespoons of cold water. We need 40 grams of butter. We need 5 grams of onion. 478

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We need 1 teaspoon of salt. We need 1 teaspoon of pepper.

I F F O

GRAMMA To help Ss revise the TASK 3: COMPLETE THE SENTENCES. WRITE SOME, R use of some, any, ANY, MUCH, OR A LOT OF/ LOTS OF. (Ex 3, p.58) much and a lot of / lots * Teacher gives instructions. of ** Ss do the exercise individually first.

N Ơ H N

*** Then they can swap and check their answers with a partner before discussing the answers as a class. Remind Ss to record their original answers so they can use that information in their Now I can … statement.

Y U Q

4 mins

T-S S-S

S-S

**** Teacher gives feedback as a class discussion. Key:

M È

1. any 2. some 5. any, some

T-S 3. a lot of/ lots of

4. a lot of/ lots of

To help Ss revise the TASK 4: MAKE QUESTIONS WITH HOW MANY/ HOW use of How much and MUCH FOR THE UNDERLINED WORDS IN THE How many. FOLLOWING SENTENCES. (Ex 4, p. 58)

Y Ạ

479

4 mins

T-S

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* Teacher gives instructions. ** Ss do the exercise individually first.

I F F O

N Ơ H N

S-S S-S

T-S

**** Teacher gives feedback as a class discussion. Key:

1. How many bottles of juice are there in the fridge?

Y U Q

2. How much butter do you need for your pancakes? 3. How many bottles of fish sauce do you / we have? 4. How many chairs do you / we need (for the party)?

M È

5. How much sugar did she put in her lemonade?

PROJECT

To allow students to apply what they have

Y Ạ

Posters exhibition:

22 mins

480

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

learnt (vocabulary and * Teacher has students display all or some of the posters on the grammar) into wall or notice board and ask each group to present their poster practice through to the whole class. When all groups have presented their a project. posters, T may have the whole class vote for the best poster.

I F F O

+ Choose eating habits in Ha Noi or in another area or country and design a poster for it, including:

N Ơ H N

- what typical food they eat for the meals - what ingredients they need to cook - how they cook

Y U Q

- how they serve the meals

- pictures or photos for illustration + Organise an exhibition.

Y Ạ

M È

+ Vote for the best poster.

** Students do the project in groups before and present during lesson 7 *** Students listen to the others, vote for the best poster and finally complete the self-assessment by completing the statement Now I can … so that they can identify any 481

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difficulties and weak areas and provide further practice as the whole groups and individuals. **** Teacher gives feedback.

I F F O

WRAP-UP

To consolidate what students have learnt in the lesson.

Teacher asks students to talk about what they have learnt in the lesson.

T-Ss

2 mins

HOMEWO RK

To prepare for the next lesson.

Prepare for the next lesson: Unit 6 – Lesson 1. Getting started.

T-Ss

1 min

Y Ạ

M È

Y U Q

N Ơ H N

482

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UNIT 6: A VISIT TO A SCHOOL

I F F O

Lesson 1: Getting started – A visit to Binh Minh Secondary School

I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - An overview about the topic A visit to a school

Y U Q

N Ơ H N

- Vocabulary to talk about school facilities 2. Core competence

- Develop communication skills and cultural awareness

M È

- Be collaborative and supportive in pair work and teamwork

- Actively join in class activities 3. Personal qualities

Y Ạ

- Develop self-study skills

483

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

II. MATERIALS - Grade 7 textbook, Unit 6, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn

Language analysis

Y U Q

Form

Pronunciation

1. lower secondary school (n.phr.)

/ˈləʊər ˈsekəndrɪ skuːl/

2. member (n)

Y Ạ

M È

/ˈmembər/

N Ơ H N Meaning

I F F O Vietnamese equivalent

a school at a level between elementary and high school

trường trung học cơ sở

a person, animal, or thing that is part of a group

thành viên

484

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3. remind (v)

/rɪˈmaɪnd/

I F F O

to make someone think of nhắc nhở, gợi nhớ something they have forgotten or might have forgotten

Assumptions Anticipated difficulties

N Ơ H N

Solutions

- Students may have underdeveloped listening, - Play the recording many times if any speaking and cooperating skills. necessary.

Board Plan

Y Ạ

M È

Y U Q

- Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary.

Date of teaching UNIT 6: A VISIT TO A SCHOOL 485

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Lesson 1: Getting started – A visit to Binh Minh Secondary School

*Warm-up: Chatting I. Vocabulary

N Ơ H N

I F F O

1. lower secondary school (n.phr): trường trung học cơ sở 2. member (n): thành viên 3. remind (v): nhắc nhở/ gợi nhớ II. Practice Task 1: Listen and read.

Y U Q

Task 2: Read the conversation again and answer the questions.

M È

Task 3: Name these places, using the words and phrases from the box. Task 4: Complete the sentences with the words and phrases in Task 3.

Task 5: Work in pairs. Ask and answer questions about Nick’s timetable, using when and where.

Y Ạ

*Homework

486

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III. PROCEDURES Notes: In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

**** Give comments or feedback

Stage

Stage aim

Y U Q

N Ơ H N

I F F O

Procedure

WARM-UP To activate CHATTING students’ * Teacher asks students some questions related to the topic: knowledge on the - What did you see when you first came to our school? topic of the unit - How did you feel?

Y Ạ

M È

- Have you ever had a visit to Chu Van An Lower Secondary School / a famous school in your area? ** Students raise hands to answer the questions. 487

Interacti on

T-Ss

Time 5 mins

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

*** Teacher and students discuss the questions. **** Teacher accept all students’ questions.

LEAD-IN

To lead in the topic

I F F O

* Teacher draws students’ attention to the picture in the textbook and asks them some questions about it:

N Ơ H N

T-Ss T-Ss T-Ss

3 mins

- What is the girl doing?

- What are they talking about?

** Students raise hands to answer the questions. *** Teacher and students discuss the questions.

Y U Q

**** Teacher accept all students’ questions. PRESENTA - To provide TION students with vocabulary.

Y Ạ

* Teacher introduces the vocabulary by giving definitions / examples of the words.

M È

- To prepare students for the listening and reading tasks.

VOCABULARY

** Teacher writes all students’ answers on the board. *** Teacher circles or highlights the following words and discuss the meanings of these words:

488

T-Ss

T-Ss T-Ss

5 mins

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

1. lower secondary school (n.phr.) 2. member (n) 3. remind (v)

I F F O

**** Teacher checks students’ pronunciation and gives feedback. Teacher reveals that these words will appear in the reading text and asks students to open their textbook to discover further. PRACTICE To have students get to know the topic.

N Ơ H N

TASK 1: LISTEN AND READ. (Ex 1, p. 60) * Teacher can play the recording more than once. ** Students listen and read.

Y U Q

*** Teacher can invite some pairs of students to read aloud. **** Teacher check students’ pronunciation and give feedback. To help students understand the main idea of the conversation.

Y Ạ

T-Ss

TASK 2: READ THE CONVERSATION AGAIN AND ANSWER THE QUESTIONS BY CIRCLING A, B, OR C. (Ex 2, p. 62)

M È

* Teacher tells students to read the conversation again and work independently to find the answers. ** Students do the task individually. 489

T-Ss

4 mins

Ss Pair work T-Ss 5 mins T-Ss

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*** Other Ss correct if the previous answers are incorrect.

I F F O

**** Teacher calls some students to give the answers and gives feedback.

Answer key: 1. B 2. C 3. C 4. B To help students identify school facilities.

Y Ạ

Y U Q

N Ơ H N

Ss-Ss T-Ss

TASK 3: NAME THESE PLACES, USING THE WORDS AND PHRASES FROM THE BOX. (Ex 3, p. 61)

5 mins

Game: Who is faster?

M È

* Teacher divides the class into 2 teams. Teacher explains instructions of the game: ⮚ Teacher sticks 5 pictures on the board and gives each team a set of cards with names of places.

490

T-Ss

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⮚ Members of each team take turns and stick the suitable card under each picture.

I F F O

⮚ The team with more correct answers is the winner. ** Students play the games in teams.

Teamwor k *** Teacher has students write down the correct answers on their books. T-Ss

N Ơ H N

**** Teacher confirms the answers and gives feedback. Teacher can ask for translation to check their understanding.

Y U Q

Answer key: 1. gym

2. computer room

M È

3. school garden

Y Ạ

4. playground 5. school library

491

T-Ss

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To help Ss know how to use the words in Task 3 correctly.

TASK 4: COMPLETE THE SENTENCES WITH THE WORDS / PHRASES IN TASK 3. (Ex 4, p. 61)

I F F O

* Teacher asks students to work individually to complete the task. ** Students fill in the blanks with the most suitable words/ phrases.

N Ơ H N

*** Teacher allows students to share answers before discussing as a class. **** Teacher can ask for translation to check their understanding.

Y U Q

Answer key:

1. playground

M È

2. computer room

Y Ạ

3. gym 4. school library 5. school garden 492

7 mins

T-Ss S Pair work T-Ss

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PRODUCTI - To help Ss ON practise talking about a visit to a school.

TASK 5: WORK IN PAIRS. ASK AND ANSWER QUESTIONS ABOUT NICK’S TIMETABLE, USING WHEN AND WHERE. (Ex 5, p. 61)

I F F O

* Teacher models this activity with a more able student first.

- To give students ** Teacher asks students to work in pairs. authentic practice *** Teacher can go around to help weaker students. in using target **** Teacher calls on some pairs to practise in front of the class. language.

Example:

Y U Q

N Ơ H N

8 mins

T-S Pair work T-Ss Pair work

A: When does Nick have maths?

B: At 8 a.m. on Monday, Tuesday, and Friday. A: And where does he have it?

M È

B: In his classroom, room 302.

WRAP-UP

To consolidate what students have learnt in the lesson.

Y Ạ

Teacher asks students to talk about what they have learnt in the lesson.

493

T-Ss

2 mins

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

HOMEWO RK

To help Ss memorise the target language and skills that they have learned

Exercises in the Workbook.

N Ơ H N

UNIT 6: A VISIT TO A SCHOOL Lesson 2: A closer look 1

I. OBJECTIVES

Y U Q

By the end of this lesson, Ss will be able to gain: 1. Knowledge: - Vocabulary: school activities

- Pronunciation: correctly pronounce words that contain the sounds: /t ʃ/ and /dʒ/ 2. Core competence

M È

- Develop communication skills and creativity

Y Ạ

- Be collaborative and supportive in pair work and teamwork - Actively join in class activities

494

I F F O

T-Ss

1 min

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

3. Personal qualities - Develop self-study skills

II. MATERIALS - Grade 7 textbook, Unit 6, A closer look 1 - Computer connected to the Internet - Projector/ TV/ pictures - sachmem.vn

Language analysis Form 1. entrance exam (n)

Y Ạ

Y U Q

Pronunciation

M È

/ˈentrəns ɪɡˈzæm/

N Ơ H N Meaning

an exam that you take to be accepted into a school

495

I F F O

Vietnamese equivalent kỳ thi đầu vào

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GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

/fəˈsɪləti/

3. midterm (n)

/ˈmɪdtɜːm/

being at the end of the first half of a term

giữa học kì

/ˈaʊtdɔːr/

existing, happening, or done outside, rather than inside a building

ngoài trời

4. outdoor (adj)

5. gifted (adj)

Assumptions

I F F O

2. facility (n)

something such as a place, building, or equipment used for a particular purpose or activity

Y Ạ

/ˈɡɪftɪd/

M È

Y U Q

thiết bị, tiện nghi

N Ơ H N

clever, or having a special ability

Anticipated difficulties

năng khiếu

Solutions

496

L A I C

GIÁO ÁN TIẾNG ANH 7 SÁCH GLOBAL SUCESS

Students may have underdeveloped listening, - Encourage students to work in pairs, in speaking and co-operating skills. groups so that they can help each other.

I F F O

- Provide feedback and help if necessary.

Board Plan

N Ơ H N

Date of teaching

UNIT 6: A VISIT TO A SCHOOL

Y U Q

Lesson 2: A closer look 1 *Warm-up:

Pass the secret

M È

I. Vocabulary

1. entrance exam (n.phr.)

2. facility (n)

3. midterm (n)

Y Ạ

4. outdoor (adj)

497

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5. gifted (adj)

I F F O

Task 1: Match the words in columns A and B to form phrases. Then say them aloud. Task 2: Complete the sentences with the phrases in Task 1. Task 3: Work in pairs. Answer the questions about your school.

N Ơ H N

II. Pronunciation

Task 4: Listen and repeat the words. What letters can we use to make the /dʒ/ sound? Task 5: Listen and repeat the chant. Pay attention to the sounds /t ʃ/ and /dʒ/. *Homework

III. PROCEDURES Notes:

M È

Y U Q

In each activity, each step will be represented as following: *

Deliver the task

Implement the task

***

Discuss

Y Ạ

**** Give comments or feedback

498

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Stage WARM-UP

Stage aim To activate students’ knowledge.

Y Ạ

M È

Procedure GAME: PASS THE SECRET * Teacher explains the game rules.

N Ơ H N

I F F O

** Students play in teams. Teacher whispers some school facilities to one member from each team (school playground, computer room, gym, school library, …). The students have to pass the secrets to the person next to him / her. The last student of each team says the word out loud. The team finishing more quickly and with more correct answers is the winner.

Y U Q

Interacti on

6 mins T-Ss Teamwor k

*** Teacher and students discuss the answers.

Ss-Ss

**** Teacher confirms the answers and gives feedback.

T-Ss

499

Time