Giáo án tiếng anh 7 Unit 12: Overcrowded

Period 94 Unit 12: AN OVERCROWDED WORD Lesson 1: Getting started (p.58-59) Date of planning: Date of teaching: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: extend and practice vocabulary related to the topic “An overcrowded world” Skills: Listening, reading and speaking about overcrowded places, words about the effects of overcrowding Attitude and competencies: - Educate students be interested in learning English more - Understand and actively respond to questions about overcrowded places - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, posters, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Students may have difficulty in extending the conversation - Guide them by making model conversation IV PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES I WARM-UP: (7’ – group work) *Brainstorm: - Write the word' population' on the board Make sure Ss know the meaning of this word by either giving the equivalent Vietnamese word or writing: - There are million people in Ha Noi Ha Noi has a population of million - Ask Ss if they know the country in the country or in the word Once the Ss have done it, add the prefix 'over' and elicit the meaning of this newly - formed word from Ss II NEW LESSON Listen and read - (12'/IW/PW) *Vocabulary - T uses different techniques to teach vocab (situation, explanation…) - T reads and asks Ss to repeat - T helps Ss to some practice on pronunciation Check “R.O.R” CONTENTS AND BOARD DISPLAY Unit 12: AN OVERCROWDED WORD Lesson 1: Getting started (p.58-59) A GETTING STARTED A holiday story II NEW LESSON Listen and read *Vocabulary overcrowded (a) đông đúc diverse (a) đa dạng wealthy (a) giàu có standard (n) tiêu chuẩn slum (n) khu ổ chuột crime (n) tội phạm - T plays the recording - Ss look at the conversation, listen to the tape and then work in pairs to practice the conversation - T checks some pairs - Ask Ss to look at the title of the text and the pictures and ask them prediction questions about what they are going read The questions may be:  What is the conversation about?  What you think Brazil is like?  Do you think Phuong likes Brazil?  What can you find a bout Rio/ Brazil in this conversation? 1a Read the conversation again, and tick true or false - Ask them read the sentences and decide if they are false Ss compare answers with a partner Have Ss correct the false sentences T writes the correct answers on the board major (a) chính, chủ yếu disease (n) bệnh tật healthcare (n) chăm sóc sức khỏe 10 experience (n) kinh nghiệm 11 spacious (a) rộng rãi 1a Read the conversation again, and tick true or false *Key: T T F T F - Run through all the sentences - Confirm the correct answers 1b Read the conversation again Find a 2b Read the conversation again Find a word or phrase to match the word or phrase to match the following - Ask Ss to read the explanation in the following exercise and try to find the words without *Key: checking the text Then asks Ss to refer to the diverse dialogue again for the correct words Correct slums the answers as a class - Get feedback Match the words in the box with the pictures Then listen and repeat the word - Go through the words and pictures - Have ss quickly match each word/with its picture Then play the recording for ss to check their answers, pausing after each phrase and asking them to repeat chorally and individually - Correct their pronunciation Use some of the words in to describe a place you know wealthy crime major Match the words in the box with the pictures Then listen and repeat the word *Key: 1.a 4.e 2.c 5.d 3.b Use some of the words in to describe a place you know - Ss complete the exercise independently T *Example: calls some Ss to share their sentences with the I visit my native village every year I love class T can choose some good sentences and the peaceful atmosphere there write them on the board for other Ss to learn from Encourage Ss to make as many sentences as possible Work in group Make a list of the problem which you think are connected to a overcrowded area Work in group Make a list of the problem which you think are connected to a overcrowded area - In groups, ask Ss to think of the problems *Example: and make list of them There is not enough space to play in If Ss have difficulty, suggest that they look for problems in their daily life at own classes, schools, home, areas or any other places they know for the answers III WRAPPING-UP III WRAPPING-UP Report your list to the class and see if they agree with you or not Report your list to the class and see if they agree with you or not - Call each group to report their list to the class T may help write the problems on the board Ask the class if they agree or not Encourage them T give an explanation to their answers Then move on to the next group and the same IV HOMEWORK (3’) - T assigns the homework - Ss copy their homework - T explains it carefully IV HOMEWORK - Learn new words by heart - Review the lesson - Prepare: A closer look V FEEDBACK: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Period 95 Unit 12: AN OVERCROWDED WORD Lesson 2: A closer look (p.60-61) Date of planning: Date of teaching: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: extend and practice vocabulary related to the topic overcrowded places, words about the effects of overcrowding - Pronunciation: rising and falling intonation for questions Skills: Listening, and speaking about overcrowded places, words about the effects of overcrowding Attitude and competencies: - Educate students be interested in learning English more - Understand and actively respond to questions about overcrowded places - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, posters, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Students may have difficulty in movement words - Explain carefully by giving extra examples IV PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES I WARM-UP (5') (IW) - Ask Ss if the can remember any new words they learnt in Getting Started Categorize them as positive (peaceful, wealthy ….) and negative (poor slums…) More on to this lesson which focuses on some problems as a result of over population - Ask them go to the board and write in two teams II NEW LESSON A VOCABULARY (20’/IW/GW) - T uses different techniques to teach vocab (situation, explanation…) - T reads and asks Ss to repeat - T helps Ss to some practice on pronunciation * Checking vocab: R.O.R CONTENTS AND BOARD DISPLAY Unit 12: AN OVERCROWDED WORD Lesson 2: A closer look (p.60-61) A VOCABULARY poverty (n) nghèo đói shortage (n) thiếu hụt malnutrition (n) suy dinh dưỡng dense (n) dày đặc commit (v) phạm drought (n) hạn hán Listen and number the words in the order Listen and number the words in the you hear them order you hear them - Ss listen to the recording and number the *Key words Ss listen again and repeat the words - T checks the understanding of the words bay asking questions like: ‘Do you think our school has enough space?’; ‘What causes disease?’ Complete the sentences with some of the words from 1 crime malnutrition poverty shortage disease space dense healthcare Complete the sentences with some of the words from *Key: crime Disease - Ss work individually T checks the answer as healthcare a class Encourage Ss to explain why they Malnutrition poverty Match a cause with its effect choose that word for the sentence b a f Match a cause with its effect d c e - Ss work independently or in pairs When they have finished, let them exchange their answers with a partner/ another pair T then gives the Think of some problems for each place below and write them under the place correct answer T may ask explain why Think of some problems for each place *Suggested answers: a lack of entertainment, few opportunities below and write them under the place In groups, Ss discuss to fine out which for employment, not enough services problems each place may have T collects Ss’ b poverty, slums, disease, pollution, unemployment, poor healthcare answers and write them on the board c noise/air pollution, crime, overcrowded, shortage of accommodation B PRONUNCIATION (12') B PRONUNCIATION (10') Word stress Listen and mark the stress Listen and mark the stress s’pacious Po’llution ‘poverty - Ss listen and mark the stressed syllables T ‘stressful ‘hungry Nu’trition corrects the answers Have Ss listen again and repeat the words In’crease (v) Su’pport ‘violence ‘shortage Di’sease ‘healthcare III WRAPPING-UP (5’): III WRAPPING-UP Listen and repeat each pair Mark (‘) the Listen and repeat each pair Mark (‘) the stress on the words in the table below stress on the words in the table below - Have Ss listen and repeat the words *Key: As a noun 'record 'picture 'answer pa'rade su'pport IV HOMEWORK (3’) - T assigns the homework - Ss copy their homework - T explains it carefully V FEEDBACK: As a verd re'cord 'picture 'answer pa'rade su'pport IV HOMEWORK - Learn new words by heart - Review the lesson - Prepare “A closer look 2” …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Period 96 Unit 12: AN OVERCROWDED WORD Lesson 3: A closer look (p.61-62) Date of planning: Date of teaching: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: extend and practice vocabulary related to the topic overcrowded places, words about the effects of overcrowding - Grammar: + Comparisons of quantifiers: more, less/ fewer + Tag questions Skills: Listening, writing and speaking about overcrowded places, words about the effects of overcrowding Attitude and competencies: - Educate students be interested in learning English more - Understand and actively respond to questions about overcrowded places - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, posters, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - There may not be enough time for all the activities - Guide them and let them at home IV PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES I WARM-UP (5') (IW) *Chatting: - Free talk about overcrowded cities in Vietnam - T leads in the new lesson II NEW LESSON *GRAMMAR: A Comparisons of quantifiers.(15’) Read the sentences - Remind Ss of items they have learnt in the previous lessons + words of quantifiers (many, a little…) + countable and uncountable nouns + imperatives with 'more' , 'less' and ' fewer' CONTENTS AND BOARD DISPLAY Unit 12: AN OVERCROWDED WORD Lesson 3: A closer look (p.61-62) *GRAMMAR: A Comparisons of quantifiers Read the sentences - more + Nu/Ns + than… - less + Nu + than… - fewer + Ns + than… - Have Ss read the sentences and the rules in the table Ask Ss to add more words to the table for each type of comparison 2a Look at the information for the two cities below, and compare their data - Ss complete the reading independently Encourage Ss to observe and recognise that both tables include the same kinds of information This will help them exercise 2b Read the comparisons of the two cities, and decide if they are true If they are not, correct them - Ss complete exercise by referring to the tables They can the share their answers with their partners - T asks Ss to explain why a sentence is incorrect and asks Ss correct them 2a Look at the information for the two cities below, and compare their data Eg: In Brumba, there are more people per square kilometre than in Crystal 2b Read the comparisons of the two cities, and decide if they are true If they are not, correct them Correct Incorrect In Brumba, more people live in slums Incorrect People in Crystal earn more per day Correct Correct Complete the sentences with more, less or fewer fewer More more fewer less B Tag questions + How can the government improve the life of people in the slums? + Do you live in an overcrowded place? + They have moved to the city to look for a job, haven’t they? Check if the tags are correct If they are not, correct them Incorrect….do you? – don’t you? Incorrect…aren’t they?- don’t they? Correct Correct Incorrect…can’t they?- can they? Complete the sentences with more, less or fewer - Have Ss this exercise independently T then checks answers as a class B Tag questions (17') - Write questions on the board: Draw Ss’ attention to how these three questions are formed: the first two types Ss have already learnt and the new one, tag questions Check if the tags are correct If they are not, correct them - Ss this exercise independently Then they share their answers with a partner T checks as a class and writes the correct tags on the board When correcting the answers, underline the part of the sentences, which determine the tag III WRAPPING-UP (5’): Choose one of the question tags in the box to complete each blank in the interview - Ss this exercise independently T then checks the answers as a class T can call on some Ss and asks them to explain their choice III WRAPPING-UP Choose one of the question tags in the box to complete each blank in the interview don’t they isn’t it? can’t we? is it? IV HOMEWORK - Review the lesson - Prepare: Lesson - Communication IV HOMEWORK (3’) - T assigns the homework - Ss copy their homework - T explains it carefully V FEEDBACK: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Period 97 CORRECTING THE FOURTH 45-MINUTE TEST Date of planning: Date of teaching: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Review from unit 10 and 11 Skills: Listening, writing, reading Attitude and competencies: - Understand the content of the text and it well - Ss pay attention the lesson, study in a serious and strict manner and be self-conscious II PREPARATIONS: - Teacher: Text-book, lesson plan, real things - Student: Text-books, notebooks III ANTICIPATED PROBLEMS AND SOLUTIONS - There may not be enough time for all the activities - Guide them and let them at home IV PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES I Giving general feedbacks - T gives the test paper to Ss and gives the general feedbacks - Ss gets the test paper and checks again - T summarize the common corrects II Correct the Test: A PHONETICS -T explains the answer for Ss B LISTENING -T play the recording again to Ss check the correct answers -T give the correct answers CONTENTS AND BOARD DISPLAY CORRECTING THE FOURTH 45-MINUTE TEST A PHONETICS 1pt (0.25pts/1sentence) No Sentences Ms A 0.25 D 0.25 B 0.25 A 0.25 B LISTENING Listen and fill in the gaps - 1,5 pts (0.25pts/ sentence) footprints negative environment smaller coal run out Listen then tick (T) for true sentences and (F) for false sentences (1 pt -0.25pts/ sentence) C LANGUAGE FOCUS -T explains the answer for Ss T F T F C LANGUAGE FOCUS (2 pts) No Sentences D B A B D A C D Ms 0.25 0.25 0.25 0.25 0.25 0.25 0.25 0.25 D READING Reading the passage carefully and answer the D READING questions (1 pt – 0.25 pts/ sentence) - T calls Ss to read aloud the reading They often go to the beach - Ss work in pairs to answer the They went to Nha Trang questions again Hoa and Huyen walked along the beach and - T corrects built sandcastles Yes, they did Read the passage and choose the correct answer (1 pt – 0.25 pts/ sentence) No Sentences Ms D 0.25 B 0.25 A 0.25 B 0.25 E WRITING E WRITING A Rearrange the words to make sentences (1pt) -T reminds the structure again to explain We will use more solar energy in the future If we travel to London, we will visit the for the answers museums I think we will have electric taxis very soon Do you think the fuel price will increase next month? B Change the following sentences into the Passive voice (1,5 pts) A book will be bought by Alex at the weekend The floor will be washed The air will be polluted by the smoke from factories Solar energy will be used to solve the problem of energy shortage A lot of money will be spent on heating next year Will the solar panels be installed on the roof tomorrow? V FEEDBACK: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Period 98 Unit 12: AN OVERCROWDED WORD Lesson 4: Communication (p.63) Date of planning: Date of teaching: I OBJECTIVES: Knowledge: - Vocabulary: extend and practice vocabulary related to the topic “An overcrowded world” Skills: reading and speaking about overcrowded places, words about the effects of overcrowding Attitude and competencies: - Educate students be interested in learning English more - Understand and actively respond to questions about overcrowded places - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, posters, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Weak Ss may find it difficult to catch up with the whole class - Guide them carefully IV PROCEDURE: TEACHER AND STUDENTS’ CONTENTS AND BOARD DISPLAY ACTIVITIES I WARM-UP (5’) Unit 12: AN OVERCROWDED WORD - Check Ss’ homework - T leads in the new lesson Lesson 4: Communication (p.63) II NEW LESSON (30’) Vocabulary (5’) - T uses different techniques to teach vocab (situation, explanation…) - T reads and asks Ss to repeat - T helps Ss to some practice on pronunciation Look at the pictures and discuss - Ss work in pairs to this tast T then calls on some pairs to share their list with the class - Ss write their lists on the board Vocabulary - densely populated (adj) dân cư đông đúc - physician(n) thầy thuốc - slavery(n) nơ lệ - hunger(n) người bị đói, nạn đói Look at the pictures and discuss *Suggested answer: Picture 1: clean water, good education, crime… Picture 2: poor healthcare, crime, hunger… 10 Match the words below with the places in - Ss match the words in the box with the places in independently and then T asks them to explain their choices Read the information about the two places -T can tell Ss that the readings provide the same kinds of information T can draw a table on the board then asks Ss to fill in the table with the information before they talk about the differences - Each student in the reads his/her passage independently - Encourage Ss to guess the meanings of extra words as they appear in the passage; density, physician and slavery T can then check Ss' understanding of all these words and gives definitions for any that the Ss still not understand III WRAPPING-UP (7) Talk about the differences between the two places in - Encourage Ss to exchange the information in the order it appears in the passage (The table on the differences they have found out and report back to the class) IV HOMEWORK (3’) - T assigns the homework - Ss copy their homework - T explains it carefully V FEEDBACK: Match the words below with the places in Suggested answers.: Group 1: high living standards, clean water, densely - populated, good education, crime Group 2: Poor healthcare, crime, malnutrition, hunger Read the information about the two places Facts Area Density Population Economy Healthcare Problems Result Unusual facts Mauritania Hong Kong III WRAPPING4 Talk about the differences between the two places in *Example: The population of Mauritania is very small, only over three million people Hong Kong is much large It has more than seven million people IV HOMEWORK - Learn new words by heart - Prepare: Unit 12: Skills …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 11 Period 99 Unit 12: AN OVERCROWDED WORD Lesson 5: Skill (p.64) Date of planning: 29/04/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: lexical items related to the topic “An overcrowded world” - Language: The Present Simple Tense and the Future Continuous Tense Skills: reading and speaking about overcrowded places Attitude and competencies: - Educate students be interested in learning English more - Understand and actively respond to questions about overcrowded places - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, the recording, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - There may not be enough time for all the activities - Guide them and let them at home IV PROCEDURE: TEACHER AND STUDENTS’ CONTENTS AND BOARD DISPLAY ACTIVITIES I WARM-UP (5') *Chatting Unit 12: AN OVERCROWDED WORD - T asks Ss if they know the names of any Lesson 5: Skill (p.64) large cities in the world Write Ss answers on the board Ask Ss if they have any ideas about the population of these cities II NEW LESSON A READING (20') Vocabulary - T uses different techniques to teach vocab (situation, explanation…) - T reads and asks Ss to repeat - T helps Ss to some practice on pronunciation A READING Vocabulary issue explosion rise megacity block (n): vấn đề (n): bùng nổ (n): hình thành, tăng lên (n): siêu thị (v) chặn Look at the list of cities Which you Look at the list of cities Which you think has the largest population? think has the largest population? - T asks Ss to look at the list and see if they *Example: 12 have appeared in their list on the board Ss A: I think London is number one, isn’t it? discuss the question in pairs and then as a B: I don’t think so I think Shanghai is the class Allow Ss to come up with any guess es biggest as long as they make meaning - For more advanced Ss, T can discussion on see how much Ss know bout these cities and why they think they are large Read the passage and check your answers - Ss quickly read the passage for specific information in order to put the cities in the order of their population size only (Guide Ss quickly look through the passage for the part where the names of the cities appear instead of reading the whole passage) - T checks their answers Read the passage and check your answers *Keys: Tokyo, Shanghai, Jakarta, Manila, London Read and choose the correct heading for each paragraph - Ss read each part of the passage and choose the correct heading for it If time allows, ask Ss to underline the words which help them make their decision Ss exchange their answers Allow them some time to explain to one another about their choice - T checks the answers as a class Read and choose the best answer A, B or C - Ss read the passage again and the exercise independently T may guide Ss to look for the key words which can help them find the part of the passage where the information for the answers is given - E.g: question asks about the growth of the world's population The answers can be found in paragraph under the heading ' Population explosion' Read and choose the correct heading for each paragraph *Keys: 1.B 2.D 3.C 4.A Read and choose the best answer A, B or C *Keys: 1.C 2.C 3.C 4.C 5.B B SPEAKING (15') B SPEAKING Discuss about some possible disadvantages Discuss about some possible that people using them may have disadvantages that people using them may - Ss work in groups T asks Ss to go through have the three pictures of different places and note *Suggested answers: down the problems they can find for each An overcrowded school: not enough place For less advanced Ss, T can assign each playing ground, big classes, less individual place for a different group so that they can care, not enough study aids… concentrate on one job only T should go An overcrowded bus: not enough seats around go around and help Ss with any new for everybody, stuffy/ not enough fresh air, words they need When they have finished, long wait at the bus stops ask a representative from each group to report An overcrowded block of flats: noise, their findings to the class shortage of water, little space 13 III WRAPPING-UP (3') Work in groups Share your ideas with the class - Explain the situations - Remind Ss of the possible disadvantages that people using them may have III WRAPPING-UP Work in groups Share your ideas with the class Not enough playing ground, big classes, lack of study aids… Stuffy, not enough seats for everybody… Noise, shortage of water, little space… IV HOMEWORK (2’) - T assigns the homework - Ss copy their homework - T explains it carefully IV HOMEWORK - Learn by heart vocabulary and structures - Prepare: Skills V FEEDBACK: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 14 Period 100 Unit 12: AN OVERCROWDED WORD Lesson 6: Skill (p.65) Date of planning: 02/05/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: lexical items related to the topic “An overcrowded world” - Language: The Present Simple Tense and the Future Continuous Tense Skills: listening and writing about overcrowded places Attitude and competencies: - Educate students be interested in learning English more - Understand and actively respond to questions about overcrowded places - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, the recording, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Weak students may have difficulty in writing about overcrowded places because of lack of vocabulary - Guide them carefully IV PROCEDURE: TEACHER AND STUDENTS’ CONTENTS AND BOARD DISPLAY ACTIVITIES I WARM-UP (5’- GW) *Chatting: Unit 12: AN OVERCROWDED WORD - Ask ss to talk about an overcrowded place Lesson 6: Skill (p.65) - T leads in new lesson II NEW LESSON A LISTENING (10') Look at the film poster below What you think the film is about? - Ask Ss to look at the poster Ask questions to get as much information from the poster as possible  Have you ever seen this film?  Who is the main character?  What is it about?  Where you think the story happens? Now listen and check your ideas A LISTENING Look at the film poster below What you think the film is about? - Talk about an overcrowded place Now listen and check your ideas 15 - Ss listen to the recording and check their answers/ guesses Play the recording and ask Ss to check their answers in (1) Have Ss guess the word/ number to fill in each blank and write their guesses on the board Listen again and answer the following questions - Ask ss to read the questions first to see what information they need to answer the question Some Ss might have been able to answer 1-2 questions already in their first listening That's fine Play the recording as many times as necessary - Ss listen and answer the question They then compare their notes with a partner T checks B WRITING (20’) Read and underline the words/phrases to describe Dharavi slum and to show the changes in its population - Allow Ss 4-5 minutes to read the passage of Dharavi slums Ask them to underline words/phrases to describe Dharavi slums or to show the change in its population T can write these on the board as a guide to Ss for the next writing exercise III WRAPPING –UP (8’) Look at the chart Write a paragraph about the population change in Ho Chi Minh city, using a chart and a sample passage - T tells Ss that it's time to write the paragraph describing the change in population in Ho Chi Minh City, using the ideas they generated in the previous exercise If there is not enough time to write the paragraph in class, T can assign it for homework IV HOMEWORK (2’) - T assigns the homework - Ss copy their homework - T explains it carefully V FEEDBACK: Listen again and answer the following questions *Key: The film is based on a book called Q & A The main character is a boy from an Indian slum He wins a lot of money on an Indian game show Because he is a boy from the slum The film looks beautiful, is full of emotion and is gripping B WRITING Read and underline the words/phrases to describe Dharavi slum and to show the changes in its population *Example: …one of the largest slums, … In 1950, the population was around 100,000 people Since then… III WRAPPING –UP Look at the chart Write a paragraph about the population change in Ho Chi Minh city, using a chart and a sample passage Ho Chi Minh city is one of the largest city in Vietnam In 1979, its population was 3, 420 people In 1999, its population grew to 5,037 people In 2009, the population of Ho Chi Minh city was 7,120 people Since then, Ho Chi Minh city has grown and grown! IV HOMEWORK - Prepare next lesson Unit 12 Lesson 7: Looking back 16 …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Period 101 Unit 12: AN OVERCROWDED WORD Lesson 7: Looking back and Project (p.66 - 67) Date of planning: 02/05/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: lexical items related to the topic “An overcrowded world” - Language: The Present Simple Tense and the Future Continuous Tense Skills: reading, listening and writing about overcrowded places Attitude and competencies: - Educate students be interested in learning English more - Understand and actively respond to questions about overcrowded places - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, the recording, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Students may not have enough time to project - Guide them carefully and let them at home IV PROCEDURE: TEACHER AND STUDENTS’ CONTENTS AND BOARD DISPLAY ACTIVITIES I WARM-UP (5') *Chatting: Unit 12: AN OVERCROWDED WORD - Ask Ss to talk about overcrowded places Lesson 7: Looking back and Project (p.66 - 67) II NEW LESSON A VOCABULARY (15') A VOCABULARY Match the words with their definitions Match the words with their definitions - Ss can repeat the words in the box as a *Key: review for pronunciation Next, Ss can 1-E B C D A complete this exercise independently T checks Write a sentence for each of the following Write a sentence for each of the word following word *Suggested answers: - Encourage Ss to think creatively They We should educate people to obey the laws may get away from the content of the unit and not to commit crime 17 about over population and use these words in different context - T goes around while Ss are writing and help them with any difficult words When Ss have finished, T can choose some original/ interesting sentences and asks Ss write them on the board Give feedback B GRAMMAR (6’) Put an appropriate tag question and match the questions with the answers - Ss complete this task independently Less advanced classes can complete this exercise in pairs You can live longer if you have a better healthcare system Disease is not a nice thing, though people have to suffer from it No one wants to live in poverty Education in Vietnam should be improved quickly B GRAMMAR Put an appropriate tag question and match the questions with the answers *Key: a don’t we e didn’t you c won’t there d shouldn’t we b don’t they Complete the effects with more, fewer Complete the effects with more, fewer or less or less *Key: - Ss complete the exercise independently more more more less and then compare their answers with a partner C COMMUNICATION (7’) C COMMUNICATION Talk about the effects, using I will … Talk about the effects, using I will … or I or I can’t… can’t… - Ask Ss to read the example situation T *Suggested answer: writes' I will' and' I can' on the board to There will be so much noise remind Ss that they can use them to talk - I will get tired because of the noise about possible effects Ss then work on - I can’t concentrate on my study situations and independently For less - There will be …… advanced Ss, allow them to work in pairs or groups - I will buy things more easily - T calls some Ss to report their ideas - I will have to suffer from the noise - I can’t find peace in the morning D PROJECT (7’) D PROJECT THE WORLD WE LIVE IN THE WORLD WE LIVE IN - Encourage Ss to draw pictures or use videos to illustrate their ideas - They may use posters or prepare a presentation using computer if possible III WRAPPING-UP (3’) III WRAPPING-UP - T asks Ss to complete the selfassessment - Summarize the main point of the lesson IV HOMEWORK (2’) IV HOMEWORK - T assigns the homework - Review the lesson - Ss copy their homework - Do Project - T explains it carefully V FEEDBACK: 18 …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Period 102 REVIEW (UNIT 10-11-12) LANGUAGE FOCUS (p.68) Date of planning: 05/05/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: pronunciation, vocabulary and grammar they have learnt from unit 10-11-12 by doing exercises Skills: reading, speaking, writing and listening Attitude and competencies: - Ss will be interested in learning English more - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Students may not have enough time to project - Guide them carefully and let them at home IV PROCEDURE: TEACHER AND STUDENTS’ CONTENTS AND BOARD DISPLAY ACTIVITIES I WARM-UP (5') REVIEW (UNIT 10-11-12) Warm up: LANGUAGE FOCUS (p.68) *Brainstorming - “What have you learnt in unit 10,11,12 in terms of language?” Vocab Pronunciation Unit 10 II NEW LESSON A PRONUNCIATION(10') Listen to the conversation and mark the rising or falling intonation for each question - Remind Ss of the rules for rising/ falling Grammar A PRONUNCIATION Listen to the conversation and mark the rising or falling intonation for each question *Key: - What’s a monowheel? (falling) 19 intonation in a question Play the recording - Ss listen and mark the intonation - Ss listen again and repeat B VOCABULARY(10’) Form a suitable word from the word stem to fill the sentences - Ask Ss to look at the sentences decide what kind of word is needed for each sentence (a noun, a verb, an adjective…) - Have Ss look for clues E.g: in sentence 1, ‘a’ shows that we need a noun - Let Ss the exercise independently Ss then share their answers with a partner - T checks and writes the answers on the board Choose A, B, or C to complete sentences - T may a small revision of difficult vocabulary which appears in the exercise Then ask Ss to it independently When Ss have finished, they can exchange their answers T then checks C GRAMMAR(10’) Use the verbs in brackets in the future simple active (will do) or the future simple passive (will be done) to complete the sentences - This is quite a difficult exercise on the use of simple future active and simple future passive - Ask Ss to look at the subject and the verb to decide if is active or passive Ss can this in pairs as some discussion might be needed - T then checks and clearly explains each answer III WRAPPING-UP (7’) Everyday English Put the sentences in the right order to form a conversation - Ss this exercise independently When they have finished, T asks Ss to explain their order Ask them to point out the clue on which they can base for their choice of the next sentence - T then writes the order on the board IV HOMEWORK (3’) - T assigns the homework - Single-wheel (rising) How you ride it? (falling) B VOCABULARY Form a suitable word from the word stem to fill the sentences *Key: solution Crowded Driverless inventions healthier Choose A, B, or C to complete sentences A B A B A C GRAMMAR Use the verbs in brackets in the future simple active (will do) or the future simple passive (will be done) to complete the sentences *Key: will fly Will be used will be demolished Will have will invent III WRAPPING-UP Everyday English Put the sentences in the right order to form a conversation *Key: c g a i e f h d j 10 b IV HOMEWORK - Prepare: Review - Skills 20 - Ss copy their homework - T explains it carefully V FEEDBACK: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Period 103 REVIEW (UNIT 10-11-12) SKILLS Date of planning: 06/05/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: pronunciation, vocabulary and grammar they have learnt from unit 10-11-12 by doing exercises Skills: reading, speaking, writing and listening Attitude and competencies: - Ss will be interested in learning English more - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Weak Ss may find it difficult to catch up with the whole class - Guide them carefully IV PROCEDURE: TEACHER AND STUDENTS’ CONTENTS AND BOARD DISPLAY ACTIVITIES I WARM-UP (5') Warm up: REVIEW (UNIT 10-11-12) *Brainstorm: SKILLS Which of the causes of hunger below you think is the most serious in your country? Tick (V) it *Example: drought, flood, hurricane, etc II NEW LESSON A READING(10') Read the text and choose the best answer for each question - Ss read the passage and answer the questions independently Have Ss explain where they find the clues to the answers A READING Read the text and choose the best answer for each question *Key: A B B 21 - T checks B SPEAKING (10’) Game - This game can be held as a competition The pair who successfully completes the task in the shortest time wins When the game is finished, T can correct any wrong intonation of questions that Ss make during the competition - T can depend on the reality of his/ her class to add more simple/ complicated words to the list C LISTENING (10’) Which option (A, B, or C) you think is closet in meaning to the word ‘footprint’? - Ss choose the correct answer for this vocabulary revision - T makes sure that Ss understand the meaning of the word ‘footprint’ by asking them to give some example This helps Ss with their listening Listen to the conversation and answer the questions - Ask Ss to carefully read the questions first - Ss listen and write the answers - T checks III WRAPPING-UP (7’) WRITING Imagine an ideal means of transport for YOUR area Write a short description of it - Ss have learnt to talk about some imaginative means of transport in Unit 11 - T can ask them to refer back to this unit for vocabulary as well as the organization of a narrative writing IV HOMEWORK (3’) - T assigns the homework - Ss copy their homework - T explains it carefully V FEEDBACK: B SPEAKING Game *Example: A: (has chosen the word ‘coal’) B: Is it a noun? A: Yes, it is B: Does it have colour? A: Yes, it does B: What colour is it? A: It’s black B: It’s ‘coal’ C LISTENING Which option (A, B, or C) you think is closet in meaning to the word ‘footprint’? *Key: A Listen to the conversation and answer the questions *Key: He is searching for the meaning of ‘footprint’ No, it doesn’t Yes, he does There will be a lot of greenery around you III WRAPPING-UP WRITING Imagine an ideal means of transport for YOUR area Write a short description of it - In your writing, you should mention: + the name you give to it + what it is like + what kind of energy it uses IV HOMEWORK 22 …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 23 ... …………………………………………………………………………………………………… 14 Period 100 Unit 12: AN OVERCROWDED WORD Lesson 6: Skill (p.65) Date of planning: 02/05/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson,... DISPLAY ACTIVITIES I WARM-UP (5') *Chatting: Unit 12: AN OVERCROWDED WORD - Ask Ss to talk about overcrowded places Lesson 7: Looking back and Project (p.66 - 67) II NEW LESSON A VOCABULARY (15') A... next lesson Unit 12 Lesson 7: Looking back 16 …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Period 101 Unit 12: AN OVERCROWDED