Giáo án tiếng anh 7 global success kèm KHGD Pl1 Pl3

Giáo án tiếng anh 7 global success kèm KHGD Pl1 Pl3 Giáo án tiếng anh 7 global success kèm KHGD Pl1 Pl3 Giáo án tiếng anh 7 global success kèm KHGD Pl1 Pl3 Giáo án tiếng anh 7 global success kèm KHGD Pl1 Pl3 Phụ lục I KHUNG KẾ HOẠCH DẠY HỌC MÔN HỌC CỦA TỔ CHUYÊN MÔN (Kèm theo Công văn số 5512BGDĐT GDTrH ngày 18 tháng 12 năm 2020 của Bộ GDĐT) TRƯỜNG TỔ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập Tự do Hạnh.

Phụ lục I KHUNG KẾ HOẠCH DẠY HỌC MÔN HỌC CỦA TỔ CHUN MƠN (Kèm theo Cơng văn số 5512/BGDĐT-GDTrH ngày 18 tháng 12 năm 2020 Bộ GDĐT) TRƯỜNG: CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM TỔ: Độc lập - Tự - Hạnh phúc KẾ HOẠCH DẠY HỌC CỦA TỔ CHUYÊN MÔN MÔN HỌC/HOẠT ĐỘNG GIÁO DỤC , KHỐI LỚP (Năm học 20 - 20 ) I Đặc điểm tình hình Số lớp: ; Số học sinh: ; Số học sinh học chuyên đề lựa chọn (nếu có):…………… Tình hình đội ngũ: Số giáo viên: ; Trình độ đào tạo: Cao đẳng: Đại học: ; Trên đại học: Mức đạt chuẩn nghề nghiệp giáo viên 1: Tốt: ; Khá: ; Đạt: .; Chưa đạt: Thiết bị dạy học: (Trình bày cụ thể thiết bị dạy học sử dụng để tổ chức dạy học mơn học/hoạt động giáo dục) STT Thiết bị dạy học Số lượng Các thí nghiệm/thực hành Theo Thơng tư số 20/2018/TT-BGDĐT ngày 22/8/2018 ban hành quy định chuẩn nghề nghiệp giáo viên sở giáo dục phổ thông Ghi … … Phòng học mơn/phịng thí nghiệm/phịng đa năng/sân chơi, bãi tập (Trình bày cụ thể phịng thí nghiệm/phịng mơn/phịng đa năng/sân chơi/bãi tập sử dụng để tổ chức dạy học mơn học/hoạt động giáo dục) STT Tên phịng Số lượng Phạm vi nội dung sử dụng II Kế hoạch dạy học2 Phân phối chương trình STT UNIT Bài học Số tiết Yêu cầu cần đạt (1) (2) (3) Getting started tiết Đối với tổ ghép môn học: khung phân phối chương trình cho mơn By the end of this unit, students will be able to: Ghi A closer look 1 tiết – use the words related to hobbies and verbs of liking and disliking to talk A closer look tiết Communicatio n tiết Skills 1 tiết – talk about likes and dislikes; Skills tiết – read for specific information about a hobby; about different hobbies; – pronounce the sounds /ə/ and /ɜ: / correctly; – use the present simple tense; Looking back tiết & Project – talk about the benefits of hobbies; – listen for specific information about one’s hobby; – write a paragraph about one’s hobby UNIT Getting started tiết By the end of this unit, students will be able to: A closer look 1 tiết – use the words about healthy activities and health problems; A closer look tiết Communicatio n tiết Skills 1 tiết – talk about how to deal with some health problems; Skills tiết – listen for specific information about some advice about healthy habits; UNIT Getting started – recognise and write simple sentences; – ask for and give health tips; – read for general and specific information about acne; Looking back tiết & Project – pronounce the sounds /f/ and /v/ correctly; tiết – write a paragraph of some advice to avoid viruses By the end of this unit, students will be able to: – use the words related to community activities; tiết A closer look tiết Communicatio n tiết – read for specific information about community activities at a school; Skills 1 tiết – talk about the reasons why students join different community activities; Skills tiết – listen for specific information about some community activities and their benefits; Looking back tiết & Project – pronounce the sounds /t/, /d/ and /ɪd/ correctly; A closer look REVIEW Language Skills tiết tiết – use the past simple to talk about past activities; – give compliments; – write an email about community activities one did last summer By the end of this review, students will have revised the language they have learnt and the skills they have practised in Units - 45-minute test tiết Feedback on 45-minute test tiết UNIT Getting started tiết By the end of this unit, students will be able to: A closer look 1 tiết – use the words related to the topic Music and Arts; A closer look tiết Communicatio n tiết – pronounce the sounds /ʃ/ and /ʒ/ correctly; – use like, different from, (not) as as to compare people and things; – express preferences; Skills 1 tiết – read for specific information about a traditional art form; Skills tiết – talk about a musical performance at their school; Looking back tiết & Project UNIT UNIT – listen for specific information about street painting; – write an informal letter of invitation Getting started tiết By the end of this unit, students will be able to: A closer look 1 tiết – use the words related to the topic Food and Drink; A closer look tiết Communicatio n tiết – ask and answer about prices; Skills 1 tiết – read for general and specific information about a typical traditional food; Skills tiết – pronounce the sounds /ɒ/ and /ɔ:/ correctly; – use some, a lot of, and lots of to talk about quantity; – talk about a popular food or drink; – listen for specific information about eating habits; Looking back tiết & Project – write a paragraph describing eating habits Getting started tiết By the end of this unit, students will be able to: A closer look 1 tiết – use the words related to the topic A Visit to a School; A closer look tiết Communicatio n tiết – pronounce the sounds /tʃ/ and /dʒ/ correctly; – use the prepositions of time and place; – ask for details; Skills 1 tiết – read for specific information about a famous school; Skills tiết – talk about one’s school; Looking back tiết & Project 10 REVIEW Language Skills tiết tiết 11 1st term exam tiết 12 1st term exam (Speaking) tiết 13 In reserve tiết 14 UNIT – listen for general and specific information about school activities; – write a paragraph about an outdoor activity at one’s school By the end of this review, students will have revised the language they have learnt and the skills they have practised in Units - Getting started tiết By the end of this unit, students will be able to: A closer look 1 tiết – use the words related to the topic Traffic; A closer look tiết Communicatio n tiết Skills 1 tiết – read for general and specific information about traffic rules; Skills tiết – talk about obeying traffic rules; – pronounce the sounds /aɪ/ and /eɪ/ correctly; – use it to indicate distance; – use should / shouldn’t; – ask and answer questions about means of transport; Looking back tiết & Project – listen for general and specific information about traffic problems in a city; – write a paragraph about traffic problems 15 UNIT Getting started tiết By the end of this unit, students will be able to: A closer look 1 tiết – use the words related to the topic Films; A closer look tiết Communicatio n tiết Skills 1 tiết Skills tiết – pronounce the sounds /ɪə/ and /eə/ correctly; – use although / though to express contrasting ideas between two pieces of information in the same sentence; Looking back tiết & Project – use however to contrast ideas in two sentences; – accept and decline suggestions; – read for specific information about a film review; – talk about a film; – listen for specific information about a film; – write a paragraph about one’s favourite film 16 UNIT Getting started tiết By the end of this unit, students will be able to: A closer look 1 tiết – use the words related to types of festivals and festival activities; A closer look tiết Communicatio n tiết Skills 1 tiết – talk about a festival that someone joined; Skills tiết – listen for specific information about a festival; – pronounce two-syllable words with correct stress; – use Yes / No questions; – express disappointment; – read for specific information about an unusual festival; – write an email to describe a festival Looking back tiết & Project 17 REVIEW Language Skills tiết tiết By the end of this review, students will have revised the language they have learnt and the skills they have practised in Units - 18 45-minute test tiết 19 Feedback on 45-minute test tiết 20 UNIT 10 Getting started tiết By the end of this unit, students will be able to: A closer look 1 tiết – use the words related to types of energy sources; A closer look tiết Communicatio n tiết Skills 1 tiết Skills tiết 21 UNIT 11 – pronounce three-syllable words with correct stress; – use the present continuous; – ask for explanations; – read for specific information about types of energy sources; – talk about the advantages and disadvantages of different energy sources; – listen for specific information about how to save energy at home; Looking back tiết & Project – write a paragraph about how to save energy at home Getting started tiết By the end of this unit, students will be able to: A closer look 1 tiết – use the words related to future means of transport; A closer look tiết – say sentences with correct stress; Communicatio n tiết – use the future simple to talk about future activities and make predictions; Skills 1 tiết Skills tiết Looking back tiết & Project – use possessive pronouns correctly; – make predictions; – read for general and specific information about cars; – talk about why a means of transport will / won’t be popular; – listen for general and specific information about some future means of transport; – write a paragraph about the advantages of a future means of transport 22 UNIT 12 Getting started tiết By the end of this unit, students will be able to: A closer look 1 tiết – use the words about the people and places in English-speaking countries; A closer look tiết – ask questions with the correct rising and falling intonation; Communicatio n tiết – use articles correctly; Skills 1 tiết Skills tiết – express amazement; Looking back tiết & Project 23 REVIEW Language tiết – read for specific information about New Zealand; – talk about Scotland; – listen for specific information about a tour of a city; – write a diary entry about a tour of a city By the end of this review, Ss will have revised the language they have Skills tiết 24 2nd term exam tiết 25 2nd term exam (Speaking) tiết 26 In reserve tiết 27 In reserve tiết 28 In reserve tiết 29 In reserve tiết learnt and the skills they have practised in Units 10 - 12 Chuyên đề lựa chọn (đối với cấp trung học phổ thông) STT Chuyên đề Số tiết Yêu cầu cần đạt (1) (2) (3) … (1) Tên học/chuyên đề xây dựng từ nội dung/chủ đề/chuyên đề (được lấy nguyên thiết kế lại phù hợp với điều kiện thực tế nhà trường) theo chương trình, sách giáo khoa môn học/hoạt động giáo dục (2) Số tiết sử dụng để thực học/chủ đề/chuyên đề (3) u cầu (mức độ) cần đạt theo chương trình mơn học: Giáo viên chủ động đơn vị học, chủ đề xác định yêu cầu (mức độ) cần đạt Warm-up To lead in the topic of Guessing game: What city is it? the lesson * Teacher divides the class into teams Each team will guess the the name of the city based on pictures given gradually by the teacher ** Students play the guessing game *** The team with correct answer will be the winner **** Teacher introduces the topic of the listening task: A tour around London PreListening - To prepare students for the listening by introducing two key phrases visually Task 1: Work in groups Match the phrases to the pictures (p 131) * Teacher asks students work in groups to read the phrases and match them to the pictures ** Students discuss with partners *** Teacher elicits as many learnt vocabularies as possible and asks one or two students to re-describe the pictures to the class mins T-Ss Ss-Ss T-Ss mins T-Ss Ss-Ss T-Ss T-Ss **** Teacher gives feedback and introduces the topic of the listening task: A tour around London Answer key: Changing of the Guard Buckingham Palace WhileListening - To help students develop their skill of listening for specific information, in this case: times Task 2: A tour guide is talking about the schedule for a day trip in London Listen and fill in the times (p 131) 10 mins * Teacher helps students revise the use of time in the listening and note taking skills by saying - different times for students to write down T-Ss ** Teacher has students read the questions quickly This helps students get some ideas of what they are going to listen to as well as determine the information they need for answering the questions T-Ss *** Teacher has students exchange answers in pairs, invites some pairs to read their answers and confirm the correct ones **** Teacher confirms the answers and gives feedback Answer key: 11:30 a.m 1:00 p.m 3:15 p.m 5:00 p.m Ss-Ss T-Ss To help students further develop their listening skill for specific information Task 3: Listen again and complete each sentence with ONE word (p 131) T-Ss * Teacher has students read the questions and determine what information they need for answering the questions, reminds them that the questions ask for one-word answers ** Teacher plays the recording again twice for students to listen and complete the sentences T-Ss *** Teacher has students exchange answers in pairs, invites some pairs to say their answers and confirm the correct ones Ss-Ss **** Teacher plays the recording again if needed, stopping at each place where the answers appear T-Ss Answer key: Queen garden Clock photos attractions PreWriting - To help students summarise the content of the listening in notes Task 4: Work in pairs Fill in the table with information about the London tour (p 131) * Teacher asks students to work in pairs, lets them read the table and decide what information they need to complete the table ** Students the task within 4-5 minutes *** Teacher invites some pairs to share their answers with the class **** Teacher gives feedback and provides suggested mins T-Ss Ss Ss-Ss T-Ss answers Suggested answers: WhileWriting To teach students how to write a diary entry about a tour they have taken Task 5: Imagine that you took the tour of London Write a diary entry of about 70 words about your tour, based on the table in or use your imagination (p 131) * Teacher explains to students what a diary entry is: It is a description of what you during a tour and how you feel about it ** Students refer to the table in for information They can write about everything or just choose the activities they like 10 mins T-Ss Ss most *** Teacher allows students to peer check first Ss-Ss T-Ss **** Teacher goes around to help (if necessary) Suggested answers: The tour of London began at 9:30 a.m First, we went to Buckingham Palace We visited the Queen’s Garden and saw her collection of artworks At 11:30 a.m we watched the Changing of the Guard We then went to Big Ben We took a lot of photos there At 3:15 p.m., we took a boat ride on the River Thames We saw many historic attractions along the river I enjoyed the tour very much PostWriting To peer check, cross check and final check students’ writing � Giving peer-reflection & evaluation mins * Teacher asks students to work in groups of four and swap the entries to their group members ** Students can give comment to others’ work T-Ss *** Students then give comments to each other Ss-Ss **** Teacher then gives feedback as a class discussion Ss-Ss T-Ss Wrap-up To consolidate what students have learnt in the lesson Teacher asks students to talk about what they have learnt in the lesson Homewor k To allow students finalize their paragraph after being checked by friends and the teacher Rewrite the diary on your notebook Prepare for the next lesson (Unit 3-Lesson 7: Looking back and Project) T-Ss UNIT 12: ENGLISH-SPEAKING COUNTRIES Lesson 7: Looking back & Project I Objectives By the end of this lesson, Ss will be able to gain: Knowledge Review the vocabulary and grammar of Unit 12 Apply what they have learnt (vocabulary and grammar) into practice through a project Core competence - Develop communication skills and creativity - Develop presentation skill - Develop critical thinking skill - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Be more creative when doing the project - Develop self-study skills II Materials - Grade textbook, Unit 12, Looking back & Project Computer connected to the internet Pictures, A0 paper - Projector/ TV - sachmem.vn Assumptions Anticipated difficulties Solutions Students may not have sufficent speaking, writing - Encourage students to work in pairs, in groups so that they can help each other and co-operating skills when doing the project - Provide feedback and help if necessary - Define expectation in explicit detail Some students may excessively talk in the class - Encourage excessive talking students’ pratice - Continue to define expectations in small chunks (before every activity) Board Plan Date of teaching Unit 12: ENGLISH-SPEAKING COUNTRIES Lesson 7: Looking back & Project * Warm-up Video watching: How many English-speaking countries are there? What are they? I Looking back * Vocabulary: Task 1: Look at the pictures and write the correct words or phrases to complete the sentences (p 132) Task 2: Choose the best answer A, B, or C to complete each sentence (p 132) * Grammar: Task 3: Complete the sentences with "a / an" or "the" (p 132) Task 4: Underline and correct the article mistakes in the sentences below (p 132) II Project Design a poster introducing a place in an English-speaking country * Homework Procedures Notes In each activity, each step will be represented as following * Deliver the task ** Implement the task *** Discuss **** Giving comments or feedback Stage Warm-up Stage aim Procedure - To revise the Video watching: vocabulary related to How many English-speaking countries are there? What the topic and lead in Interaction Time mins the next part of the lesson are they? T-Ss * Teacher lets students watch a video and ask them the questions:  How many English-speaking countries are there in the video?  What are they? ** Students watch the video, note down the names and the number of English-speaking countries *** Teacher and students discuss the answers **** Teacher confirms the answers as a class Video link: https://ejoy-english.com/go/intl/vi/video/6-englishspeaking-countries/60729 (Nhờ BTV download video) Answer key: There are English-speaking countries in the video They are:       The Philippines Australia Republic of Ireland Canada The USA The UK Ss T-Ss T-Ss Looking back VOCABULARY To help students revise the vocabulary (nouns showing things and places) they have learnt in the unit 17 mins Task 1: Look at the pictures and write the correct words or phrases to complete the sentences (p 132) * Teacher asks students to work in pairs, has students read the sentences and see if they can find the equivalent words illustrated by the pictures ** Students the task in pairs *** Students exchange their answers with their partners **** Teacher gives feedback as a class discussion T-Ss Pair work Ss-Ss T-Ss Answer key: island castle boat ride tattoos coastline To help students revise more key vocabulary they have learnt in the unit Task 2: Choose the best answer A, B, or C to complete each sentence (p 132) * Teacher asks students to to complete the task individually T-Ss ** Students the task individually complete the sentences Ss *** Students exchange their textbooks with their partners **** Teacher gives feedback as a class discussion Ss-Ss T-Ss Answer key: A B B C A GRAMMAR Task 3: Complete the sentences with "a / an" or "the" (p 132) To help students revise the use of articles * Teacher encourages students to complete the task individually ** Students complete the passage with "a / an" or "the" *** Students exchange their textbooks with their partners **** Teacher gives feedback as a class discussion Answer key: the – the A – a the – the a – the An – an To help students Task 4: Underline and correct the article mistakes in T-Ss Ss Ss-Ss T-Ss recognise mistakes in the use of the articles and correct them the sentences below (p 132) * Teacher asks students to this exercise in pairs ** Students read each sentence carefully and discuss to find out which article is incorrect, then correct it *** Teacher then asks them to check their answers with a partner before discussing the answers as a class **** Teacher confirms the answers and explains if necessary T-Ss Pair work Ss-Ss T-Ss Answer key: Ottawa is a capital of Canada → the He’s the Englishman He lives in Oxford → an When people travel, they use an map to find their ways round → a Can you see a Big Ben from where you are standing? → the Canadians love ice hockey, the winter sport → a Project To guide students how to find information for a poster introducing a place in an Englishspeaking country Posters exhibition: * Teacher has students work in groups and gives instructions to students as follow: - Discuss and choose a place in an English-speaking - country Find information about it, including:  its name 22 mins T-Ss  its location  its attractions ** Students the project in groups *** Students vote for the best poster Group work **** Teacher gives feedback Ss-Ss T-Ss Wrap-up To consolidate what students have learnt in the lesson Teacher asks students to talk about what they have learnt in the lesson Homewor k To prepare for the next lesson Prepare for the Second Term Test T-Ss T-Ss mins ... TRƯỞNG …., ngày tháng năm 20… (Ký ghi rõ họ tên) HIỆU TRƯỞNG (Ký ghi rõ họ tên) Phụ lục III KHUNG KẾ HOẠCH GIÁO DỤC CỦA GIÁO VIÊN (Kèm theo Công văn số 5512/BGDĐT-GDTrH ngày 18 tháng 12 năm 2020... giá (2) Tuần thứ, tháng, năm thực kiểm tra, đánh giá (3) Yêu cầu (mức độ) cần đạt đến thời điểm kiểm tra, đánh giá (theo phân phối chương trình) (4) Hình thức kiểm tra, đánh giá: viết (trên giấy... NGHĨA VIỆT NAM TỔ: Độc lập - Tự - Hạnh phúc Họ tên giáo viên: KẾ HOẠCH GIÁO DỤC CỦA GIÁO VIÊN MÔN HỌC/HOẠT ĐỘNG GIÁO DỤC ., LỚP (Năm học 20 - 20 ) I Kế hoạch dạy học Phân