GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS NĂM HỌC 2022 2023 GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS NĂM HỌC 2022 2023GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS NĂM HỌC 2022 2023GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS NĂM HỌC 2022 2023GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS NĂM HỌC 2022 2023GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS NĂM HỌC 2022 2023GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS NĂM HỌC 2022 2023GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS NĂM HỌC 2022 2023GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS NĂM HỌC 2022 2023GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS NĂM HỌC 2022 2023GIÁO ÁN TIẾNG ANH 7 GLOBAL SUCCESS NĂM HỌC 2022 2023
Date of planning: 3/9 / 2022 Date of teaching: 6/9 / 2022 WEEK: Period 1: INTRODUCTIONINSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS I OBJECTIVES: By the end of the lesson students will be able to gain the following things: Knowledge: - To introduce new Tieng Anh textbooks Student’s book and Workbook - Tell students something about Great Britain; England and English Students learn how to studyEnglish well and know the way to learn English *Vocabulary: Use lexical items related to text book, and the way to learn English in class; at home some classroom languages * Grammar: to be; present simple tense; present continuous… Competence: Students will be able to know how to study English effectively and how to use newTieng Anh textbooks and know the methods to study new Tieng Anh textbooks - Be collaborative and supportive in pair work and teamwork.- Actively join in class activities Qualities: To teach Ss the love of English; The awareness about importance of learning English Developing self-study skills II TEACHING AIDS: - Teacher: Grade text book, laptop, projector / TV/ pictures and cards - Students: Text books, studying equipment… - Computer connected to the Internet.- Sach mem.vn III PROCEDURE: WARM UP & INTRODUCTION ( 3’- 5’) Aims: - To create a friendly and atmosphere in the class before the lesson; - To give T and Ss a chance to introduce themselves; - To lead into the unit * Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ssto warm up to the new class * Outcome: Having a chance to speak English and focus on the topic of the lesson * Organisation: Teacher’s instructions…Teacher’s & Student’s activities Content + Greeting + Chatting Teacher’s activities T introduces herself T may introduces some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm-up to the new class Have Ss to introduce themselves T encourages Ss to talk in English as much as possible Lead into the first unit of the new school year and ask Ss Ss’ activities Ss listen and learn how to introduce themselves (name, age, address, likes, dislikes, friends, …) to guest what they are going to learn this unit Ss answer the questions T asks Ss to open their books and introduces what they Ss open their book and write are going to learn NEW LESSON (12-15’) Activities +2 Aims: to set the context for the introductory - To introduce the topic of the unit, the vocabulary, the grammar points to be learned + Content: some brief notes, somethings about England, English Introduce text book English + Outcome: Ss learn something about England, English and learn how to use text book English + Oganizasion: Teacher’s introductions England: Asks Ss some questions T - Ss - What you know about England and English? Listen carefully and read aloud T gives Ss some information about England and Give the answers if possible English + It locates in North –West coast of Europe with Listen carefully and read aloud very mild weather not too hot but not too cold + It consists of parts: England, Wales, Scotland Find out the words related to the topic and Ireland There are many interesting things of England we + Its offical name is the UK gradually know them in the progress of learning + Each part has its own flag of the UK English English English is an international language Hundreds of – How many people speak English as their mother million people in the word speak English tounge? 400 million people speak English as their first – How many people speak English as their first language language? 600 million people speak English as their second – How many people speak English as their second or foreign language or foreign language? 4/5 of the world’s computer use programme in Why you learn English? It it important, English difficult, interesting, ? =>It’s very important, useful, interesting It’s the means of communication to one onother Textbook English How many units are there in English 7? English has 12 units, each unit has lessons Section 1: Getting started Section 2: A closer look 1- Vocabulary and pronunciation Section 3: A loser look - Grammar Section 4: Communication Section 5: Skills – Reading and Speaking Section 6: Skills – Listening and Writing Section 7: looking back & project PRACTIVE (15’) Aims: To help Ss to understand the lesson, classroom language + Content: some brief notes, somethings about England, English, classroom language, … + Outcome: Ss learn something about England, English and classroom language, … + Oganizasion: Teacher’s introductions How to learn English best? T – Ss - Tell us how you learn best? - Tell us how you can learn English best? Listen carefully * Some usefull classroom languages Practice saying classroom languages - Who is the monitor? - Who is absent today? S - Ss - Who is on duty today? Work in groups, in pairs - May I go out? / - May I come in? - How to improve your English PRODUCTION/ FURTHER PRACTICE Aims: To REVISE/TEACH, classroom languages + Content: some brief notes, somethings about England, English, classroom language, … + Outcome: Ss learn something about England, English and classroom language, … + Oganizasion: Teacher’s introductions T- Ss - The greetins: Gives some questions to introduce the class Good morning expressions Good afternoon Good evening Have Ss listen and repeat Goodbye T says “ Go out, please” Ss say: May I go out? … HOMEWORK Guide ss to prepare textbook, workbook Ask Ss to learn classroom languages Prepare Unit one “ Hobbies” – Section 1: Getting started Date of planning: 3/9 / 2022 Teaching date:7 /9 / 2022 Period: UNIT 1: HOBBIES Lesson 1: Getting started – My favourite hobby I OBJECTIVES By the end of this lesson, Ss will be able to gain: Knowledge - An overview about the topic Hobbies - Vocabulary to talk about hobbies Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Personal qualities - Love talking about their hobbies II TEACHING AIDS - Grade textbook, Unit 1, Getting started - Computer connected to the Internet - Projector / TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation unusual (adj) /ʌnˈjuːʒuəl/ Meaning different from what is usual or normal Vietnamese equivalent khác thường creativity (n) /ˌkriːeɪˈtɪvəti/ the ability to produce or use original and unusual ideas sáng tạo dollhouse (n) /ˈdɒlhaʊs/ a toy that is a very small house, often with furniture and small dolls in it nhà búp bê cardboard (n) /ˈkɑːdbɔːd/ stiff material like very thick paper, often used for making boxes bìa tơng glue (n) /ɡluː/ a sticky substance that is used for joining things together keo dán, hồ making models /ˈmeɪkɪŋ ˈmɒdlz/ making a representation of something, usually on a smaller scale làm mơ hình Assumption Anticipated difficulties Solutions Ss may lack experience of Encourage Ss to work in groups so that they can help one group / team work another Give short, clear instructions, and help if necessary III PROCEDURES Notes: * In each activity, each step will be represented as following: - Deliver the task - Implement the task - Discuss - Give comments or feedback WARM-UP * Aim: - To activate Ss’ knowledge on the topic of the unit - To set the context for the listening and reading part, T sets the context for the listening and reading text: Write the title on the board My favorite hobby - To enhance Ss’ skills of cooperating with team mates, Ask Ss to guess what the conversation might be about * Process: - T asks Ss about what they like doing for pleasure in their free time + What you like doing in your free time? + Do you like collecting dolls? + Do you like collecting glass bottles? + Do you enjoy mountain climbing? - Ss answer the question individually PRESENTATION Vocabulary * Aim: - To provide Ss with vocabulary - To help Ss well-prepared for the listening and reading tasks * Process: - Teacher introduces the vocabulary - Teacher explains the meaning of the new vocabulary by pictures unusual (adj) creativity (n) dollhouse (n) cardboard (n) glue (n) making models - 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 Activity 1: LISTEN AND READ (Ex 1, p 8) * Aim: To have Ss get to know the topic * Process: - Teacher asks Ss to look at the pictures in the book and answer the questions: + What can you see in each picture? + What may the hobby be? - Ss answer the questions in pairs - Teacher plays the recording twice Ss listen and read - Teacher checks Ss’ prediction T calls Ss to read the conversation aloud - Teacher check students’ pronunciation ad give feedback Activity 2: READ THE CONVERSATION AGAIN AND WRITE TRUE (T) OR FALSE (F) (Ex 2, p.9) * Aim: To have Ss get specific information of the text * Process: - 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 - Ss work independently to find the answers - Teacher has Ss compare the answers in pairs before checking with the whole class - Teacher checks the answers as a class and gives feedback Answer key: F (She made it herself.) T T T F (Her lesson starts at a.m.) Activity 3: WRITE THE WORDS AND PHRASES FROM THE BOX UNDER THE CORRECT PICTURES THEN LISTEN, CHECK, AND REPEAT (Ex 3, p 9) * Aim: To introduce some vocabulary items related to hobbies * Process: - T asks Ss to name the pictures - 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 - 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 - Teacher checks the answers as a class and gives feedback Answer keys: making models riding a horse collecting coins gardening building dollhouses collecting teddy bears Activity 4: WORK IN PAIRS WRITE THE HOBBIES FROM IN THE SUITABLE COLUMNS (Ex 4, p.9) * Aim: To give Ss a chance to cooperate with others to memorize the spelling of hobbies * Process: - 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 as a class - Write their answers on the board Have Ss add more words to the table Answer key: + doing things: riding a horse, gardening (others: travelling, skiing, doing yoga, etc.) + making things: making models, building dollhouses (others: painting, making pottery, etc.) + collecting things: collecting coins, collecting teddy bears (others: collecting toys, collecting books,etc.) Activity 5: GAME: FIND SOMEONE WHO… (Ex 5, p.9) * Aim: To help Ss practise using the vocabulary items related to hobbies * Process: - 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 - T lets Ss to move around the class to ask their classmates about their favourite hobbies in 3-5 minutes - Ss write the results into the table - 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 CONSOLIDATION - To consolidate what Ss have learnt in the lesson, T asks Ss to talk about what they have learnt in the lesson + An overview about the topic Hobbies + Vocabulary to talk about hobbies HOMEWORK - To review the lesson and prepare for the next lesson - Name a list of cheap hobbies, expensive hobbies, easy and difficult hobbies - Do exercises in the workbook - Prepare for Lesson - A closer look - Start preparing for the Project of the unit Teacher randomly puts Ss in groups of or 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 find suitable photos or draw pictures then creat a poster about it Students will show their posters and present their ideas in Lesson – Looking back and Project (Teacher should check the progress of students’ preparation after each lesson.) Teaching date: … / … / 202… Period: … : UNIT 1: HOBBIES Lesson 2: A closer look I OBJECTIVES By the end of this lesson, students will be able to gain: Knowledge: - Vocabulary: + The lexical items related to hobbies + Verbs of liking and disliking - Pronunciation: Correctly pronounce words that contain the sounds /ə/ and /ɜ:/ Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Personal qualities - Love talking about their hobbies - Develop self-study skills II TEACHING AIDS - Grade textbook, Unit 1, Getting started - Computer connected to the Internet - Projector / TV/ pictures and cards - sachmem.vn Language analysis Form jogging (n) Vietnamese equivalent Pronunciation Meaning /ˈdʒɒɡɪŋ / the activity of running at a slow, regular speed, especially as a form of exercise / chạy thư giãn /kɔɪn/ a small, round piece of metal, usually silver or copper coloured, that is used as money đồng xu coin (n) Assumptions Anticipated difficulties Solutions Students may lack experience of group/ - Encourage students to work in groups so that team work they can help each other Students may not have sufficient - Play the recording, the replay depends on the listening, speaking and co-operating skills students’ need and level - Encourage students to work in pairs, in groups so that they can help each other - Provide feedback and help if necessary III PROCEDURES Notes: In each activity, each step will be represented as following: - Deliver the task - Implement the task - Discuss - Give comments or feedback WARM-UP * Aim: - To create an active atmosphere in the class before the lesson * Process: - Teacher asks students some questions about the hobbies: What is your favorite hobby? When did you start your hobby? - Some students are invited to answer - To lead into the new lesson, Teacher and students discuss the answers - Teacher introduces the lesson PRESENTATION Vocabulary * Aim: - To introduce the new words * Process: - Teacher introduces the vocabulary - Teacher introduces the vocabulary by: + providing the pictures + providing the definition of the words jogging (n) coin (n) - Teacher asks students to repeat - Teacher checks students’ understanding with the “Rub out and remember” technique Activity 1: COMPLETE THE WORD WEBS BELOW WITH THE WORDS FROM THE BOX (Ex 1, p 10) * Aim: To present some action verbs that go with nouns to describe hobbies * Process: - 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 - Teacher asks students to work in pairs and quickly the task - Teacher allows students to peer check first - Teacher checks and confirms the answers Then have students add more words that can go with these action verbs - Have students read the Remember! box Ask them to make some examples with the verbs of liking and disliking Answer key: go: jogging, swimming (others: go camping, go fishing, go cycling, etc.) do: judo, yoga (others: karate, exercise, sit-ups, etc.) collect: dolls, coins (others: collect books, collect watches, collect pencils, etc.) Activity 2: COMPLETE THE WORD WEBS BELOW WITH THE WORDS FROM THE BOX (Ex 1, p 10) * Aim: To help students practise the verbs of liking / disliking and action verbs * Process: - Teacher reminds students about the form of verbs of liking / disliking - Have students this activity individually Have students read all the sentences carefully to make sure they understand the sentences - Teacher lets them share their answers in pairs Invite some students to give the answers - Teacher writes the correct answers on the board Answer key: collecting going playing making doing Activity 3: LOOK AT THE PICTURES AND SAY THE SENTENCES USE SUITABLE VERB OF LIKING OR DISLIKING AND THE –ING FORM (Ex 3, p 10) * Aim: To give further practice with verbs of liking / disliking * Process: - 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’.) - Ask students to look at the example to make sure they understand what to - Teacher asks students to work in pairs to make sentences - Teacher invites students to share their answers - Confirm the correct answers Answer key: He hates / doesn’t like doing judo They like / love / enjoy playing football They love / like / enjoy gardening They enjoy / like / love collecting stamps She hates / doesn’t like riding a horse / horse riding PRONUNCIATION * Aim: - To help students identify how to pronounce the sounds /ə/ and /ɜ:/ * Process: Activity 4: LISTEN AND REPEAT PAY ATTENTION TO THE SOUNDS /Ə/ AND /ɜ:/ (Ex 4, p 11) * Aim: - To help students practise pronouncing these sounds in words * Process: - 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 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 (Teacher can play the pronunciation guide video of this unit for students to watch and learn) Activity 5: LISTEN AND REPEAT PAY ATTENTION TO THE SOUNDS /Ə/ AND /ɜ:/ (Ex 4, p 11) * Aim: - To help students pronounce the sounds /ə/ and /ɜ:/ correctly in sentences * Process: - Teacher has students quickly read the sentences PRE - LISTENING Activity 1: Work in groups Match the phrases to the pictures (p 131) * Aim: To prepare students for the listening by introducing two key phrases visually * Process: - 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 - Teacher gives feedback and introduces the topic of the listening task: A tour around London Answer key: Changing of the Guard Buckingham Palace WHILE - LISTENING Activity 2: A tour guide is talking about the schedule for a day trip in London Listen and fill in the times (p 131) * Aim: To help students develop their skill of listening for specific information, in this case: times * Process: - Teacher helps students revise the use of time in the listening and note taking skills by saying - different times for students to write down - 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 - 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 Activity 3: Listen again and complete each sentence with ONE word (p 131) * Aim: To help students further develop their listening skill for specific information * Process: - 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 - Teacher has students exchange answers in pairs, invites some pairs to say their answers and confirm the correct ones - Teacher plays the recording again if needed, stopping at each place where the answers appear Answer key: Queen garden Clock photos attractions PRE - WRITING Activity 4: Work in pairs Fill in the table with information about the London tour (p 131) * Aim: To help students summarise the content of the listening in notes * Process: - 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 answers Suggested answers: WHILE - WRITING Activity 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) * Aim: To teach students how to write a diary entry about a tour they have taken * Process: - 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 most - Teacher allows students to peer check first - 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 POST - WRITING * Aim: To peer check, cross check and final check students’ writing * Process: Giving peer-reflection & evaluation - Teacher asks students to work in groups of four and swap the entries to their group members - Students can give comment to others’ work - Students then give comments to each other - Teacher then gives feedback as a class discussion CONSOLIDATION - To consolidate what students have learnt in the lesson, Teacher asks students to talk about what they have learnt in the lesson HOMEWWORK - 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) Teaching date: … / … / 202… Period: … : 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 TEACHING AIDS - 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, - Encourage students to work in pairs, in writing and co-operating skills when doing groups so that they can help each other the project - Provide feedback and help if necessary Some students may excessively talk in the - Define expectation in explicit detail class - Encourage excessive talking students’ pratice - Continue to define expectations in small chunks (before every activity) III PROCEDURES Notes * In each activity, each step will be represented as following - Deliver the task - Implement the task - Discuss - Giving comments or feedback WARM-UP * Aim: - To revise the vocabulary related to the topic and lead in the next part of the lesson * Process: Video watching: How many English-speaking countries are there? What are they? - 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-english-speaking-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 LOOKING BACK VOCABULARY Activity 1: Look at the pictures and write the correct words or phrases to complete the sentences (p 132) * Aim: To help students revise the vocabulary (nouns showing things and places) they have learnt in the unit * Process: - 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 Answer key: island castle boat ride tattoos coastline Activity 2: Choose the best answer A, B, or C to complete each sentence (p 132) * Aim: To help students revise more key vocabulary they have learnt in the unit * Process: - Teacher asks students to to complete the task individually - Students the task individually complete the sentences - Students exchange their textbooks with their partners - Teacher gives feedback as a class discussion Answer key: A B B C A GRAMMAR Activity 3: Complete the sentences with "a / an" or "the" (p 132) * Aim: To help students revise the use of articles * Process: - 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 Activity 4: Underline and correct the article mistakes in the sentences below (p 132) * Aim: To help students recognise mistakes in the use of the articles and correct them * Process: - 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 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 * Aim: - To guide students how to find information for a poster introducing a place in an Englishspeaking country Posters exhibition: * Process: - 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 its location its attractions - Students the project in groups - Students vote for the best poster - Teacher gives feedback CONSOLIDATION - To consolidate what students have learnt in the lesson, Teacher asks students to talk about what they have learnt in the lesson HOMEWORK - To prepare for the next lesson - Prepare for the Second Term Test Teaching date: … / … / 202… Period: … : REVIEW (UNITS 10-11-12) Lesson 1: Language I OBJECTIVES: By the end of the lesson students will be able to: - Review pronunciation, vocabulary and the grammar points they have learnt in unit 10, 11, 12 Knowledge Language focus: A revision and practice on the vocabulary items and grammar points Ss have already studied in Units 10, 11, 12 Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Be responsible and hard working II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker Anticipated difficulties Students may find the lesson boring due to a large number of language exercises Some students might excessively talk in the class Solutions - Encourage students to work in pairs, in groups so that they can help each other - Design as many exercises as games as possible - Provide feedback and help if necessary - Define expectations in explicit detail - Have excessive talking students practise - Continue to define expectations in small chunks (before every activity) III PROCEDURES Notes * In each activity, each step will be represented as following - Deliver the task - Implement the task WARM-UP * Aim: - To remind students the knowledge that they have learnt in Units 10 -11- 12 * Process: Mindmap - Teacher divides class into big groups to draw a mindmap related to the knowledge they have learnt in Unit 7, 8, - Ss the task in group - Teacher calls on some students to present their answer based on the mindmap - Other Ss comment and teacher con-firms PRACTICE PRONUNCIATION: Activity 1: Mark (') the stressed syllables in the underlined words Then listen, check, and repeat (Ex 1, p 134) * Aim: To help Ss review the stress in two- and three-syllable words * Process: - Teacher reminds Ss how to stress on two – and three – syllable words Then, ask Ss to read the underlined words in the sentences and mark the stress syllables - Ss the task individually - Teacher calls on some Ss to give their answers, then plays the recording for Ss to listen and check their answers - Teacher confirms and plays the recording again for Ss to listen and repeat in chorus and then individually Answer keys: 'Driverless trains will be 'popular Niagara Falls is Canada’s most famous ‘natural at’traction We can save 'energy by re'cycling All plants and ‘animals need ‘energy He’s reading Guidance for Visitors to Scotland VOCABULARY Activity 2: Write the words in the box next to their definitions (Ex 2, p 134) * Aim: To help Ss recognize the words through their definitions Units 10 - 11 – 12 * Process: - Teacher has Ss the task independently to matching - Ss the task individually, teacher reminds them highlight the key words to help them with the matching - Teacher calls on some Ss to check - Teacher confirms the correct answers Answer keys: sunlight bamboo-copter tour coal attraction Activity 3: Complete the sentences with the words below (Ex 3, p 134) * Aim: To help Ss revise some key adjectives from Units 10 - 12 and use them in context - To help students review the use of the articles a/an and the * Process: - Teacher asks Ss to read the adjectives in the box to the exercise - Ss works independently to the task - Teacher calls on some Ss to check - Teacher confirms the correct answers Answer keys: public natural national renewable native electrical GRAMMAR: Activity 4: Use the correct tense and form of each verb in brackets to complete the sentence (Ex 4, p 134) * Aim: To help Ss revise the use of the present continuous and the future simple * Process: - Teacher asks Ss to read the sentences first and underline the signals to help them decide if the verbs are used in the present continuous or future simple - Ss the task individually - Teacher calls on some Ss to check - Teacher confirms Answer keys: is doing will visit is building will use will have Activity 5: Find and cross (––) ONE incorrect article in each sentence and write the correct one (Ex 5, p 134) * Aim: - To help Ss identify the wrong use of the articles and correct them * Process: - Teacher asks Ss to read the sentences first and underline all the articles in each sentence, then look at each article and the word it goes with and decide if it is used correctly - Ss the task individually - Teacher calls on some Ss to check - Teacher confirms Answer key: CONSOLIDATION - To consolidate what students have learnt in the lesson, Teacher asks students to talk about what they have learnt in the lesson HOMEWORK - Prepare for Review – Lesson 2: Skills Teaching date: … / … / 202… Period: … : REVIEW (UNITS 10-11-12) Lesson 2: Skills I OBJECTIVES: By the end of the lesson students will be able to: - Review pronunciation, vocabulary and the grammar points they have learnt in unit 10, 11, 12 Knowledge Language focus: A revision and practice on the vocabulary items and grammar points Ss have already studied and the skills they have practised in Units 10,11,12 Skills: - Reading - Speaking - Listening - Writing Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Be responsible and hard working II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker Anticipated difficulties Students may find the lesson boring due to a large number of language exercises Some students might excessively talk in the class Solutions - Encourage students to work in pairs, in groups so that they can help each other - Design as many exercises as games as possible - Provide feedback and help if necessary - Define expectations in explicit detail - Have excessive talking students practise - Continue to define expectations in small chunks (before every activity) III PROCEDURES Notes * In each activity, each step will be represented as following - Deliver the task - Implement the task WARM-UP * Aim: - To increase students’ interest and lead them into the lesson * Process: Chatting: ALASKA - Teacher writes on the board “Alaska” and asks Ss some questions to lead into the passage they are going to read - Ss the task individually - Teacher calls on some Ss to answer the questions - Teacher can or can’t confirm PRACTICE READING Activity 1: Read the passage Find a word and a phrase from the passage and write them under their correct pictures (Ex 1a, p 135) * Aim: To develop Ss’ knowledge of the vocabulary * Process: - Teacher asks Ss to look at the pictures first, then quickly read the passage and find word/ phrase for each one - Ss the task individually - Some Ss answer - Teacher confirms Answer key: float plane dogsled Activity 2: Choose the correct answer A, B, or C to complete each sentence (Ex 1b, p 135) * Aim: To help Ss practise reading for specific information through multiple choice questions * Process: - Teacher gives Ss some time to read all the passage carefully, then asks them to Ex 1b - Ss the task independently - Ss give answers and explain their ideas - Teacher confirms Answer key: C A B A SPEAKING Activity 3: Read the list of activities and discuss which ones are energy-saving and which ones are not Explain your answer (Ex 2, p 135) * Aim: To help Ss revise and talk about energy-saving activities - Teacher asks Ss to work in groups of to discuss the list of activities and gives the reasons for each - Ss the task in group - Some groups report their answers, other listen, and comment - Teacher confirms and correct their grammar, pronunciation and spelling SUGGESTED ANSWERS: Energy-saving: 1, 3, 4, Not energy-saving: and The focus is on how a student explains his / her answer LISTENING Activity 4: Listen and complete each sentence with ONE word (Ex 3, p 135) * Aim: To help Ss practise listening for specific information * Process: - Teacher asks Ss to read all the questions first, then try to guess the needed information to fill in the blanks After that, teacher plays the recording twice for Ss to listen - Ss the task independently - Some Ss give their answers - Teacher plays the recording again and confirms the correct answers Answer key: flying parents lanes traffic land Audio script- Track 89 Next month, we will hold a meeting to introduce our new product, the flying bike Most of our customers will be school children and their parents Here are some of the questions they may ask you There are special lanes for bicycles on land, how about in the air? If you don’t have lanes for them, the bicycles will crash into each other Are there any air traffic laws? If there are, are they similar to those on land? How will the children learn them? How can a flying bike find a place to land by itself? Will children have an electronic map? What will happen if the map does not work? Can you add any more questions? WRITING Activity 5: Choose one of the future means of transport below Write a paragraph of about 70 words about it (Ex 4, p 135) * Aim: To help Ss practise writing a paragraph describing a future means of transport * Process: - Teacher asks Ss to look at the picture and choose what means of transport for their writing Then, teacher has Ss read the suggested information they can include in their description - Ss the task individually in 6-8 minutes - Some Ss read their writing - Teacher checks grammar, vocabulary, spelling if needed Suggested answer: The bamboo-copter will be a popular means of transport in the future It’s not very fast, so it’s safe to ride It’s cheap, and it doesn’t use much energy Most people can afford it It’s also convenient because you can go anywhere: in a busy city, to the sea, or to the mountains The copter is small and can carry only one person, so it doesn’t take up much space I love it CONSOLIDATION - To consolidate what students have practice in the lesson, Teacher asks students to talk about what they have practice in the lesson HOMEWORK - Prepare for the last term test ... UK English English English is an international language Hundreds of – How many people speak English as their mother million people in the word speak English tounge? 400 million people speak English. .. brief notes, somethings about England, English Introduce text book English + Outcome: Ss learn something about England, English and learn how to use text book English + Oganizasion: Teacher’s introductions... as their first – How many people speak English as their first language language? 600 million people speak English as their second – How many people speak English as their second or foreign language