Giáo án tiếng anh 7 sách friends plus soạn chuẩn cv 5512 (kì 2) Kế hoạch bài dạy tiếng anh 7 sách friends plus soạn chuẩn cv 5512 (kì 2) Kế hoạch dạy học tiếng anh 7 sách friends plus soạn chuẩn cv 5512 (kì 2)
Week: Planning date: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: ACHIEVE - LESSON 1: VOCABULARY (PPP) UNITS OF MEASUREMENT I AIMS: Language contents: - Vocabulary: billion, century, decade, fraction, millennium, quarter, thousand, ton Knowledge: By the end of the lesson, my students will be able to make guesses and indicate when they are not sure Skills: Main skills Sub skills : reading and listening skills : speaking and writing skills Attitude: be confident to make guesses Competences: Use units of measurement to make guesses and indicate when they are not sure II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, powerpoint slides, … Students: textbook, notebook III TECHNIQUES: Qs& As, games, visualize… IV PROCEDURES: TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS I WARM-UP T- Ss - T / Ss - Ss / (5’) Guessing Game - Show some photos of famous people or popular animals or things - Ask students to guess who the people are, what the animals are or what the objects are - Guess the photos Suggested answer: - Tell the class Students’ own answers - Give comments II PRESENTATION T - Ss - T / Ss - Ss / Indiv (10’) Set context: - Ask the question to the class, ‘What world records you know? and elicit the answers Suggested answers: - Some students volunteer to answer Students’ own answers the questions - Ask some students to tell the class - Listen to the teacher - Lead to the topic – Achieve - Look, listen and repeat in chorus and individuals Teach new vocabulary: - Use pictures and explanations to present new words - Ask students to practice their pronunciation drills New words: New words: billion /ˈbɪljən/ billion (n.) century /ˈsentʃəri/ century (n.) decade /ˈdekeɪd/ decade (n.) fraction /ˈfrækʃn/ fraction (n.) millennium /mɪˈleniəm/ millennium (n.) quarter /ˈkwɔːrtər/ quarter (n.) thousand /ˈθaʊznd/ thousand (n.) ton /tʌn/ ton (n.) III PRACTICE T - Ss - T/ S - S/ Indiv Activity (3’) Complete lists 1-3 with the words in the box Put the time and number words in order Then listen and check - Ask students to work in pairs to check the meaning of the words in the box and complete the lists - Play the audio for students to check their answers - Check answers with class - Play the audio again, pausing after words Suggested answers Time: millennium (longest), century, decade, year, month, day, - Work in pairs to check the meaning of the words in the box and complete hour, moment, minute, second the lists Number: billion (biggest), million, thousand, hundred, half, quarter, - Listen and check the answers fraction - Check the answers with the teacher Measurements: ton, kilo, kilometer, meter with difficult pronunciation for students to repeat, e.g century, thousand Activity (3’) Complete the Amazing Achievements text with word from Exercise Then listen and check - Focus on the headings in the text - Read the text and complete it with the correct words - Ask students to read the text and complete it with the correct words - Listen and check the answers - Play the audio for students to listen and check their answers days meters thousand - Work in pairs to discuss which minute second minutes achievements they think are the most billion decade million amazing 10 kilometer 11 seconds 12 - Report back billion - Check the answers with the class - Put students into pairs to discuss which achievements they think are the most amazing - Check the answers with the teacher 13 meters - Ask pairs to report back Activity (3’) Listen and repeat numbers 1-5 Say numbers 6-10 Listen and check - Allow students time to read through the numbers - Play the audio for them to listen, check and repeat - Check the answers with the class Suggested answers: - Read through the numbers - Listen, check and repeat - Check the answers with the teacher 14 ton 15 hour Suggested answers: nine point two five Activity (3’) Look at the list of questions Then watch or listen to people guessing the answers Which of the questions they answer? - Allow students time to read through the questions and check they understand everything - Play the audio or video for students to note down which of the questions the people answer five hundred and fifty-five nine thousand and one eighty-two thousand, three hundred - Read through the questions and and fifty-nine check they understand everything 10 nine million, nine hundred and - Listen and note down which of the ninety-nine thousand, nine hundred and ninety-nine questions the people answer - Check the answers with the teacher - Check answers with the class Activity (3’): Watch or listen again Read the Key Phrases Which of the phrases you hear each person say? - Read through the key phrases with the class and check that students understand them all - Play the video or audio again for students to watch or listen and note down the phrases Suggested answers: How long does a butterfly live? - Read the key phrases How much does an elephant - Watch or listen and note down the weigh? How fast can the world’s fastest car phrases go? - Check the answers with the teacher How tall is the world’ smallest person? they hear - Check answers with the class Suggested answers: I don’t know Any ideas? Maybe What you reckon? I reckon … I’ve no idea I guess … Probably I know that one Have a guess! Around… I guess … I reckon … IV PRODUCTION T - Ss - T/ S - S / Indiv • Activity (15’) USE IT! Work in groups Guess the answers to some of the questions in Exercise Use the key phrases - Read out the example answer - Ask two confident students to read out the example answer - Work in pairs to guess the answers to some of the questions in Exercise - Put students into pairs to guess the answers to some of the questions in Exercise - Tell the class their guesses Suggested answers - Search online to find answers to the Students’ own answers Encourage them to use a range of key phrases questions for homework - Ask some pairs to tell the class their guesses - Ask students to search online to find answers to the questions for homework - In the next class, discuss the answers that students found and see who guessed correctly V Homework (2’) - Give homework - Take notes - Learn by heart all the new words - Workbook: page 40 - Prepare Lesson – Reading V REFLECTION: …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………… Week: Planning date: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: ACHIEVE - LESSON 2: READING (Pre-While-Post) MEALS FOR MEDALS I AIMS: Language contents: - Vocabulary: revision Knowledge: By the end of the lesson, my students will be able to understand the general idea of the text and guess the unknown words in context Skills: - Main skills - Sub skills : reading and writing skills : listening and speaking skills Attitude: Feel confident to understand the general idea of a text and guess the meaning of the unknown words Competences: - know how to answer specific questions about the text - use vocabulary items related to the issue of passage - identify the main topics in a text II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, … Students: textbook, notebook III TECHNIQUES: Games, discussion, questions and answers, Skills Strategy, project-based learning IV PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS I WARM-UP T- Ss - T / Ss - Ss / (5’) Good Diet Recipe - Ask students to work in pairs or groups to write down some healthy food - Work in pairs or groups to write Suggested answer: - Ask some representatives to write the list of their healthy recipe on the board - Discuss with the whole class down some healthy food Salad, carrot, fish, meat, tomato, etc - Write on the board - Discuss with the teacher II PRE-READING T - Ss - T / Ss - Ss / Indiv.(10’) - Put students into small groups to discuss their ideas about the question “What you eat to have the best performance?” - Work in groups and answer the Question: “What you eat to have the best question performance?” - Talk in front of the class - Ask some students to tell the class about their answers Students' own answers - Tell them that they are going to read the text to get the answers III WHILE READING T - Ss - T/ S - S/ Indiv.(20’) Activity (7’) Read the text quickly The following words may be new to you What you think they mean? Compare your ideas with a partner’s - Point out to students that when they read a text, it is often possible to guess the - Listen to the teacher Suggested answer: - Divide class into groups, asking them to call out the names of these sources - Give explanation if necessary - The group with the most correct answers will be the winner II PRE-WRITING T - Ss - T / Ss - Ss / (10’) Set context: (5’) - Ask the question What kinds of accidents can happen to skiers? Elicit answers from students - Think and answer the questions Suggested answer: - Tell the class Students’ own answers - Ask more questions to encourage students to say more, e.g Have you ever been skiing? Did you have an accident? Do you know anyone who has had a skiing accident? Activity 1: (5’) Read the email What happened to Clare? Why can’t she go out? - Ask students to read the email and answer the questions - Ask them to find four examples of the present perfect - Ask them to compare the answers in pairs - Check answers with the class III WHILE-WRITING T - Ss - T/ S - S/ - Read the email and answer the questions, then compare their answers in pairs - Check the answers with the teacher Suggested answers She had an accident yesterday She cannot go out because she is lying in bed with her broken leg Indiv (15’) Activity 2: (5’) Study the Key Phrases Which phrases go at the beginning and which go at the end of an email? - Ask students to read the key phrases and decide which go at the beginning and which go at the end of an email - Check answers with the class and check that students understand all the phrases Suggested answers - Read the key phrases and decide Beginning: How’s it going? Have you which go at the beginning and done anything (exciting)? Thanks for which go at the end of an email your email - Check answers with the teacher Ending: Write back soon Bye Language Point: Reason and result Activity 3: (5’) Look at the words in blue in the text Which word introduces a reason? Which one introduces a result? - Ask students to find the blue words in the email Read out the example in turn and ask: Does this introduce a reason or a result? Suggested Answers: - Find the blue words in the email and answer the questions Because introduces a reason So introduces a result - Check answers with the teacher - Discuss the answers with the class and make sure students understand everything Activity 4: (5’) Complete the sentences with because or so - Answer teacher’s questions Suggested Answers: - Do the remaining sentences with because - Read out the first sentence and elicit the correct word to complete it - Ask students to the remaining sentences with the correct words the correct words - Check the teacher answers so with the so because because - Check answers with the class IV PRODUCTION T - Ss - T/ S - S / Indiv (13’) Activity 5: Use it! Follow the steps in the writing guide - Read the task with the class and elicit one or two ideas of accidents that people might have while camping by the sea, e.g slipping on rocks and cutting their leg or burning their hand on a camp fire - Discuss the questions and check that students understand everything - Ask students to plan their emails Read through the paragraph plan with the class - Read the task Suggested Answers: - Answer the questions and plan the email Students’ own answers - Write email - Check their grammar and spelling carefully by themselves - Ask students to write the emails Remind students to check grammar and spelling carefully V Homework (2’) - Give homework V REFLECTION: - Learn by heart all structures - Take notes - Workbook: Exercises page 69 …………………………………………………………… ………… …………………………………………………………………………… Week: Planning date: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 8: I BELIEVE I CAN FLY - LESSON 8: CULTURE HIGH FLYERS I AIMS: - Vocabulary revision 13.Knowledge: By the end of the lesson, my students will be able to talk about the history of aviation 14.Skills: - Main skills - Sub skills : reading and writing skills : speaking and listening skills 15.Attitude: be confident to talk about the history of aviation 16.Competences: - Talk about the history of aviation II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, … Students: textbook, notebook III TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works IV PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS I WARM-UP T- Ss - T / Ss - Ss / (5’) Transportation Spelling Game - Write names of some vehicles with missing letters - Ask students to find the missing letters - Check students’ answers - Listen to teacher - Find the missing letters - Listen to teacher Suggested answers: Students’ own answers II PRE-READING T - Ss - T / Ss - Ss / (10’) Activity 1: Pre-teach some new words in the text - Use pictures or explanation to present or - Answer some eliciting questions from Suggested answers: elicit meaning of some new words in the the teacher Students’ own answers text such as celebrate, aircraft, historic, operate, air passenger, material, engine- - Repeat the new words and take notes making - Ask students to repeat the new words and take notes III WHILE-READING T - Ss - T / Ss Ss / (20’) Activity 2: (5’) Read and listen to the text Write dates before the following statements - Ask students read and listen to the text Suggested answers: 2003 - Read and listen to the text December 17, 1903 - Write dates before the statements 1908 - Check the teacher answers with the January 1, 1914 - Ask them to write dates before the statements - Check answers with the class Activity 3: (5’) Match the blue words in - Match the blue words in the text with definitions 1-5 - Work in pairs to check the answers Suggested answers: - Check answers with the teacher heavier-than-air the text with definitions 1-5 affordable - Ask students to match the blue words in the text with definitions 1-5 come up with - Ask students to work in pairs to check their answers scheduled air - Give the correct answers innovations - Read the text again and answer the questions - Check the teacher answers with the Suggested answers: Orville and Wilbur Wright made the first airplane Activity 4: (5’) Read the text again and answer the questions Léon Delagrange was the first air passenger - Ask students to read the text again and answer the questions The first flight on December 17, 1903 lasted 12 seconds - Check the answers with the class The first airway was between St Petersburg in Russia and Tampa in Florida, the USA Travelling by air is cheaper now because innovations in material and engine-making technology help make lighter, stronger and safer kinds of planes - Complete the table - Ask and answer the questions in pairs - Speak in front Activity 5: (5’) YOUR CULTURE Work in groups to complete the table Use the following questions to help you Suggested answers: - Ask students to complete the table - Work in pairs to plan a flight for Students’ own answers holiday - Ask students to practice asking and answering the questions in pairs - Tell the class - Ask some pairs to practice in front - Give feedbacks IV POST-READING T - Ss - T / Ss - Ss / (10’) Activity 6: USE IT! Work in pairs Plan a flight for your holiday Use the following phrases Suggested answers: Students’ own answers - Let students to work in pairs to plan a flight for their holiday - Ask some pairs to tell the class - Give comments V Homework (2’) - Give homework - Learn by heart all the new words - Take notes - Prepare the next lesson “Puzzles and games” V REFLECTION: …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… ………………………………………………………………… ………… ……………………………………………………………………… Week: Planning date: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 8: I BELIEVE I CAN FLY - LESSON 9: PUZZLES AND GAMES I AIMS: - Vocabulary: revision - Grammar: revision Knowledge: By the end of the lesson, my students will be able to talk about kinds of vehicles and energy Skills: - Main skills - Sub skills : reading and writing skills : speaking and listening skills Attitude: be confident to write talk about vehicles and energy Competences: Use correct vocabulary and grammar points to talk about vehicles and energy II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, … Students: textbook, notebook III TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works IV PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS I WARM-UP T- Ss - T / Ss - Ss / (8’) Find Someone Who - Ask students to go round the class - Listen to teacher’s instruction and find someone who say YES to the Suggested answers: Find someone who… questions - Write a different name for each question - Do the activity - Check with the teacher - Ask some students to ask and answer the questions … takes longer than 30 minutes to get to school …walks to school …lives on campus …has their own car …takes the bus every day etc II PUZZLES AND GAMES T - Ss - T / Ss - Ss / Activity 1: (8’) A BOARD GAME Work in groups Follow the instructions Suggested answers: - Divide students into groups of three and - Work in groups of three, follow the Students’ own answers read through the rues with the class instructions and play the game Students can use counters or small coins to move around the board - Ask students to play the game - Monitor and help while students are playing, and be prepared to act as a judge if students are not sure if a particular preposition or sentence is correct Activity 2: (7’) Order the blocks of letters - Listen to the teacher’s explanation to complete sentences Suggested answers: My brother wants to buy a new car - Work in pairs to order the blocks of He stopped to buy a coffee - Read out the instructions, then read out the letters and write the sentences example answer and elicit the rest of the - Check the answers with the teacher sentence She is studying hard to pass the examination - Ask students to work in pairs to order the blocks of letters and write the sentences - Check answers with the class - Read the questions and circle the correct answer, a, b, c or d Suggested answers: Activity 3: (7’) Circle the correct answer - Compare the answer in pairs a - Check the answers with the teacher c c - Ask students to read the questions and circle the correct answer, a, b, c or d c - Ask students to compare the answer in pairs - Check with the class - Listen to the explanation Activity 4: (7’) FIND SOEMONE - Work in pairs and form the questions WHO… Walk around the classroom and they will need to ask ask questions Write a different name for - Move around the classroom asking and Suggested answers: each question answering questions Students’ own answers - Write the names for the questions - Explain the game to students, and tell them the idea is to find a name for each experience as quickly as possible - Allow students time to work in pairs and form the questions they will need to ask, e.g Have you ever won a prize? - Listen to the explanation - Allow students to move around the classroom asking and answering questions - Read out their sentences to the whole class - Play the game in groups - Continue until one student has found a name for each experience Suggested answers: Students’ own answers Activity 5: (7’) GUESS WHO? Work in groups Follow the instructions - Divide the class into two groups, and read through the instructions with the class - Ask students to play the game in their groups - Ask some students to read out their sentences to the whole class III Homework (2’) - Give homework - Learn by heart all the new words - Take notes V REFLECTION: …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… …………………………………………………………… ………… …………………………………………………………………………… ………………………………………………………………… ………… ……………………………………………………………………… ... …………………………………………………………………………… Week: Planning date: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: ACHIEVE - LESSON 7: WRITING (Pre -While-Post) A BIOGRAPHICAL WEB PAGE I AIMS: - Vocabulary:... …………………………………………………………… ………… ……………………………………………………………………… Week: Planning date: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: ACHIEVE - LESSON 3: LANGUAGE FOCUS (PPP) MAKING COMPARISONS I AIMS: Language... …………………………………………………………… ………….……………………………………………………… Week: Planning date: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: ACHIEVE - LESSON 4: VOCABULARY AND LISTENING (Pre-While-Post) JOBS AND SKILLS