Giáo án tiếng anh lớp 7 chương trình thí điểm dạy theo VNEN tham khảo

Teaching plan of experimenting English 7 School year - Materials: teaching plan - Method: T- WC, group work, individual work IV/ Procedures: 1.. Teaching plan of experimenting English 7

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Teaching plan of experimenting English 7 School year

- Materials: teaching plan

- Method: T- WC, group work, individual work

IV/ Procedures:

1 Present simple:

a, Use: Thì hiện tại đơn diễn tả hành động:

- thờng xuyên xảy ra, lặp đi lặp lại ở hiện tại

- chân lí, sự thật hiển nhiên và những điều luôn đúng

- một trạng thái mang tính ổn định

- thời gian biểu, thời khoá biểu

- tiêu đề báo chí để chỉ các sự kiện vừa mới xảy ra

- sự việc đợc sắp thành lịch (giờ tàu, chiếu phim, ca nhạc )

a, Use: Thì hiện tại tiếp diễn diễn tả hành động:

- đang diễn ra tại thời điểm nói hoặc xung quanh thời điểm nói

- hành động tơng lai đã đợc sắp đặt sẵn

- kết hợp với always khi diễn tả sự phàn nàn về sự việc lặp đi lặp lại, làm cho ng ời khác bựcmình

b, Form: S + am/ is/ are +V-ing

S + am/ is/ are + not + V-ing

Am/ is/ are + S + V-ing ?

c, Sign:

- at the moment, at present, at this time, at this moment, now, right now

- look/ listen/ hurry up/ be careful/ be quiet/ sssh

* Note: Những động từ sau không thờng dùng ở hiện tại tiếp diễn:

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- hear, smell, feel, sound, look, taste, see

- admire, appreciate, desire, dislike, fear, hate, like, love, mind, respect, want, wish, prefer,need

- believe, expect, think, recognize, remember, forget, know, consider, understand, mean

- belong, own, possess, be, have

- seem, appear, contain, insist

3 Present perfect:

a, Use: Thì hiện tại hoàn thành diễn tả hành động:

- bắt đầu từ quá khứ, kéo dài đến hiện tại và có thể tiếp tục ở tơng lai

- đã xảy ra trong quá khứ nhng không rõ thời gian

- vừa mới xảy ra

- đã xảy ra và đã chấm dứt nhng kết quả còn để lại hoặc liên quan đến hiện tại

- cha bao giờ xảy ra

- lặp lại nhiều lần trong quá khứ

- dùng trong câu bình phẩm

b, Form: S + have/ has + P II

S + have/ has + not+ P II

Have/ has + S + P II ?

c, Sign:

- since/ for/ just/ already/ recently= lately/ ever/ never before/ not yet/ once/ twice/ threetimes / so far= up to now= up to the present= until now/ first time/ second time

4 Past simple:

a, Use: Thì quá khứ đơn diễn tả hành động:

- đã xảy ra và đã chấm dứt biết rõ thời gian

a, Use: Thì tơng lai đơn diễn tả hành động:

- sẽ xảy ra trong tơng lai nhng không đợc sắp đặt từ trớc (nó đợc quyết định ngay lúc nói)

- tonight/ this evening/ this weekend

- soon/ some day/ one day/ some time

- in + a period of time

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- in + a point of time in the past

II/ Practice:

Exercise 1: Present simple or present progressive?

1 Be quiet! The baby (sleep)

2 We seldom (eat) before 6.30

3 Look! a man (run) after a bus He (want) to catch it

4 The sun (rise) in the east and (set) in the west

5 It (be) often hot in summer

6 I (do) an exercise on present tenses at this moment and I (think)that I (know)how to use itnow

7 My mother sometimes (buy) vegetables at this market

8 It (be) very cold now

9 It (rain) much in summer It (rain) now

10 Daisy (cook) some food in the kitchen at present She always (cook) in the morning

Exercise 2: Present tenses.

1 Listen! I (think) someone (knock) at the door

2 Up to the present, we (write)almost every lesson in the book

3 The earth (circle) the sun once every 365 days

4 The farmers (work) in the field at the moment

5 How many time you (see) him since he went to Edinburgh?

6 Do you know that man, who (smoke) there?

7 Mrs Green always (go) to work by bus

8 We (be) from France We (be) there for 20 years

9 I (wait) for the manager for two hours but he (not come) yet

10 You (ever/ see) a lion?

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By the end of the lesson, ss will be able to:

- Extend and practise vocabulary related to hobbies.

- Listsen and read a conversation about hobbies in detail

- Express their own hobbies

II/ Language content:

- Vocab: vocabulary related to hobbies

- Grammar: Present simple tense , V-ing (gerund)

III/ Preparation:

- Materials: Ss’ books, text books, posters, tape and radio

IV/ Procedures:

I Warmer(5'): Brainstorming

- T write the words hobbies on

the board and divides the class

into two groups The two groups

use the different chalk

-Ask students in each groups

take turn to write their hobbies

- The group with more and

correct words is the winner

- Introduce the new lesson

1 Listen and read ( 9ms)

- T asks ss to look at the picture

on page 8 and answer these

questions:

Can you guess who they are ?

Where are they?

What can you see on the shelf?

- T write the answer quickly on

the board

- T introduces Elena -Nick's sister

* Vocabulary

- upstairs(adv): trên gác -unusual(adj): khác thường

-same (adj): như nhau

- Answer the questions by guessing

- Listen and read then check the guessing

HOBBIES

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- T plays the recording

Key:

- They are Nick, Elena and Mi -They are at Nick and Elena's house

- There are a lot of dolls on the shelf

a True or false statements

- Go through the sentences

- T asks ss to work individually to

find out which sentences are true/

false

-Ask ss to share their answers

- Give feedback

b Answer the questions

-Go through the questions

- Ask ss to work in pairs to ask

and answer the questions

- Call on some pairs to practice

- Call two ss to write the answer

on the boards

- Give feedback

2 Listen and repeat(2ms)

Play the recording anf let tem

practise

3 Matching (5ms)

- Have ss work individually to

match the words/phrases from 2

with the picture

- Let them compare their answer

with a partner

- Get feedback and confirm the

correct answer

4 Complete the table( 8ms)

- Ask ss to work in pairs to

complete the table

1 She receives dolls on special occasions

2 No, they aren't 3.She keeps them after using them

4 No, she doesn't

5 No, she hasn't

- Liten to the tape and repeat

Key:

1 playing boarding games

2 taking photos

3 bird-watching 4.cycling

5.playing the guitar

6 gardening 7.cooking

Expensive hobbies : Taking photos, playing

the guitar, arranging flowers

Easy hobbies: gardening, collecting bottles ,

playing board games s

Difficult hobbies : playing the guitar, cooking,

arranging flowers, skating

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5 Game : FIND SOMEONE

WHO (7ms)

- Ask ss how to complete the

table, using " Do you like ?"

- Take part in the game to complete the table

- Practise vocabulary related to hobbies

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- Know how to pronounce the sounds / ə / and / ɜ: /

- Find out the words with the sounds / ə / and / ɜ: /

- Vocab: vocabulary related to hobbies and key to hobbies

IV/ Procedures:

I Warmer(3'):

Guessing hobbies from gesture

- T calls one student goes to the

board and uses gesture to express

his/her hobby.

-Other students guess what hobby is

- The student with the correct

guessing goes to the board to

express his/her hobby

- Take part in the game

II The new lesson

Vocabulary (4')

- Check vocabulary : What and

where

1 Matching (4')

- Have ss read the action verbs in

column A and match them with

suitable words/phrases in column

B

- Ask ss to work in pairs

- Give feedback

-Confirm the correct answers

2.Fill in the blank in the

sentences(6')

- Ask ss to work in pairs to do

this activity.

- Call 2 students to write their

answers on the board

- headphone (n) : tai nghe

-melody(n): : giai điệu

- creative(adj): sáng tạo -pait(v) :vẽ

- Work in pairs to match

Key:

1-i,d,e 2-g 3-b,c,j 4-f,h 5-c 6-a

- Work in pairs to complete the sentences

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3 Write down key words ( 6')

? What is a keyword

- T models the way to locate

keywords for " listening to music"

- Ask ss to work in group of 4 ss

to do this activity

- Call on students in different

groups to write the anwers on the

board

- Give feedback

4 Game : THE KEYS TO MY

HOBBY! ( 6')

- T calls on one student to sit in

front of the class and say the

keywords out aloud The others

guess and ask him/her questions :

Is it ?

- Take turn

PRONUNCIATION

5 Listen and tick the words you

hear Repeat the words (4')

- Have some ss r ead out the

words first

- Play the recording

- Give feedback

6 Listen then put the words in

the correct column (5')

- T explains how to pronunce the

sound / ə / and / ɜ: /

Nguyên âm / ə / khi phát âm, lưỡi

hơi đẩy lên trên và hướng ra phía

trước, là nguyên âm rất ngắn

Nguyên âm / ɜ: / là nguyên âm dài,

và khi phát âm lưỡi ở vị trí thấp và

miệng mở vừa.

- Ask ss to listen and put the

words in the correct column

- Play the recording again

- Give feedback

- A keyword helps us underderstand a text quikly.

- Work in groups of 4 ss to write down keywords

Listening to music : melody, song,

headphone, lyrics

Gardening: trees, flowers, garden, plant,

fruit

Fishing: lake, river, catch, fish, water

Painting: Creative, colours, pictures,

painting

Swimming : pool, water, swim fun

- Listen and tick the words they hear

Key :

away, burn, hurt, birth, answer, neighbour, heard, common

Key : / ə / ; awy, answer, neighbour, common / ɜ: / : burn, birth, hurt, heard

Key :

/ ə / : 1,2,4 / ɜ: / : 3,5

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7 Listen to the sentences and

tick / ə / and / ɜ: / (4')

- Have ss to work individually

- Play the recording

-Give feedback

III Consolidation (1')

- Recall some hobbies

-How to pronounce the sounds/ ə /

and / ɜ: /

IV Homework (2')

-Learn by heart all the new words

and structures.

- Guide ss how to do E A1,2 B 5

- Prepare: A closer look 2

- Review the present simple and the future simple

- How to use verbs of liking

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- Vocab: about hobbies

- Grammar: the present simple and the future simple , liking verbs + V-ing

- Materials: Ss’ books, text books, posters

IV/ Procedures:

I Warm up (5'): Chatting

- T asks ss : What do you like doing in

your free time ?

II The new lesson

* Vocabulary

- Check vocab: rub out and remember

- Recall about the present simple or future

simple tense ( form, usage)

1 Complete the sentences Use the

present simple or future simple form of

the verbs

- Have ss do this exercise individually

- Ask them to compare their answers

- Give feedback

2 Readd the table and complete Nick's

report using the present simple tense

- Ask ss to look at the table and make

sure that they understand it

- T models first

- Ask ss to work individually then

compare their answers with a partner

-Give feedback

- Write the correct answer on the board

3 Work in groups

a Take a survey

- Ask ss to work in groups of 6 ss They

should draw a table similar to the one in

2 The number of the column depends on

the numbers of group members

- One group member asks and records the

answers They may use the question :

How often do you .?

- Answer the teacher's questions

* Vocabulary -result(n):kết quả

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Note : Frequency means how often

someone does something in a given time

frame

b Write a short report

4 Verbs of liking + Ving

Complete the sentences

- Explain that some of liking verbsand

not liking such as : like , love, enjoy, hate

+ V-ing

-Ask ss to work individually the write

the answers on the board

5 Look at the pictures and write

sentences

- Ask ss to read the example and the

explain the way to do this activity Ss

write sentences using the pictures as clues

- Call on 2 ss to write the sentences on

the board

6 What does each member in your

family like or not like doing ? Write the

sentences

- Have ss work individually

- Let them compare the result

- Have other ss comment

III Consolidation

- Recall about the present simple and the

future simple , liking verbs + V-ing

IV Home work

Learn by heart all the new words and

1 He doesn't like eating apples

2 They love playing table tennis

3 She hates playing the piano

By the end of the lesson, Ss will be able to:

- know how to give their opinion about somthing using " find sth/doing sth + adj; think that sth/doing sth is + adj"

- practice talking about their own hobbies

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II Language content

- Vocabulary: Extra vocabulary about hobbies

- Grammar: find sth/doing sth + adj; think that sth/doing sth is + adj

III Materials

- Teaching aids: Textbook, posters, picture

- Work arrangement: T-WC, group work, pair work

- Anticipated problems: - Ss may be interested in talking about their own hobbies

IV Procedure

Teacher's activities Students' activities Warm up (5') Matching

? Go through the extra vocab with Ss

- Quickly teach them if they do not know any

words/ phrases

? Work individually

- Teacher confirms the correct answers

- Have some strong students to make one

sentence with each picture

- Listen to the teacher and repeat

1 Model sentences: Dialogue build

* Set the sence: Mi and Nick are talking about

one of their hobiess

- Elicits one by one sentence from student

? Listen and repeat

Mi: I am interested in swimming I find

swimming (1) What about you?

Nick: Me too I (2) that swimming

(3) interesting

Mi: Why don't we (4) swimming this

weekend

Nick: That's a good idea

? Drill the dialogue chorally and individually

- Have some Ss fill in the gaps

- Draw out the models

? Study the Look out How can you give your

I find swimming interesting

find doing sth + adj

I think (that) swimming is interesting

think (that) + doing sth + is + adj

2 Complete the table (2P11)

? Work individually and tick the appropriate

making

makingmodelscarvingwood

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II

Practice (15')

1 Complete the sentences (2 P11)

- Model the first sentence

? Complete the rest individually then compare

with your partners

- Have some students write their sentences on

the board

- Other Ss and teacher give comments

E.g:1 I find making pottery boring because we have to sit still and make things by hands

2 I think dancing is ineresting because you can enjoy lovely melody of the music you like while you are dancing

2 Opinion - sharing (3 P11)

? Interview one of your classmate about the

hobies in 1 and take notes her/his answers.

? Take turns being the person who asks the

Mai: I think it is boring./ I find it boring.You: Why?

Mai: Because we have to sit still and make things by hands

You; Will you take up making pottery inthe future?

Mai: Yes, I will I'm not sure

E.g: Mai thinks making pottery is boringbecause we have to sit still and make things by hands

III Further practice (7') Game (extension

activity)

- Divide the Ss into two big groups

- Teacher says an activity/ hobby and point at a

student from one group

? Make sentence with this activity/ hobby using

the struture in Look out! box together with a

reason

- If this student make one correct answer, he/she

earns one point Then he/ she says an activity/

hobby and point at a student from the other

group and asks him/her to make a sentence

- Teacher keeps record of the groups' points and

finds out the winner

Teacher: Dancing

Student: I think that dancing is because

IV Consolidation (3')

? Recall how to use find sth/doing sth + adj;

think that sth/doing sth is + adj

- Prepare next lesson Unit 1 Lesson 5 Skills 1

- Listen and take note the assignments

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- use lexical items related to hobbies

- read for general and specific information about an unusual hobby

- talk about their own hobbies base on the given questions

B Language content

- Vocabulary: Vocabulary about hobbies

- Grammar: Simple present, simple past

C Materials

- Anticipated problems: - Some weak students.may not talk about their own hobby

- Teacher monitors and gets feedback

? Read all the words chorally

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Teaching plan of experimenting English 7 School year Nick's father's unusual hobby.

? Look at the pictures in 1 P12

? Run through the questions and discuss

- Teacher monitors and gets feedback

* Suggested answers

1 We/ I can see some carved pictures

2 We/ I think they are made of eggshells

3 It is carving eggshells

2 While - reading

2.1 Questions and answers (2 P12)

? Run through the questions

? Read the text about Nick's father's unusual

hobby then write down the answers

? Compare with your partners

- Confirm the correct answers

Key:

1 He thinks his father's hobby is unusualbecause eggshells are very fragile and hisfather can make beautiful pieces of art fromthem

2 He saw the carved eggshells for the firsttime in an art gallery in the US

3 They find it difficult and boring

4 Yes, he does

2.2 Sentence completion (3 P12)

? Read the text again then use no more than

three words from the text to complete the

? Work in groups and take turns to talk about

your hobbies Use the in 5 P12 for help.

- Have some students talk about their

- lights (with bigger eggs)

- vase (for paper flowers)

IV Consolidation (3')

? What should you mention when you talk

about your hobby?

- Answer individually

- Remember

V Homework (2')

- Learn by heart vocabulary and practice

talking about your hobby

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- Ue lexical items related to hobbies

- Listen to get specific information about a hobby

- Write a paragraph about a classmate's hobby

C Preparation

- Teaching aids: Textbook, posters, tape and radio

- Anticipated problems: Students may not complete all the gaps in 2 P13

D Procedure

Teacher's activities Students' activities

I Warm up (5') Chatting

? What should you mention when you talk

about your hobby? - Name of the hobby- Time you started the hobby

- Feeling about the hobby

- Your future plan about the hobby

II Listening (15')

1 Questions and answers (1 P13)

? Asnwer the questions

1 Do you know anything about collecting

glass bottles?

2 Do you think it is a good hobby? Why/

Why not?

- Teacher monitors and accept all answers

provided that they make sence

- Asnwer individually

2 Gap fill (2P13)

* Set the sence: You are going to listen to

an interview of A 4!Teen reporter about

Mi's hobbies

? Run through all the information in 1-6

? Listen and fill in the gaps then compare

with your partner

- Listen and do gap filling

Key:

1 collecting glass bottles

2 two years ago

3 mother

4 a grandmother b.flower, lamps

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? Work in pair and interview each other

about a classmate's hobby base on the word

web in 3 P13

- Teacher models with a student (Nga)

E.g: Nga's hobby

1 Name of the hobby: collecting waste paper

2 Started: 3 yeras ago

3 Person who shares he hobby with Nga

4 To do this hobby Nga has to:

a collect paper after use

b make flowers, dishes, toys boxes

c use it for dwrafing if possible

5 Nga's feeling about the hobby: intersting, useful, save the environment

6 Future: continue the hobby

2 Writing (4 P13)

? Write about your partner's hobby using

your word web

- Teacher monitors and gives help

- Have one student write his/ her paragraph

III Post listening and writing (7')

- Get some students to read aloud their

- Recycle the language from the previous sections

- Consolidate and apply what they have learnt in Unit 1 by doing various activities and exercises

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- Lexical items related to hobbies.

C Preparation

D Procedure

Teacher's activities Students' activities

Warm up (5') Guessing game (1

P14)

- Divide the students into two big groups

- Techer gives the definition of a hobby

(use the information in 1 P14

E.g:1 I have a lot of bottles, dolls or

stamps What is my hobby?

? Listen and say aloud the name of the

hobby

- Who has the quicker and correct answer

will get one point

- Teacher monitors and gets feedbacck

- Listen and say out the name of the hobbby

? Run through the verbs in the box

? Put one of the verbs from the box in

each blank Use the correct form of the

? Copy the table

? Work in pairs in 5 minutes to add as

many hobbies to the table as possible

- Have some students go to the board

write down their answers

- Pair work

Suggested answers:

Easy hobbies

Difficult hobbies

Cheap hobbies

Expensive hobbies

collectinglabbelscollectingleavesplaying board games

skatingcookingpainting

collectingused bookscollectingleavespainting

collecting cars

taking picturestravelling

II Grammar (15')

1 Complete the passage (4 P14)

? What are the differences between the

present simple and future simple?

? Use the present simple and future

simple form of each verb to complete the

passage

- Work individuallyKey:

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? Work individualy then compare the

answers with your partner

- Call on some students to give the

? What form of the verbs can we use after

like, enjoy, love, hate ?

? Use these verbs to write true sentences

- Student A plays the role of a reporter

Student B is a famous person Interview

the other about his/her hobbies

- Teacher monitors and gives help

- Ask some pairs to act out the interview

? Vote for the best interview

2 Self - assessment

? Complete the self-assessment

- Teacher finds out any difficult and weak

areas from students

- Provide further practice if neccessary

E.g:

A: Good moring Nice to meet you

B: Good moring Nice to meet you too

A: Can I ask you some questions about your hobbies?

- Complete the project of Unit 1

- Prepare next lesson: Unit 2 Lesson 1:

+Understand the dialogue about health in detail

+ Use the lexical items related to the topic health issuess

II Content:

- Vocab: Words to talk about health issues.

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- Grammar: Imperatives with more and less, compound sentences

III Preparation:

IV Procedures:

I.Warm up: Brainstorming (3')

- Teacher elicits the topic from

students.

? Work in two teams and write one by

one word from students.

- Teacher monitors and gets feedback.

-T introduces the new lesson * Suggested answer: -sickness - do exercise

- have - keep fit

- tired .

II Presentation

* Vocab:(6')

- Teacher use different techniques to

teach vocabulary (situation, realia,

- junk food (n) Đồ ăn nhanh

- put on weight (adj) Tăng cân

1 Listen and read (9')

Set the scene:

T uses the picture to set the scene

What can you see in the picture?

What time is it?

What do you think the people in the

picture are talking about ?

Who do you think is healthier?

- T plays the recording and ask ss to

follow along and check their prediction

a Find a word or phrases that has the

same meaning

- T lets ss read the dialogue again and

-Answer the questions by guessing

-Read the dialogue again and do the exercise individually

Health

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do the exercise individually

- Give feed back

Key:

1 Zooniverse

2 I don’t feel like 3.sound down 4.putting on weight

5 won’t take no for answer

b.Complete the table

- T shows the table on the board and

goes through the table

-Have ss work individually

-Give feedback

-Call on 1 student to the board to tick

the table

III Practice

2 Match the health issues in the box

with the picture Then listen and

repeat(10')

-T goes through the health issues in the

box and the pictures.

-Have ss work individually

-Give feedback

-Play the recording and have ss repeat

a.Can you think of any more health

issues ?Add them to the box

- T has ss work in group to add more

b.Rank the problems from most

common the most common then

share with a partner

-T asks ss to work individually Try to

give the reason

3 Match the correct advice with

each person(8')

-T asks ss to read through the list of

advice aloud

- T asks ss to complete the matching

activity individually and corrects the

actyvity as a class

IV Production

4 Game (6')

- T divides the class into two groups

and give one group problem cards and

one group advice cards.

- T instructs ss to walk around the

-Work individually to complete table

Key:

1 Phong

2 Phong

3 Nick 4.Nick

-Work individually to rank the problems

from most common the most common

-Complete the matching activity individually

Key :

1-c 4-b 2-d 5-a 3-e

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Teaching plan of experimenting English 7 School year room and read their cards to each other

and stand next to the person who has

the matching advice or problem card.

- T can repeat the activity as many

times as time permits

* Consolidation (2')

-Sum up the main content of the lesson

V Homework (2')

-Learn by heart all the new words.

-Guide ss how to do Exs A6/12,

D1,2/13, 14

Prepare: Unit 2: A closer look 1

- Listen to the teacher

- By the end of the lesson, students will be able to:

+Practise vocabulary related to health issues

+ Know how to pronounce the sounds /f/ and /v/

+Find out the words with the sounds /f/ and /v/

II Language content:

* Grammar: have a/an + N, have + N, feel + adj to talk about health problems -Sounds /f/, /v/

*Vocabulary: about health problems

III.Teaching aids:

- Textbooks, teaching plan, extra board, radio

IV.Procedure:

I Warm up (4'): Giving advice

- T calls on one student to the board.

He/she uses gesture to express the

health problem

- Other ss ask him/her : Do you have

(a/an) ? Do you feel ?

-Introduce the new lesson

II.The new lesson

A.Vocabulary (6')

-Teacher uses different techniques to

examples)

- headache (n) cơn đau đầu -temperrature (n): nhiệt độ -earache (n): cơn đau tai

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- Follow the seven steps of teaching

vocab.

* Checking vocab: What and where

- T writes have a/an, have, feel on the

board then asks ss to read the words

from the first column T write the

words in a word web around have a/an

T repeats for the next two columns.

- sore throat (n): cơn đau họng

headache stomachache tired sore throat toothache weak temperature earache

1 Look at the pictures Write the

problem below the picture of each

patient (3')

- T asks ss to do the exercise

individually

- T corrects the exercise as a class

2 Now, read the doctor's note about

his patient and fill in the missing

words (5')

- T asks ss to do the exercise

individually

- T corrects the exercise as a class

3 Role- play the meeting with the

doctor(7')

-T explains how to do this activity

then asks one student to come to the

front of the class and models with

him/her

- Call on some pairs to practise in front

of the class then ask : What was Mia's

problem? What advice did Dr Thao

have?

4 Choose a health problem Work in

groups Tell your group about the last

time you had that problem ( 7')

- T asks 4 ss to model the example

conversation then T divides the class

into groups of 4 ss and asks ss to talk

about a health problem

- T may ask ss to extend the

conversation by trying to figure out

what the most common health problem

- Do the exercise individually

- Work in pairs to role-play

- Work in groups of 4 ss to practise

Eg : A: I had flu two weeks ago B: Me too! I felt so weak C: Oh, I had a sore throat yesterday D: I had toothache I think I ate too many sweets

Trang 24

in the group and then report back to the

class

B Pronunciation - 10'

- Teacher explains how to to pronounce

the sounds /f/ and /v/ and models

Đặc tính của âm /f/ là phụ âm vô thanh

(voiceless consonant) âm môi răng, kết

hợp răng hàm trên và môi dưới để phát

âm (labio-dental) Đây là phụ âm xát

(fricative) Cách phát âm: đặt sát răng

hàm trên trên môi dưới, thổi luồng hơi đi

ra qua môi, miệng hơi mở một chút.

Trong khi đó âm /v/ vốn là phụ âm hữu

thanh (voiced consonant) âm môi răng,

kết hợp răng hàm trên và môi dưới để

phát âm (labio-dental) /v/ là phụ âm xát

(fricative) Nó được phát âm như sau: vị

trí và cách phát âm tương tự như khi phát

âm /f/, đặt hàm trên lên trên môi dưới, để

luồng hơi đi ra qua môi và răng, miệng

hơi mở một chút Dùng giọng tạo ra phụ

âm kêu.

5 Lissten and circle the words you

hear

- Go through the words in the table

- Play the recording and have circle the

words they hear

6 Listen and circle the words the /f/

or /v/ souns They say the sentences

- T asks ss to listen to the sentences once

and repeat then asks ss to circle the

words with /f/ or/v/ sounds

- T has ss listen to the recording again and

gives the correct answers to the entire

1 fast, food 2 have, felt 3 father

4 having, lifestyle 5 give

III Consolidation (2')

-Have a/an + N, have + N, feel + adj

to talk about health problems

- How to pronounce the sounds /f/ and /

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Learn by heart all the new words and

structures.

-Guide ss how to do A1,2 P10

- Prepare: A closer look 2

-Listen to the teacher

- By the end of the lesson, the students will be able to understand about imperative

with more and less

II Language content:

* Grammar: Imperatives with more and less

*Vocabulary: health tips

- Play the game: Simon says

A Presentation(10')

1 Vocabulary

-Teacher uses different techniques to

- Ask ss to recall about the game Simon

says to elicit the imperative

2 Imperatives with more and less

Model sentence: Do more exercise

Watch less TV

- T explains that the imperative can be

use for direct command, orders or

-stay in shape (v): giữ dáng /giữ cơ thể khoẻ mạnh

- obesity (adj): béo phì

-depression (n): sự chán nản concentrate (v): tập trung

* Imperatives with more and less Model sentences: Do more exercise

Watch less TV

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1 Look at the pictures Which advice

would you give to each of these

people? Use the imperatives with

more and less above

- T asks ss to look at the pictures and

calls on ss to tell the class what they

see

- T asks ss to work in pairs to practice

and they can give the reasons for the

advice

Don't play more games

Usage: the imperative can be use for direct

command, orders or suggestions

Possible answers:

a Drink more water/ sleep more

b Spend less time playing computer games

c Do more excise

d Sunbathe less

2 Top Health Tip for teen

- Ask ss to look at the yellow

Grammar box again then work in

groups of 4 ss to choose 6 pieces of

advice are most important for teen

- T let ss discuss thier idea in their

groups

- Ask some groups represent their ideas

3 Look at the articles on the Teen

Health website Fill in the blanks to

complete their top six health tips

- T ask ss to read through the Teen

Health website individually and

complete the heading

-T may encourage class discussion

about why some pieces of advice are

more important than others

Grammar:

1 Compound sentences

- T write the word : CONJUNTION on

a big piece of paper

- T writes: AND, BUT, OR ,SO on the

board then ask ss : What these words

are called.

- T ask 2 ss to come and stand infront

of the class T brings out the paper with

CONJUNCTION written on it and

asks 2 ss each hold the paper with one

-Look at the yellow Grammar box again then work in groups of 4 ss to choose 6 pieces of advice are most important for teen then discuss

-Read through the Teen Health website individually and complete the heading

- Discuss

Key:

1 Do more exrcise

2 Sleep more

3 Eat less junk food

4 Wash your hand more

5 Watch less TV

6 Spend less time playing computer games

- It joins two simple sentences

Eg: T : Independent 1 G1: The Japanese eat alot of rice

Compound sentences

Compound sentences: When we want to join two ideas, we can link two simple

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Teaching plan of experimenting English 7 School year hand

- T asks what a conjunction does and ss

can answer.

- T lets ss read the first paragraph of the

Yellow Box and asks :

What do we call a sentence made by

linking two simple sentences ?

- T divides the class into 3 groups The

first group is Independent Clause 1 The

second group is conjunction and the

third group is conjunction 2.

The whole class reads the table aloud

- T asks ss to read through the yellow

box

2 Make compound sentences by

jioning the two siple sentences Using

the conjunction give

- T asks ss to complete the exercise

individually

- T corects the exercise with the class

3 Match the beginning of the

sentences with the picture that

completes them

- T has ss look at the pictures and go

through the beginning of the sentences

and work individually

4 Now complete the second part of

the compound sentences

- Ask ss to go through the first

sentences and work individually to

complete the sentences

5 Read the qoute about health

below, Explain each quot to your

partner, Discuss the similarities and

differences

- T asks ss to read the qoute aloud

-T asks comprehension questions :

- Tasks ss to discuss the similarities and

the differences

C Production (6')

- Ask ss to work in groups of 4 ss to

give the situation and give the

imperative with less and more

III Consolidation(3')

- T lets ss recall about the imperatives

sentences to form a compound sentences ,

we can use and (for addition), or (for choise), but(for a contrast), so ( for a

result) Theere is usually is comma(,) after the first independent clause

3 I feel tired and I feel weak

4 You can go and see the doctor, or you can go to bed now and rest

compound(n):ghép -independent (adj): độc lập -coodinate(v): kết hợp -conjunction(n): liên từ

-clause(n): mệnh đề -or( conj): hoặc là -so(conj):vì vậy -join(v): nối

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Teaching plan of experimenting English 7 School year with less and more

IV Home work (2')

-Learn by heart all the new words and

- Practice talking about some opinions are true and some are false about health

- Vocabulary: Extra vocabulary about health

- Grammar: compound sentences

III Preparation

- Anticipated problems: - The lesson is long, there may be not enough time for the Project

IV Procedure

I.Warm up (5') Noughts and crosses

- T divides the class into 2 teams and asks ss

to make sentences from the word(s) given

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- Use different techniques to teach

-Check vocabulary : Slap the board

1 Discuss the sentences to choose true or

false sentences

- Go through the sentences

- Ask ss to work in pairs to decide which

sentences are true or false

- T collects ss' ideas

B Practice (19')

1 Listen to the radio show about health

fact or myths and check your answers in 1

- T asks ss to listen to the recording to

check their answer

- Listen to the recording to check the answer

Key:

1- T, 2-F, 3-F, 4-F, 5-F, 6-F

2.Discuss the following in groups

- T has ss work in groups to do this activity

- T calls on some groups to represent their

ideas

3.Discuss the following in groups

-Work in groups to do this activity Possible answer

1 Number 3 makes me surprising most because I always think that fish , rice and vegetables are good for our health and now I know the amount

is very important

2 I know that when we have sore eyes we shouldn't eat sticky rice, egg I heard this from my mother

C Production ( 9')

1 Think of some sentences about health

that are true and some are false

- T sets the time about 6 minutes for ss to

work in groups of 4 ss to find out

2 Test another group to see how many

of your helth myths they can spot

- T asks ss to choose one spokesperson in

each group to consult other group

III Consolidation(2')

- T reminds ss some sentences about

health are true which ss should follow

and some sentences are not true and ss

4 Think of some sentences about health that are true and some are false

- Work in groups Possible answer : True : - We shouldn't quit our break fast because it is very important

False : Women after bearing don't take a bath for along time

E.g:1 I find making pottery boring because we have to sit still and make things by hands.

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Teaching plan of experimenting English 7 School year should avoid

IV Home work (2')

-Ask ss to learn by heart vocabulary and

- use lexical items related to health

- read for general and specific information about the calories for our health

- talk about activity and calories

- Vocabulary: Vocabulary about health

- Grammar: Simple present

III Preparation

- Anticipated problems: - It will take a lot of time to count the calories

- Ss add as many activities as possible.

- T introduce the new lesson

I I The new lesson

- Use different techniques to teach.

Check vocabulary: What and where

- calorie (n) ca lo

- amount (adj) lượng

- energy (adj) năng lượng

Favorite activities

watching TV

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1 2 Prequestions

* Set the scene: You are going to read

the text about the calories

? What do we get calories from?

- T collects the answers

.

- Answer the question by guessing

2 While - reading

2.1.Check the answer

- Ask ss to open the book page 40, read

the texts in silient and check their

guessing

Key:

- We get calories from the food we eat

2.2.Match the correct headings with

the paragraphs

- T asks ss to work individually to do

this activity

2.3Find the words / phrases in the text.

Discuss the meaning then check the

meaning

- T asks ss to read the text again then

work in pairs to do this exercise Ss

may use their dictionaries

2.4 Answer the questions

- Ask ss to work in dividually to

answer the questions

- Let them share their answer with

partner

- Call on 2 ss to write the answers on

the board

- T confirms the correct answers

1.Match the correct headings with the paragraphs

Key : -essential - necessary -pay attention - notice, be aware -diet(n)- the food you eat on adaily

basics

-diet(v)- meant a special eating tountine

to lose weight or accomplish another health goal

-expert- someone who has studied a lot

about a subject or topic and understand it well

3.Answer the questions

1 A calories is energy that helps us do our every day activities

2 If we eat too many calories we get fat

3 To stay healthy you need between

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-Ask ss to look at the table and T

explains the table

- T asks ss to work in pairs to discuss the

activity and the calories by answering 4

questions

- T walks around to monitor

2 Complete the chart

-Ask ss to look at the chart and T

explains the chart

- Ask ss to work individually this

activity

3 Present your chart

- Ask some ss to come to the front of

the class to present

5 Complete the chart

Eg Activity Number of

hours (per day)

Total number of calories Running

6 Present your chart

-What activities you do

- How long you do them every day

- How many calories you use doing these activities

- Learn by heart vocabulary and practice

talking about your hobby.

- Ue lexical items related to health

- Listen to an interview to get specific information about sport and health

- Write the reply for the health problem

III Preparation

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- Anticipated problems: Weak students may not give the response

- Ss add as many activities as possible.

- T introduces the new lesson

- Use different techniques to teach.

-Check vocabulary: What and where

A Listening (17')

1 Pre - listening

1.1 Discuss the questions

- Go through the questions

- T asks ss to work in pairs to

discuss them

2 While-listening

2.1 Listen the the interview Which

problems did he have as a child?

- Go through the questions

- Play the recording twice and ask ss to

circle the problems they hear

- Ask ss to compare the answers with

a patrner

- Give feedback and confirm the correct

answer

* Vocabulary triathlon (n) môn thể thao

thi đấu 3 môn phối hợp

1 Discuss the questions

-Work in pairs to discuss the questions

2 Listen the the interview Which problems did he have as a child?

- Listen to the recording and circle the problems

Key :

sick, allergy

2.2 Listen the the interview again

What advice does he give about

preparing for event ?

- Go through the phrases in the box

- Ask ss to listen to the recording

again and choose the right response

- Ask ss to compare the answers with

- Listen to the recording again and choose the right response

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- Go through 5 sentences

- Ask to listen to the recording then

choose the true/ false sentences

-Ask ss to compare the answers with a

- Go through the questions

- T divides the class in to groups and

give them 5 minutes to do it

B Writing (15)

2 Gap fill (2P13)

* Set the sence: You are going to listen

to an interview of A 4!Teen reporter

about Mi's hobbies

? Run through all the information in 1-6

? Listen and fill in the gaps then

compare with your partner.

6.Match the problems with the answers

-Read the the questions and the advice then match

You can

It will be good if you

Do st more/ less

8 Write the problem and response

- Work in pairs to write the health problem and the reponse

V Homework (2')

- Learn by heart vocabulary and - Remember

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Teaching plan of experimenting English 7 School year structures.

- Revise unit 2 with vocabulary , grammar

- Recycle the language from the previous sections.

- Consolidate and apply what they have learnt in Unit 2 by doing various activities and exercises.

- Lexical items related to hobbies.

III Preparation

IV Procedure

I Warm up (3') Who is faster? (1

page 44)

1 What the health problems do you

think each of the people has?

- T divides the students into two

teams

- Call on one student to come to the

front of the class read sentence by

sentence in 1 and use gesture to

express in 5 minutes.

- The members in two teams must go

to the board and write the health

problems

- T teams with more and correct

health problems is the winner

-Introduce the new lesson

1 What the health problems do you think each of the people has?

- Take part in the game Key : a sunburn

b spot

c put on weight

d stomacheache

e flu

Trang 36

II The new lesson

A Vocab ulary (7')

Remember words (2.p24) Look at

the pictures.Write the health

problem below each person

- T asks ss to work individually to

write the health problem in each

1 Imperative with more and less

(3.P24 Complete the health tip)

- T lets ss recall about imperative with

less and more

- Ask them to do the exercise

individually

- Give feedback and confirm the

correct answers

- 2 Compound sentences ( 4.P24 Draw

a line to link a simple sentence to a

coordinate, to another simple sentence)

- T has ss to recall about the

3.Complete the health tip

-Recall about imperative with less and more and do the exercise individually Key :

1 less 2 more 3 more

4 Go out 5 Watch less TV 6 Do more exercise

4.P24 Draw a line to link a simple sentence to a coordinate, to another simple sentence

-Recall about the coumpound sentences and do this activity individually

Key :

1 I want to eat some junk food, but I

am putting on wright

2 I don't want to be tired tomorrow, so

I should go to bed early

3 I have a temperature, and I feel tired

4 I can exercise every morning , or I can cycle to school

C Communacation (7')

1 Role-play ( 5 P 24 Role -play a

dicussion Student A is the patient and

studen B is the doctor)

- T shows ss who they are( patients

or doctors)

- Go through the phrases in the box

and the example interview

- Reminds ss to use language for

advice: You should

5 Role -play a dicussion Student A is the patient and studen B is the doctor

- Work in pairs

Eg : A.: Goood morning doctor I feel weak and sick

B: Did you have enough calories?You should eat more, and I think you should do more exercise too

A Ok Thank you doctor

Trang 37

You can

It will be good if you

Do something more/less

- Ask ss to pratice in pairs

- Call on some pairs to come to front

of the class and interview

- Vote the best interview

2 Discuss( 6 P 24 Discuss the

following sentencesabout health with a

partner Do you think they are facts or

myths?)

- T makes sure that ss know how to do

this activity

- Go through the example

Note: To express your reponse

about one opinion , you can use: Yes,

I agree/ No, I dis agree/ I don't thick

it is

- T asks ss to work in the pairs

- Call on some pirs to practice

6 Discuss the following sentencesabout health with a partner Do you think they are facts or myths?)

- Work in pairs

D.Project (3’s)

- Guide ss how to do the project :

Do a survey about people’s health

III Consolidation (3’)

-Sum up the main content of the

lesson “ talk about health problems

- Give health advice with imperative

with more and less

- Form compound sentences

* 15- minute test (photocopied papers)

- Reacall about the knowledge in unit 2

- Ss do individually

IV Homework (2')

-Learn by heart vocabulary and

structures.

- Complete the project of Unit 2

- Prepare next lesson: Unit 3 Lesson

1: Getting started.

- Listen and take note the assignments

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- Use the lexical items to community service and volunteer work

- Listen and read a conversation about community service in detail

- Vocab: vocabulary related to community service

- Grammar: Past simple tense , present perfect

IV/ Procedures:

I Warm up(5'): Brainstorming

- T write the words community

service on the board and divides

the class into two groups The

two groups use the different chalk

-Ask students in each groups

take turn to write about activities

they can to help the community

- The group with more and

correct words is the winner

1 Listen and read ( 5ms)

- T asks ss to look at the picture

on page 16 and answer these

questions:

What can you see in the picture ?

Who do you think they are?

- make a difference (v) : lam cho thay doi

- non- profit (n) : to chuc phi loi nhuan

- street children (n) tree m lang thang

- volunteer (n, v): nguoi tinh nguyen, di tinh nguyen

-encourage (v): khuyen khich

- benefit (n): loi ich, loi nhuan

- Answer the questions by guessing

Community service

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Teaching plan of experimenting English 7 School year What are they talking about?

- T plays the recording and has Ss

follow along After listening, T

asks Ss to recall information from

the listening

- Ss answer the questions as a class

*Global Citizen is (the name of the radio

a True or false statements (2ms)

- Go through the sentences

- T asks ss to work individually to

find out which sentences are true/

false

-Ask ss to share their answers

- Give feedback

b Answer the questions (2ms)

-Go through the questions

- Ask ss to work in pairs to ask

and answer the questions

- Call two ss to write the answer

on the boards

- Give feedback

2 Look at the words in the box.

Can you put them in the right

group?(5ms)

- T tells ss they can put some

more words in more than one

column.

- T writes correct answers on the

board

3 Fill in the gaps (5ms)

- Have ss work individually to

fill in the gaps

- Let them compare their answer

- Ask ss to work in pairs to

describe the pictures

Key:

1.T 2.T

3 T 4.F Go Green is the organization that Phuc is from

* Nouns: help, benefit, volunteer, plant

* Verbs: donate, help, benefit, volunteer, recycle, plant, provide, clean, encourage

* Adjs: clean, environmental

Trang 40

- Give feedback

5 Create word webs (5ms)

- T draws the word webs on the

board, have ss work in groups to

complete the word webs

6 Game : Vocabulary ping pong

(6ms)

- Model with game with a ss first,

then have the class play the game

- Practise vocabulary related to community service

- Know how to pronounce the sounds / g / and / k /

- Find out the words with the sounds / g / and / k /

- Vocab: vocabulary related to community service

- Grammar:

- T calls one student goes to the

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