GIÁO án TIẾNG ANH 7 THÍ điểm học kỳ 2 CHUẨN 3 cột

Week: 20 Period: 55 Date of preparation: 02/01/15 Date of teaching: 06/01/15 UNIT 7: TRAFFIC Getting Started I OBJECTIVES: Formation of behavior: By the end of the lesson, students will be able to know some words, phrases related to traffic topic The usage of “How” to ask about means of transport Knowledge: a Vocabulary: The lexical items related to the topic “Traffic” b Grammar: “IT” indicating distance, USED TO Skill: Listening, reading, writing and speaking II PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: None New lesson: Teacher’s activities Students’ activities Content - Have Ss talk about the - Look at the picture Warm up: Have Ss look at the picture on picture and guess to guess who the persons in the picture -Give feed back are and what they are talking about Presentation: - Introduce the topic - Listen Getting started “Traffic” a Choose the correct answer - Play the recording Ss - Pairs to choose the B A B C listen and read correct answer Practice: - Have Ss work in pairs - In pairs to practice b Answer the following questions and let them check the in front of class She played with her brother/ stayed at answers in pairs or - Listen and correct home groups, then gives the It’s about kilometers keys She usually goes to school with her dad Because sometimes there are traffic jams She goes to school by bike - Tell Ss to refer back to - Find the phrases c Can you find the following in the the conversation to find and practise saying conversation? Do you know what they the phrases them together mean? - Explain the meaning - Listen and take to have someone’s attention to the Ss note when you strongly support or agree with something very excited and keen to something - Ask Ss to role-play - Listen and roled Work in pairs Make short role-plays the short conversations play the short with the expressions above Then practice in pairs before creating conversations in them their short role-plays pairs Example: - How about cycling to school - Let Ss work in pairs and write the means of transport under the right pictures Then have Ss read each word correctly Check and correct their pronunciation - Have Ss work individually to the task, and write their answers in their notebooks Then check their answers - Let Ss stand up and go round the class to ask everyone the question - Work in pairs and write the means of transport under the right pictures with me tomorrow? - Great idea! Means of transport Write the words using the first letter given bike/ bicycle bus plane boat ship train motorbike car - Work individually to the task and compare the answers with a partner - Give the answers Match a verb on the left with a means of transport on the right There may be more than one correct answer ride a bike drive a car fly by plane sail on/ in a boat get on/ get off a bus/ a train/ a bike/ a motorbike Production: - Have to take notes, Find someone in your class who never and then some of - How often you walk to school/ go to them report their school by bus…? result to the class - Do you (often walk to school/ go to school by bus? Homework - Learn by heart vocabulary and practice the conversation - Prepare: A closer look Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: 20 Period: 56 Date of preparation: 02/01/15 Date of teaching: 06/01/15 UNIT 7: TRAFFIC A Closer Look I OBJECTIVES: Formation of behavior: By the end of the lesson, students will be able to use the lexical items related to the topic “Traffic” Pronounce sounds /e/, /ei/ correctly in isolation and in context Knowledge: a Vocabulary: The lexical items related to the topic “Traffic” b Grammar: “IT” indicating distance, USED TO Skill: Listening, reading, writing and speaking II PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Ask Ss practice “Getting started” New lesson: Teacher’s act Students’ act Content - Have Ss play - Play game Warm up Ss give all road signs they see every Brainstorm day on the way to school, or elsewhere, and all - Give comment the words they know related to the topic of traffic and transport Presentation Vocabulary ROAD SIGNS - Let Ss work in - Work in pairs Have you seen these road signs? Talk about pairs to talk about - share the answers the meaning of the signs below with a partner the meaning of the -write the answers road signs, then on the board write out their answers Practice - Have Ss work - Work individually Label the signs in with the words/ phrases individually to to label the road below label the road signs signs trafic lights no parking in with the - Give the answers no right turn hospital ahead words/ phrases in front of class parking cycle lane school ahead no cycling - Explain the - Listen and copy Look out! “Look out”: There down - A sign within a red triangle will warn you of are usually three something kinds of signs: - Signs with red circle are mostly prohibitiveinformative, that means you can’t something prohibitive, and - Signs in blue are usually to give information warning - Let Ss work in - Group work - one groups and talk student is the group about the traffic leader who and signs they see on talk about the the way to school traffic signs they - Go around and see on the way to give help if school necessary, and check their answers - Give examples of - Listen the sounds /e/, /ei/ - Let Ss practise the - Pronounce sounds together - Play the recording - Listen and repeat and let Ss listen and repeat as many times as required - Correct their - Practice pronunciation - Play the recording - Do exercise or times Help - Listen and Ss distinguish the underline sounds /e/ , /ei/ and - Listen and copy recognize all the down words with the two sounds, then underlined them as assigned - Refer back to the - Find all the words page Ask Ss to having sounds find all the words /e/, /ei/ having sounds /e/, /ei/ Homework - Learn by heart all the new words - Prepare: Closer Look Work in pairs Discuss which of the signs you see on the way to school Example: A: On the way to school, I can see a “ no left turn” sign B: On my way to school there is a hospital, so I can see a “hospital ahead” sign Production: PRONUNCIATION /e/ /ei/ Listen and repeat Pay attention to sounds /e/, /ei/ /e/: left, ahead, present, helicopter, centre, never, seatbelt /ei/: plane, way, station, train, indicate, mistake, pavement, break Listen to these sentences carefully Singleunderline the words with sound /e/, and double-underline the words with sound /ei/ /e/: ever /ei/: break, way very railway, station always, obey, safety left, when UK next They, waiting, train Read aloud Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: 20 Period: 57 Date of preparation: 02/01/15 Date of teaching: 10/01/15 UNIT 7: TRAFFIC A Closer Look I OBJECTIVES: Formation of behavior: By the end of the lesson, students will be able to use “it” for distances, use “ used to” to talk about past habit or state Knowledge: a Vocabulary: The lexical items related to the topic “Traffic” b Grammar: “IT” indicating distance, USED TO Skill: Listening, reading, writing and speaking II PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Practice and in “A Closer Look 1” New lesson: Teacher’s activities Students’ act Content - Have Ss play a - Whole class play Warm up: game game Give words about means of transport on the board and let Ss play game “Bingo” Presentation: - Introduce new - Listen, pay attention “It” indicating distance lesson and take note - We can use it in the position of the subject to It indicating indicate distance distance - Explain, then give - Listen and take example note Practice: - Let Ss work by - Work by themselves Write sentences with it Use these cues themselves and and write down the It is about 700 metres from my house to Youth write down the sentences Club sentences It is about km from my home village to the - Ask some Ss to - Give feedback and nearest town read their sentences correct It is about 120 km from Ho Chi Minh to Vung - Correct Tau It is about 384,400 km from the Earth to the Moon It is not very far from HaNoi to Noi Bai Airport - Have Ss work in - Work in pairs to ask Work in pairs Ask and answer questions pairs to ask and and answer qustions about distances in your neighbourhood answer questions about distances in Example: about distances in their neighbourhood A: How far is it from your house to school? their B: It’s about a kilametre neighbourhood - Give feedback - Correct - Listen carefully and USED TO - Explain to the Ss take notes - We use used to to describe an action or a state the use of “used to” that happened regularly in the past but does not happen at present Example: There used to be many trees on the street, but now there are only shops Form: (+) S + used to + V (-) S + didn’t use to + V (?) Did + S + use to Watch out: In questions and negative sentences, the final “d” in used is dropped - Work individually, Complete the sentences with used to or use - Have Ss work writing down the to and the verbs in the box below independently, answers, then say out used to ride writing down the the sentences used to be answers Then let used to go them work in groups Did…use to play to check and say out did… not use to feel the sentences - Correct - Give corrections - Work individually Rewrite the sentences using used to - Let Ss work to rewrite the My mum used to live in a small village when individually to sentences in their she was a girl rewrite the sentences notebooks There did not use to be (as) many vehicles on in their notebooks - Some Ss to read out the road - Call some to read their sentences We used to cycle to school two years ago out their sentences - Exchange answers Now there are more traffic accidents that there - Correct mistakes if with partner used to be necessary My uncle used to be a bus driver some year ago, but now he has a desk job Production: - Work in groups Work in groups Did you use to those - Have Ss work in things? Ask and answer groups They take Example: Did you use to play marbles? turns to ask and Yes, I did answer questions ………… Homework - Learn by heart all the new words and structures - Prepare: Communication - copy Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: 21 Period: 58 Date of preparation: 09/01/15 Date of teaching: 13/01/15 UNIT 7: TRAFFIC Communication I OBJECTIVES: Formation of behavior: By the end of the lesson, students will be able to know names of some countries and some strange laws in other countries Knowledge: a Vocabulary: The lexical items related to the topic “Traffic” b Grammar: “IT” indicating distance, USED TO Skill: Listening, reading, writing and speaking II PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Practice 1, and in “A Closer Look 2” New lesson: Teacher’s activities Students’ activities Content Warm up: Chatting - Ask Ss some Qs - Whole class answer - Have you ever heard about strange laws in about strange laws other countries? Presentation: - Teach vocabulary - Listen carefully Extra vocabulary - First, have Ss read - Listen and guess roof: xe, mái nhà the new vocabulary meaning illegal: bất hợp pháp, trái luật after the teacher - Listen and repeat Laws: luật, phép tắc saying that they will Reverse: đảo, nghịch, lùi xe appear in the task that Right-handed: thuận tay phải follow Explain their meaning Practice - Have Ss work in - Work in groups and 1: Look at the flags of some countries Give groups and give the give the names of the the names of these countries names of the five five countries The UK countries Australia - Call on Ss to give - Write the answers India the answers on the on the board Thailand board Malaysia - Give feedback and - Listen and copy answers down - Play the recording - Listen carefully and Now listen and check your answers Ss listen carefully check their answer to Complete the blanks Share your answer and check their with a partner answer to Reasons this happened: - Play the recording - Listen again and some countries used the same system as again Let Ss complete the table by UK complete the table by themselves, then many people are right-handed (so on the themselves, then share their answer left-hand side, it is easier for them to use a share their answer with a partner sword or something when they are on with a partner - Let Ss work in pairs, discussing to find one false driving law horseback – in the past) - Work in pairs Look at the strange driving laws below discussing to find one Five of them are true, but one is false In false driving law pairs, can you find the fasle driving law? - “In France, you can only reverse your car on Sundays” This sentence is false! Production: - Work in groups and Now, work in groups Discuss the laws discuss the laws in and put them in order from the trangest (1) and put them in order to the least strange (5) from the strangest to The groups may have different results the least strange - Have Ss work in groups and discuss the laws in and put them in order from the strangest (N01) to the least strange (N05) T may ask Ss to explain why Homework - Learn by heart all the new words - Practice talking about some strange laws in the world - Prepare: Skills Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: 21 Period: 59 Date of preparation: 09/01/15 Date of teaching: 13/01/15 UNIT 7: TRAFFIC Skills I OBJECTIVES: Formation of behavior: By the end of the lesson, students will be able to read for specific information about traffic rules/ laws Talk about obeying traffic rules/ laws, and how to use the road safely Knowledge: a Vocabulary: The lexical items related to the topic “Traffic” b Grammar: “IT” indicating distance, USED TO Skill: Reading and speaking II PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Practice in “Communication” New lesson: Teacher’s activities Students’ activities Content - Have Ss talk about - Talk about the Warm up: Chatting: the picture picture Look at the picture What can you see in the picture? Presentation: - Use different - Listen and guess New words: techniques to teach meaning - pavement (n) = footpath (n): vỉa hè vocab - fasten (v): thắc (dây an toàn - Read words and - Listen and repeat - signal (n): tín hiệu have Ss repeat - handle bar (n): tay lái - Call Ss to read - Read - passenger (n): hành khách words chorally and - Copy down individually, then coppy down Practice: Reading - Tell Ss to look at the - Look at the picture Look at the picture Can you see picture and say why and say why it is anything that is dangerous? it is dangerous dangerous Ex: It is dangerous to ride a motorbike on the pavement - Have Ss work in - Work in pairs to Now match these words to make pairs to the the matching common expressions matching T checks g d b c their results a h f 8.e - Let Ss work in Answer the following question group Tell them to - Work in group to Cues: answer the question: answer the questions - not talking out loud/ using mobilephone When you are a road user, what should you Not do? Then they make a list T may give some cues: - Tell Ss to read the passage two or three times Set a strist time limit to ensure Ss read quickly for specific information - Ask Ss to read the passage again, then they work with a partner to answer the questions - not look around - not go in red light, + Make a list: - Read the passage again and answer the questions Read the following text and the tasks below - Read the passage again, then they work with a partner to answer the questions Answer these question We should cross the street at the zebra crossing He/ She must always fasten the seabelt No, He/ She shouldn’t Because it is dangerous.( He/ She may cause an accident.) We must give a signal Because the other road users can see them clearly and avoid crashing into them Production: Speaking - Have Ss the class - Work in group to Class survey Ask your classmates the survey After that call the class survey question some Ss to report to the class survey How you go to school every day? the class + Make a list of the means of transport that is used the most, and use the least - Allow some time - Work in groups to Read the following sentences In for Ss to read discuss who is using groups, discuss who is using the road individually Then the raod safely, and safely, and who is acting dangerously they work in groups who is acting Give reasons to discuss who is dangerously, and give safely using the raod safely, reasons dangerously ( because he is likely to have and who is acting an accident) dangerously, and give safely reasons dangerously ( it is difficult for him to see the road properly, and to ride) dangerously ( a car or motorbike may crash into him) dangerously ( She may have an accident if something happeneds unexpectedly.) Homework - Learn by heart all the new words - Practice reading the passages, asking and answering about traffic rules in VN - Prepare: Skills Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… 10 - diverse (adj): đa dạng, khác - lawful (adj): hợp pháp, pháp luật - spacious (adj): rộng rãi - Set the scene, ask Ss - Look at the text & Questions: to look at the title of the picture, answer the - What is the conversation about? text and the pictures questions - What you think Brazil is like? and asks them - Do you think Phuong likes Brazil? prediction questions - What can you find about Rio/Brazil in this conversation? Practice: - Play the recording - Listen and read 1a Read the conversation again, and tick - Have Ss read the - Work individually true (T) or false (F) sentences and decide if to read the sentences Key: they are true or false and decide T or F T T F - Correct answers on - Correct the false T F the board sentences - Ask Ss to read the - Work individually 1b Read the coversation again Find a explanations and try to word or phrase to match the following find the words Key: - Correct the answers - Copy down deverse wealthy major slums crime - Have Ss match the - Work individually Match the words in ……… Then words with the pictures to label the pictures listen and repeat the words individually Key: - Correct the answers - Copy down a c b - Play the recording and - Listen to the e d have Ss repeat the word recording & repeat - Have Ss exercise - Do exercise Use some of the words in to describe individually, call some individually a person or a place you know Ss to share their Ex: I visit my native village every year I sentences love the peaceful atmosphere there Production: - Ask Ss to think of the - Work in groups to Work in groups Make a list of the problems and make a think of the problems which you think are connected list of them problems and make to an overcrowded area a list of them Ex: There is not enough space to play in - Call each group to - Present in front of Share your list with the class and see if report their list to the class they agree with you class & may help write the problems on the board Homework - Practice the conversation and learn by heart all the new words - Prepare: A closer look Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: 33 Period: 96 Date of preparation: 16/04/15 Date of teaching: 25/04/15 76 UNIT 12: AN OVERCROWDED WORLD A Closer Look I OBJECTIVES: Formation of behavior: By the end of the lesson, students will be able to use the lexical items related to the topic of an overcrowded world, and know how to stress in the twosyllable noun/ verb Knowledge: a Vocabulary: The lexical items related to the topic “Overcrowded World” b Grammar: Non Skill: Listening, reading, writing and speaking II PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Ask Ss practice “Getting started” and write the new words New lesson: Teacher’s act Students’ act Content Warm up: - Ask Ss if they can - Brainstorm the Brainstorming: remember any new previous Positive: peaceful, wealthy… words they learn in vocabulary related Negative: poor, slums… Getting Started the content of the - Categorizes them lesson as positive and negative Presentation: - Use technique to - Listen to teacher New words: teach new words carefully - dense (adj): dày đặc, đông đúc (situation, - Repeat after T - shortage (n): thiếu hụt translation) (chorus/ - nutrition (n): dinh dưỡng - Teach Ss read individual) - malnutrition (n): suy dinh dưỡng these words - take note - spread (v): lan tràn, phát tán Practice: VOCABULARY - Have Ss listen to - Listen to the Listen and number the words in the order the recording and recording and you hear them number the words number the words crime malnutrition twice poverty shortage - Ask Ss to listen - Listen again and disease space again and to repeat repeat the words dense Healthcare the words - Have Ss work - Work Complete the sentences with the words individually individually from - Check the answer healthcare crime as a class Diseae Malnutrition - Encourage Ss to - Explain poverty explain why they choose that word for the sentence 77 - Give an example of cause and effect - Have Ss work independently or in pairs Let them exchange their answers with a partner/another pair - Give the answer - Ask Ss to work in groups to discuss to find out which problems each place may have - Collect Ss’ answers and write them on the board Then others discuss for agreement/ disagreement - Have Ss listen and mark the stressed syllables & corrects the answers - Have Ss listen again and repeat the words - Look at the example - Answer individually & guess the answers Then compare with friends - Have Ss listen and repeat the words Then mark the stress - Listen & repeat the words - Mark the stress Match a cause with its effect Ex: He drove fast a He had an accident √ b He felt hungry Key: b a f d c 6.e - Coppy - Discuss in groups Work in groups Think of some problems for each place below and write them under the place Share your ideas with the class a Lack of entertainment, few opportunities for employment, not enough services - Write the answers b Poverty, slums, disease, pollution, on the board unempoyment, poor healthcare - Copy down c Noise/ air pollution, crime, overcrowded, shortage of accommodation - Listen and mark the stressed syllables - Listen again and repeat the words - Copy Production: PRONUNCIATION Word stress: s’pacious Po’llution ‘poverty ‘stressful ‘hungry Nu’trition In’crease (v) Su’pport ‘violence ‘shortage Di’sease ‘healthcare Look out! Some two-syllable words can be a noun or a verb The tress changes when the use of the word change Key: su’pply (n), su’pply (v); ‘question (n), ‘question (v) Listen and repeat each pair Mark the stress on the words in the table: As a noun ‘record ‘picture ‘answer pa’rade su’pport As a verb re’cord ‘picture ‘answer pa’rade su’pport Homework - Learn by heart new words and practice saying 2,3,4 - Prepare: Closer Look Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: 34 Date of preparation: 23/04/15 Period: 97 Date of teaching: 05/05/15 78 UNIT 12: AN OVERCROWDED WORLD A Closer Look I OBJECTIVES: Formation of behavior: By the end of the lesson, students will be able to use comparisons of quantifiers, make tag questions Knowledge: a Vocabulary: The lexical items related to the topic “Overcrowded World” b Grammar: Comparisons of quantifiers: more, less/ fewer; Tag-questions Skill: Listening, reading, writing and speaking II PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Ask Ss practice 2, 3, in “A Closer Look 1” New lesson: Teacher’s activities Students’ act Content Warm up: - Let Ss play game - Play game *Slap the board: Stress on the first syllable Stress on the second syllable Presentation: Chatting: - Remind Ss of - Join in this activity + words of quantifiers (many, a little…) items they learnt in - Remember + countable and uncountable nouns the previous lessons + imperatives with “more”, “less”, and “fewer” Practice: Grammar: Comparisons Of Quantifiers - Have Ss read the - Read the sentences Read the sentences: sentences and the and the rules in the - more + N/Ns + than… rules in the table table - less + N + than… - Ask Ss to add more - Add more words to - fewer + Ns + than… words to the table the table for each for each type of type of comparison comparison - Have Ss read the - Read the 2a Read the information for the two cities information about information about the the two cities two cities Eg: In Brumba, there are more people per square individually individually kilometre than in Crystal ……………………………………… - Ask Ss to complete - Complete exercise 2b Read the comparisons of the two cities, exercise by referring and decide if they are true If they are not, to the information in correct them 2a Correct - Ask Ss to explain - Work individually Incorrect In Brumba, more people live in why a sentence is - Explain slums incorrect & have Incorrect People in Crystal earn more per day them correct it Correct Correct 79 - Have Ss this exercise individually - Check the answers as a class - Explain the “Tag questions” to Ss - Do this exercise individually - Read & write the answers - Listen and observe carefully - Take note - Ask Ss to this exercise individually Then they share their answers with a partner - Check and write the correct tags on the board - Do this exercise individually - Share their answers with a partner - Ask Ss to this exercise individually - Check the answers as a class - Work individually - Write the answers on the board - Copy down Fill the sentences with more, less or fewer Key: more more more fewer less Tag-questions + How can the government improve the life of people in the slums? – WH-Q + Do you live in an overcrowded place? Y/N-Q + They have moved to the city to look for a job, haven’t they? Tag-Q Check if the tags are correct If they are not, correct them Incorrect….do you? – don’t you? Incorrect…isn’t it?- doesn’t it? Correct Correct Incorrect…is it?- isn’t it? Incorrect…can’t they?- can they? Production: Choose one of the question tags in the box to complete each blank in the interview don’t they isn’t it? can’t we? is it? Homework - Learn by heart all the grammar notes and structures, practice reading exercises 3,4 - Prepare: Communication Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: 34 Period: 98 Date of preparation: 23/04/15 Date of teaching: 05/05/15 CORRECTING THE FOURTH TEST 80 I OBJECTTIVES: After this period, Ss will be able to realize the mistakes or the false and correct their test II PREPARATION: Teacher: Mark the tests and make comments on some common mistakes for class Ss: Non III TIME : 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Non New lesson: Teacher’s act Ss’ activities Content a Presentation: - Return the sheets - Receive their test of test - Give comments - Take notes - Comments on some common mistakes for on some common each class if possible mistakes - Give the answer Correct if b Practice: key for the test necessary Key: Code I LISTENING 1 B C A C Mỗi câu chọn 0,25 điểm (tapescript phần trang 38) T F F T Mỗi câu chọn 0,25 điểm (tapescript phần trang 55) II READING a 5; b 3; c 1; d 6; e 2; f Mỗi câu ghép 0,25 điểm a F (fact) b O (opinion) c O (opinion) d O (opinion) Mỗi câu ghi 0,25 điểm III GRAMMAR a will be putting b will be c will be installing d will not use e will be studying f will be building Mỗi động từ chia 0,25 điểm a on b on c in d on Mỗi từ điền 0,25 điểm IV WRITING a → In the countryside, plants will be burnt to produce heat b → A network of wind turbines will be installed to generate electricity c → Waves will be used as an environmentally friendly energy source Mỗi câu chuyển 0,5 điểm Học sinh tự trả lời thể việc tiết kiệm lượng Mỗi câu viết 0,5 điểm 81 Key: Code I LISTENING 1 B C C A Mỗi câu chọn 0,25 điểm (tapescript phần trang 38) T T F F Mỗi câu chọn 0,25 điểm (tapescript phần trang 55) II READING a 2; b 6; c 1; d 5; e 3; f Mỗi câu ghép 0,25 điểm a F (fact) b O (opinion) c F (fact) d F (fact) Mỗi câu ghi 0,25 điểm III GRAMMAR a will be taking b will be spending c will earn d will not arrive e will be lying f will be working Mỗi động từ chia 0,25 điểm a on b in c on d on Mỗi từ điền 0,25 điểm IV WRITING a → Solar energy will be used to solve the problem of energy shortage b → Alternative sources of energy will be developed c → Energy consumption will be reduced as much as possible Mỗi câu chuyển 0,5 điểm Học sinh tự trả lời thể việc tiết kiệm lượng Mỗi câu viết 0,5 điểm - Answers and - Give out the c Production: explains Ss’ requirements if requirements if possible necessary Homework: - Prepare for the next period “Communication” Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: 34 Period: 99 Date of preparation: 23/04/15 Date of teaching: 09/05/15 UNIT 12: AN OVERCROWDED WORLD Communication I OBJECTIVES: 82 Formation of behavior: By the end of the lesson, students will be able to read the specific information about the population explosion Knowledge: a Vocabulary: The lexical items related to the topic “Overcrowded World” b Grammar: Comparisons of quantifiers: more, less/ fewer; Tag-questions Skill: Listening, reading, writing and speaking II PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Ask Ss practice 3, 4, in “A Closer Look 2” New lesson: Teacher’s activities Students’ activities Content Warm up: - Ask Ss to make tag-questions - Refer to the words in the Extra voc box & ask Ss to try to guess what the meaning of each words is - Ask Ss to look at the pictures - Have Ss exercise & divide Ss into pairs & ask them to compare their answers - Ask Ss to look at exercise & have Ss complete the exercise individually - Ask them to explain their choices - Correct the mistakes - Tell Ss that the readings provide the same kinds of information - Draw a table on the board to help less advanced Ss - Ask Ss to fill the - Make tagquestions - Join in this activity - Guess the meaning of the words - look at the pictues - work individually - work in pairs - Look at exercise - Complete the exercise individually - Explain their choices - Write down - Read readings Presentation: *Extra vocabulary: densely populated density physicial slavery Practice: Look at the pictures and discuss: - What places they are? - How they are different? - Make a list of your ides and share them with your class Match the words below in the places in Group 1: high living standard, clean water, densely- populated, good education, crime Group 2: Poor healthcare, crime, malnutrition, hunger Read the information about the two places - Complete exercise Facts Area Population Density Economy Healthcare Mauritania Hong Kong 83 table with the information before they talk about the differences - Encourage Ss to guess the meanings of extra vocabulary - Check Ss' understanding of these words & give definitions for any word that Ss still don't understand fill the table with the information & talk about the differences - Work individually to guess the meaning of words - Copy down Problem Result Unusual facts densely populated density (n) physicial (adj) slavery (n) Production: Work in pairs Use the information given in to talk about the ways that the two places are different Ex: The population of Mauritania is very small, only over three million people Hongkong is much larger It has more than seven million people - Encourage Ss to - Look at the talk about the example, have pair differences work - Call on some pairs - Share their ideas to share their ideas with the class with the class - Give marks for - Copy down good pairs Homework - Learn by heart all the new words - Practice talking about differences between two places - Prepare: Skills Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: 35 Period: 100 Date of preparation: 25/04/15 Date of teaching: _/05/15 UNIT 12: AN OVERCROWDED WORLD Skills I OBJECTIVES: 84 Formation of behavior: By the end of the lesson, students will get some more information about some big cities in the world as well as will be able to talk about some possible disadvantages of population explosion Knowledge: a Vocabulary: The lexical items related to the topic “Overcrowded World” b Grammar: Comparisons of quantifiers: more, less/ fewer; Tag-questions Skill: Reading and speaking II PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Ask Ss practice 3, 4, in “A Closer Look 2” Checking up: Practice talking about the differences between two places New lesson: Teacher’s activities - Have Ss play game “spider web” - Get feedback disease Students’ activities Content Warm up: Network - Play game in groups - Tell something about this web crime Population explosion poverty - Set the sense: have Ss work in groups to discuss the questions - Get feedback - Listen, think of the questions, work in groups, then answer - Take note the corrects answers - Ask Ss to read the text carefully, try to understand it - Read the text carefully, try to understand it - Guide Ss the way how to Ex3 - Ask Ss to work individually - Call some Ss to the board - Provide the correct answers - Guide Ss the way how to Ex4 - Ask Ss to practice - Listen to the T Then finish the exercise individually - Write the answer down on the board - Take note - Listen carfully - Work in pairs to … Presentation: Discuss the largest population? A: I think London is number one, isn’t it? B: I don’t think so I think Shanghai is the biggest ……………… Practice: Read the passage below & check your answers Key: Tokyo; Shanghai; Jakarta; Manila; London Read the passage again Choose the correct heading for each paragraph Key: – B: Population explosion – D: Which are the biggest? – Problems for the poor – A: Issues for everyone Read the passage again and choose the the best answer A, B or C Key: C A C C B 85 in pairs - Provide the correct answers - Help Ss to exercise - Listen & give comment finish it - Write the answer down - Listen to the T., work in pairs & practice speaking - Some pairs perform before the class Production: Speaking Work in groups Look at the places below and discuss some possible disadvantages that people using them may have An overcrowded school An overcrowded bus An overcrowded block of flats Share your ideas with the class These verbs and expressions can help: - One disadvantage of …… is …… - It’s difficult to …… - It will be……… Homework - Practice talking about some disadvantages of “Population explosion” - Prepare: Skills Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… Week: 35 Period: 101 Date of preparation: 25/04/15 Date of teaching: _/05/15 UNIT 12: AN OVERCROWDED WORLD Skills I OBJECTIVES: 86 Formation of behavior: By the end of the lesson, students will be able to listen and understand a film review about “Slumdog Millionaire” and write a passage about the population change in HCM City Knowledge: a Vocabulary: The lexical items related to the topic “Overcrowded World” b Grammar: Comparisons of quantifiers: more, less/ fewer; Tag-questions Skill: Reading and speaking II PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Practice talking about the disadvantages of “Population explosion” New lesson: Teacher’s activities Students’ activities Content Warm up: Spider-web - Have Ss play game - Think of the topic, Shanghai “spider-web of play game in groups Tokyo phrases” of - Get feedback Some overcrowded cities …………… - Let Ss discuss some questions - Discuss some questions in groups of - Remark - Listen to the T - Lead to the new - Listen, repeat, take lesson and teach voc note - Have Ss read many - Read the words times in chorus loudly - Call some - Some read individuals - Play the tapes - Call someone to give their ideas - Play the tape again - Call some Ss to write the answers on the board - Provide the correct answers - Listen to the tape, check their ideas - Listen again & answer the Qs - Listen then read & write the answers - Take note Jakarta Presentation: Listening Look at the film poster below What you think the film is about? Students’ discussion Vocabulary: - slumdog: kẻ sống khu ổ chuột - millionaire: triệu phú - emotion: xúc động - grip: thu hút Practice: Listen to the film review and check your ideas Listen again and answer the questions Key: The film is based on a book called Q & A The main character of the film is a boy from an Indian slum He wins a lot of money on an Indian game show Because he is a boy from the slums The film looks beautiful, is full of emotion 87 and is gripping Writing - Ask Ss to read the - Work individually Read the passage about the slum featureed passage to read the passage in “Slumdog Millionaire” Page 65 textbook - Ask Ss to work in - Work in pairs to Look at the chart below It shows the …… pairs to write a short write a short passage Students’ writings passage about the about the population Population growth in HCM City population change in change in HCM HCM City City - Give comments - Take note - Call some Ss to - Dislay their Production: talk their writing in preparation Start like this : front of the class In 1979, the population in HCM City was around 3, 420, 000 people …………………… ………………………………………………… ………………………………………………… Homework - Learn by heart all the new words - Complete the writing and practice talking about “Population change in HCM City” - Prepare: Looking back Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… 88 Week: 35 Period: 102 Date of preparation: 25/04/15 Date of teaching: _/05/15 UNIT 12: AN OVERCROWDED WORLD Looking Back & Project I OBJECTIVES: Formation of behavior: By the end of the lesson, students will be able to cover the whole unit: Grammar, vocabulary and structures Ss apply them to exercises Knowledge: a Vocabulary: The lexical items related to the topic “Overcrowded World” b Grammar: Comparisons of quantifiers: more, less/ fewer; Tag-questions Skill: Reading and speaking II PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Practice talking about “Population change in HCM City” New lesson: Teacher’s activities Students’ activities Content Warm up: Vocabulary - Have Ss match the - Read the exercise Match the words with their definitions words with their carefully Key: E; B; C; D; A definitions - Finish it - Get feedback individually - Have Ss write a Presentation: sentence for each of - Work individually Write a sentence for each of the words the words Then to write a sentence read them aloud for each of the words Then read them aloud Grammar: - Introduce the - Listen, remember * Tag-questions lesson: review the & answer * Comparisons of quantifiers: more, less/ fewer grammar points ; carefully Practice: - Let Ss finish this - Take note Put an appropriate tag question at the end exercise individually - Finish it and write of each sentence Then match… their answer down Key: on the board … , don’t we? - a - Give feedback - Correct … , didn’t you, Mum? - e … , won’t there? - c ……, shouldn’t we? - d 89 - Re-explain the uses of “more, fewer or less” - Call some Ss to read and write their answers - Provide the keys - Think of the the uses of “more, fewer or less” Do the exercise in pairs - Write their answer down on the board ……, don’t they? - b Look at the situation and complete the effects with more, fewer or less Key: more; More; more; less - Take note Production: Communication: I’ve got more! - Work in groups to Work in groups Look at the situations and look at the situations talk about their possible effects and talk about their Ex: page 66 (textbook) possible effects - Have Ss work in groups to look at the situations and talk about their possible effects - Call some groups - Some groups to present their present their products products - Feedback Homework - Learn by heart all the new words and complete all the exercises in their notebooks - Prepare: Review Experience ……………………………………………………………………………………………… ……………………………………………………………………………………………… 90 ... LISTENING 1 A B B C Mỗi câu chọn 0 ,25 điểm (1) Vietnamese (2) Race (3) Indian (4) religious Mỗi từ viết 0 ,25 điểm II READING a 4; b 5; c 1; d 2; e 6; f Mỗi câu ghép 0 ,25 điểm a F (false) b T (true)... ……………………………………………………………………………………………… Week: 26 Period: 73 Date of preparation: 25 / 02/ 15 Date of teaching: 03/ 03/ 15 UNIT 9: FESTIVALS AROUND THE WORLD Skills I OBJECTIVES: 36 Formation of behavior: By the... ……………………………………………………………………………………………… Week: 24 Period: 67 Date of preparation: 27 / 01/15 Date of teaching: 03/ 02/ 15 UNIT 8: FILMS Skills I OBJECTIVES: 24 Formation of behavior: By the end of the