Giáo án Anh 7 kỳ 2 mới được soạn theo hướng phát triển năng lực có kèm theo tự chọn. Các bạn chỉ việc down về mà dạy.Period: 76 TC 20 HOW FAR…?I. Objectives.By the end of the lesson, Ss will be able to know the way to ask and anwer about the discetant between two places.III. ProcedureI. Class organization.II. New lesson.1. Cách hỏiHOW FAR là câu hỏi thường dùng nhất để hỏi về khoảng cách giữa hai địa điểm Cấu trúc câu với “How far?”: How far + isamare + subject?Ex: How far is it?(Chỗ đó cách đây bao xa?) Chúng ta có hai loại câu hỏi với “How far?”, câu hỏi số ít và câu hỏi số nhiềuEx: How far is my house from Tan Son Nhat airport?(Nhà tôi cách sân bay Tân Sơn Nhất bao xa?) ==> Số ítHow far are your parent?(Bố mẹ bạn ở cách bao xa?) ==> Số nhiều Ngoài ra chúng ta còn có rất nhiều cách hỏi khác nhau về khoảng cách, nhìn vào các ví dụ sauEx: Is it far from here? (Nó có xa không?)Is it a long way? (Nó xa lắm à?)Is it very far? (Nó ở rất xa ư?)2. Cách trả lời Chú ý, với loại câu hỏi “How far?” chúng ta không trả lời là “Yes” hay “No” mà phải cung cấp thông tin cho người hỏiEx: How far is it to London?(London cách đây bao xa vậy?)==> It’s about 560 km(Khoảng 560 km)How far away is the closest star to Earth?(Khoảng cách từ ngôi sao gần nhất đến Trái Đất là bao nhiêu?)==> The Sun is the closest star to Earth, about 93 million miles away(Mặt trời là ngôi sao gần Trái Đất nhất, khoảng 93 triệu mét)How far are the old blocks?(Những tòa nhà cũ kĩ cách đây bao xa?)==> They are 300 meters away(Chúng ở cách chỗ này 300 mét)Is it a long way?(Nó đi xa không vậy?)==> No, it just around the corner a short walk not far it just a five mintues to walk(Không, chúng chỉ ở ngay góc đường kia đi bộ một quãng ngắn không xa đi bộ khoảng 5 phút là tới) Is it very far?(Nó ở rất xa ư?)==> Yes, it’s a long way a fairly long way over a mile too far to walk(Phải, nó xa lắm nó khá xa đó xa hơn một dặm quá xa để đi bộ)
Period: 73 Unit 7: TRAFFIC Leson 1: Getting started – Monday in the playground I Objectives By the end of the lesson, Ss will be able to know some words, phrases related to traffic topic The usage of “How” to ask about means of transport II Teaching aids: - Projector III Procedure I Class organization II New lesson Ss’ and T’s activities Warm up - T introduces the topic “ Traffic” Ask: How/ By what means you go to school every day? On foot? By bicycle? By bus? On your parents’ motorbike… - What means of transport is faster? What mean is safer? What means you like most?Why? - What can you see on the way to school every day? - Who are Mai and Oanh? - What may they talk about? + Play the recording Ss listen and read Contents Getting started a Choose the correct answer B A B C b Answer the following questions She played with her brother/ stayed at home It’s about kilometers She usually goes to school with her dad Because sometimes there are traffic jams She goes to school by bike c Can you find the following in the Activities conversation? Do you know what they 1-a: Ss work independently or in pairs to mean? choose the correct answer to the to have someone’s attention questions T then checks their answers, when you strongly support or agree and gives explaination if necessary with something b- Ss work in pairs T lets them check the very excited and keen to something answers in pairs or groups, then gives the d Work in pairs Make short role-plays keys If there’s time, call some pairs to with the expressions above Then read the questions and give answers practice them C- Colloquial expressions Example: - How about cycling to school Tell Ss to refer back to the conversation to with me tomorrow? find the phrases Ss practise saying them - Great idea! together ( T plays the recording again if necessary) Explain the meaning to the Ss, Means of transport then give some examples Write the words using the first letter d Ask Ss to role-player the short given conversations in pairs before creating bike/ bicycle their short role-plays More able Ss can bus try to extend the conversation plane boat Ss work in pairs and write the means of ship transport under the right pictures Then T lets Ss read each word correctly Check and correct their pronunciation train motorbike car Match a verb on the left with a Ss work individually to the task, and means of transport on the right There write their answers in their notebooks T may be more than one correct answer checks their answers ride a bike drive a car fly by plane sail on/ in a boat Let Ss stand up and go round the class get on/ get off a bus/ a train/ a bike/ a to ask everyone the question: motorbike Ss have to take notes, and then some of Find someone in your class who them report their result to the class never - How often you walk to school/ go to Homework school by bus…? -Learn new words and phrases - Do you (often walk to school/ go to Prepare A closer look school by bus? Period: 74 Unit 7: TRAFFIC Lesson 2: A closer look I Objectives By the end of the lesson, Ss will be able to use the lexical items related to the topic “Traffic” Pronounce sounds /e/, /ei/ correctly in isolation and in context II Teaching aids: - Projector III Procedure I Class organization II New lesson Ss’ and T’s activities Warm up - Brainstorm the Ss: let them give all road signs they see every day on the way to school, or elsewhere, and all the words they know related to the topic of traffic and transport Encourage them to say out as many words as possible Activities VOCABULARY Ss work in pairs to talk about the meaning of the road signs, then write out their answers Contents I- Vocabulary ROAD SIGNS Have you seen these road signs? Talk about the meaning of the signs below with a partner Label the signs in with the words/ phrases below trafic lights no parking no right turn hospital ahead parking cycle lane Ss work individually to label the road school ahead no cycling signs in with the words/ phrases Look out! Look out: There are usually three kinds of - A sign within a red triangle will warn signs: informative, prohibitive, and warning you of something - Signs with red circle are mostly prohibitive- that means you can’t something - Signs in blue are usually to give information Let Ss work in pairs and talk about the Work in pairs Discuss which of the traffic signs they see on the way to school signs you see on the way to school ( or else) T goes around and gives Example: assitance if necessary, and check their A: On the way to school, I can see a “ no answers left turn” sign PRONUNCIATION B: On my way to school there is a First, T give examples of the sounds hospital, so I can see a “hospital ahead” /e/, /ei/ Let Ss practise the sounds sign together Ask Ss to observe the T’s mouth II- PRONUNCIATION and listen to the teacher for these two /e/ /ei/ sounds carefully Play the recording and Listen and repeat Pay attention to let Ss listen and repeat as many times as sounds /e/, /ei/ required Correct their pronunciation /e/: left, ahead, present, helicopter, centre, never, seatbelt /ei/: plane, way, station, train, indicate, mistake, pavement, break Play the recording or times Help Listen to these sentences carefully Ss distinguish the sounds /e/ , /ei/ and Single-underline the words with recognize all the words with the two sound /e/, and double-underline the sounds, then underlined them as assigned words with sound /ei/ Refer back to the page Ask Ss to find /e/: ever /ei/: break, way all the words having sounds /e/, /ei/ very railway, station always, obey, safety left, when UK next They, waiting, Homework train -Learn new words and phrases Read a loud Prepare A closer look Period: 75 Unit 7: TRAFFIC Lesson 3: A closer look I Objectives By the end of the lesson, Ss will be able to use “it” for distances, use “ used to” to talk about past habit or state II Teaching aids: - Projector III Procedure I Class organization II New lesson Ss’ and T’s activities Warm up Chatting: You have already learned it as the formal subject to indicate time and weather, climate,…In this unit, it appears to indicate distance Activities GRAMMAR It indicating distance - T explains, then give example Let Ss work by themseves and write down the sentences T observes and help when and where necessary After that ask some Ss to read their sentences T corrects Ss’ mistakes Ss work in pairs They ask and answer qustions about distances in their neighbourhood, following the example Encourage them to talk as much as possible T corrects their answers, and their pronunciation and intonation Used to Explain to the Ss that used to is the same form for all persons It is used to discribe an action, a habit or a state that happened regularly in the past, but does not happen now Contents I It indicating distance - We can use it in the position of the subject to indicate distance Write sentences with it Use these cues It is about 700 metres from my house to Youth Club It is about km from my home village to the nearest town It is about 120 km from Ho Chi Minh to Vung Tau It is about 384,400 km from the Earth to the Moon It is not very far from HaNoi to Noi Bai Airport Work in pairs Ask and answer questions about distances in your neighbourhood Example: A: How far is it from your house to school? B: It’s about a kilametre II- Used to - We use used to to describe an action or a state that happened regularly in the past Ss work independently, writing down but does not happen at present the answers Then let them work in Example: There used to be many trees on groups to check and say out the sentences the street, but now there are only shops T goes round giving help when and where Form: necessary Some Ss may write their (+) S + used to + V answers on the boards Other Ss give (-) S + didn’t use to + V comments and T give corrections (?) Did + S + use to Watch out: In questions and negative sentences, the final “d” in used is dropped Complete the sentences with used to or use to and the verbs in the box Let Ss work individually to rewrite the below sentences in their notebooks be ride play go feel While Ss their task, T goes round to used to ride monitor the whole class When Ss finish used to be their task, call some to read out their used to go sentences Let others give comments, T corrects mistakes if necessary Ss work in groups They take turns to ask and answer questions Then T may ask some Ss to report their result to the class One S may report to the class Did…use to play did… not use to feel Rewrite the sentences using used to My mum used to live in a small village when she was a girl There did not use to be (as) many vehicles on the road We used to cycle to school two years ago Now there are more traffic accidents that there used to be My uncle used to be a bus driver some year ago, but now he has a desk job Work in groups Did you use to those things? Ask and answer Example: Did you use to play marbles? Yes, I did ………… Homework - Do exercise part A, B workbook Prepare: Communication Period: 76 T/C 20 HOW FAR…? I Objectives By the end of the lesson, Ss will be able to know the way to ask and anwer about the discetant between two places III Procedure I Class organization II New lesson Cách hỏi HOW FAR câu hỏi thường dùng để hỏi khoảng cách hai địa điểm - Cấu trúc câu với “How far?”: How far + is/am/are + subject? Ex: How far is it? (Chỗ cách bao xa?) - Chúng ta có hai loại câu hỏi với “How far?”, câu hỏi số câu hỏi số nhiều Ex: How far is my house from Tan Son Nhat airport? (Nhà cách sân bay Tân Sơn Nhất bao xa?) ==> Số How far are your parent? (Bố mẹ bạn cách bao xa?) ==> Số nhiều - Ngoài có nhiều cách hỏi khác khoảng cách, nhìn vào ví dụ sau Ex: Is it far from here? (Nó có xa khơng?) Is it a long way? (Nó xa à?) Is it very far? (Nó xa ư?) Cách trả lời - Chú ý, với loại câu hỏi “How far?” không trả lời “Yes” hay “No” mà phải cung cấp thông tin cho người hỏi Ex: How far is it to London? (London cách bao xa vậy?) ==> It’s about 560 km (Khoảng 560 km) How far away is the closest star to Earth? (Khoảng cách từ gần đến Trái Đất bao nhiêu?) ==> The Sun is the closest star to Earth, about 93 million miles away (Mặt trời gần Trái Đất nhất, khoảng 93 triệu mét) How far are the old blocks? (Những tòa nhà cũ kĩ cách bao xa?) ==> They are 300 meters away (Chúng cách chỗ 300 mét) Is it a long way? (Nó xa khơng vậy?) ==> No, it just around the corner/ a short walk/ not far/ it just a five mintues to walk (Không, chúng góc đường kia/ qng ngắn/ khơng xa/ khoảng phút tới) Is it very far? (Nó xa ư?) ==> Yes, it’s a long way/ a fairly long way/ over a mile/ too far to walk (Phải, xa lắm/ xa đó/ xa dặm/ xa để bộ) Period: 77 Unit 7: TRAFFIC Lesson 4: Communication I Objectives By the end of the lesson, Ss will be able to know names of some countries and some strange laws in other countries II Teaching aids: - Projector III Procedure I Class organization II New lesson Ss’ and T’s activities Warm up - Have you ever heard about strange laws in other countries? Activities Contents I- Extra vocabulary roof: nóc, mái nhà illegal: bất hợp pháp, trái luật - Pre- teach vocabulary - First, have Ss read the new vocabulary after the teacher saying that they will appear in the task that follow Explain their meaning 1: Ss work in groups and give the names of the five countries Play the recording Ss listen carefully and check their answer to Then T gives the correct answers - Play the recording again Let Ss complete the table by themselves, then share their answer with a partner T goes round the class to give support if necessary Ss work in pairs, discussing to find one false driving law T may ask the question: Which one you think seems most unreasonable? Then let Ss think and give the answer Ss work in groups and dis cuss the laws in and put them in order from the strangest ( N01) to the least strange ( N05) T may ask Ss to explain why Laws: luật, phép tắc Reverse: đảo, nghịch, lùi xe Right-handed: thuận tay phải II- Practice 1: Look at the flags of some countries Give the names of these countries The UK Australia India Thailand Malaysia Now listen and check your answers Complete the blanks Share your answer with a partner Reasons this happened: some countries used the same system as UK many people are right-handed ( so on the left-hand side, it is easier for them to use a sword or something when they are on horseback – in the past) Look at the strange driving laws below Five of them are true, but one is false In pairs, can you find the fasle driving law? - “In France, you can only reverse your car on Sundays” This sentence is false! Now, work in groups Discuss the laws and put them in order from the trangest (1) to the least strange (5) The groups may have different results Homework - Do exercise part C workbook Prepare: Skills Period: 78 Unit 7: TRAFFIC Lesson 5: Skills I Objectives By the end of the lesson, Ss 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 II Teaching aids: - Projector III Procedure I Class organization II New lesson Ss’ and T’s activities Warm up - Chatting: Look at the picture What can you see in the picture? Activities READING T tells Ss to look at the picture and say why it is dangerous Example: It is dangerous to ride a motorbike on the pavement Contents I- Reading Look at the picture Can you see anything that is dangerous? Now match these words to make common expressions g d b c a h f 8.e Answer the following question Ss work in pairs to the matching T - not pay attention checks their results - not look around Then T asks Ss which they can see in the - not go in red light, picture in + Make a list: Read the following text and the Ss work in group Tell them to answer tasks below the question: Answer these question When you are a road user, what should We should cross the street at the zebra you Not do? crossing Then they make a list to compare with He/ She must always fasten the seabelt other groups No, He/ She shouldn’t Because it is T may give some cues: not pay attention, dangerous.( He/ She may cause an not look around, go in red light,… accident.) We must give a signal Tell Ss to read the passage two or Because the other road users can see three times Set a strist time limit to them clearly and avoid crashing into them ensure Ss read quickly for specific information Explain the new words and clarify anything difficult T may ask questions to see if Ss understand the passage Ask Ss to read the passage again, than they work with a partner to answer the questions II- Speaking Speaking Class survey Ask your classmates the Ss the class survey After that call question some Ss to report to the class How you go to school every day? + Make a list of the means of transport that is used the most, and use the least Read the following sentences In Allow some time for Ss to read groups, discuss who is using the road individually Then they work in groups safely, and who is acting dangerously to discuss who is using the raod safely, Give reasons and who is acting dangerously, and give safely reasons dangerously ( because he is likely to have an accident) safely 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 - Do exercise part D workbook - Prepare: Skills Period: 79 Unit 7: TRAFFIC Lesson 6: Skills I Objectives By the end of the lesson, Ss will be able to listen to get information about traffic problems in big city, write a paragraph about traffic problems in a city/ an area II Teaching aids: - Projector III Procedure I Class organization II New lesson Ss’ and T’s activities Warm up - Show pictures of traffic problems in big cities Activities LISTENING Ss work in groups They study the picture and answer the tow questions Tell Ss to look at the newspaper headline and check their answers Play the recording one or two times Ask Ss to listen carefully and circle the correct answers WRITING - What you think about traffic problems in big cities in Viet Nam are Contents I- Listening Traffic problems in a big cities Work in groups Where you think this picture was taken? Why is it special? - In a big city… Look at the following headline and check your answers - In Brazil - long traffic jam ( very long line of vehicles) Now listen to the passage and choose the correct answer B C A C II- Writing Tick the traffic problems in big cities in Viet Nam Picture: 1,2,3,4,6 Have Ss look at the pictures, read the Writing: pgrases and tick the problems - There are too many vehicles ( on the Then Ss write full sentences Call some road) Ss to write on the board Others give - Many roads are narrow and bumpy comments T gives corrections - There are traffic accidents every day - Many young children ride their bikes Tell Ss to study the sentences they have dangerously written, then practise writing the Write a paragraph about the traffic paragraph problems where you live, or in a town, or Tell Ss to use proper connector: first/ a city you know well Use the cues above, firstly, second/ secondly, ……and pay and the following outline attention to spelling and punctuation Introduction: - Collect some Ss’ writing papers and Problem1: mark them, then give comments to the Problem 2: class Problem 3: Conclusion: ( Reason or advice/ Homework suggestion) - Do exercise workbook - Prepare: Looking back Period: 80 T/C 21 TALKING ABOUT TRAFFIC PROBLEMS IN VIET NAM I Objectives By the end of the lesson, Ss can talk about traffic problems in Viet Nam II Teaching aids: - Projector III Procedure I Class organization II New lesson Traffic jams in Vietnam only frequently take place in Hanoi capital and Ho Chi Minh City Vietnamese people seem be accustomed to traffic congestion, even miss it whenever they go to other places There is no fixed rule for the time the traffic jams to happen but it is worst during the rush hour when everyone is in a hurry to get to work or come back home Apart from peak hours, the time between am to 10 am and between pm to pm also witnesses long lines of vehicles, mainly motorbikes, struggling to get out of narrow streets Whenever it rains, the traffic jam gets more terrible with the joining hand of flooding Taxis are extremely hard to catch or wave during the downpour However, it only takes about 30 minutes on average for a standstill and hours to get through the worst, not really bad compared to that of other countries While the rapid increase in car use coupled with the deterioration of roads caused by disordered planning make the matter worse, the most annoying thing about the traffic jam is the way people react when being stuck at the congestion Most road users ride 10 overpopulation Activities Presentation Elicit the new words I New words Dense (adj): dày đặc, đông đúc shortage (n): thiếu hụt nutrition (n): dinh dưỡng malnutrition (n): suy dinh dưỡng spread (v): lan tràn, phát tán Practice Ss listen to the recording and number II Activities the words Ss listen again and repeat the Activity words crime malnutrition poverty shortage disease space T checks the understanding of the words dense healthcare bay asking questions like: ‘Do you think our school has enough space?’; ‘What causes disease?’ Ss work individually T checks the answer as a class Encourage Ss to explain why they choose that word for the Activity sentence healthcare crime T can give an example of causes and Diseae Malnutrition effects Write the example on the board poverty and ask Ss which one is the effect Activity Ss work independently or in pairs When Eg: drove a He had an accident they have finished, let them exchange He √ their answers with a partner/another pair fast b He felt hungry T then gives correct answer T may ask Ss to explain why In groups, Ss discuss to fine out which problems each place may have T collects Ss’ answers and write them on the board Then the whole class look at the problems and discuss for agreement/disagreement 1.b a f d c 6.e Pronunciation Word stress Ss listen and mark the stressed syllables T corrects the answers Have Ss Activity a Lack of entertainment, few listen again and repeat the words opportunities for employment, not enough services b Poverty, slums, disease, pollution, unempoyment, poor healthcare c Noise/ air pollution, crime, Production: 85 Look out! overcrowded, shortage of Write two pair of the word’supply’ and accommodation ‘question’ on the board, denoting one is a verb and one is a noun Ask some Ss to read them Ask other Ss to listen and see if they can find the difference in pronunciation of the two words Key: su’pply (n), su’pply (v); ‘question Activity (n), ‘question (v) Have Ss listen and repeat the words s’pacious Po’llution ‘poverty ‘stressful ‘hungry Nu’trition In’crease Su’pport ‘violence (v) ‘shortage Di’sease ‘healthcare Homework -Learn new words and phrases Prepare for A closer look Activity As a As a noun verb ‘record ‘record ‘picture ‘picture ‘answer ‘answer pa’rade pa’rade Su’pport Su’pport Period: 132 Unit 12: AN OVERCROWDED WORLD Lesson 3: A Closer Look I Objectives 86 By the end of the lesson, Ss can: use comparatives of quantifiers, make tag questions II Teaching aids: - Projector, CD III Procedure I Class organization - Greetings - Checking attendance: 7A1……… 7A2: ………… II New lesson Ss and T’s activities Warm up Chatting: - Remind Ss of items they learnt in the previous lessons + words of quantifiers (many,a little…) + countable and uncountable nouns + imperatives with “more”, “less”, and “fewer” Activities GRAMMAR: COMPARISONS OF QUANTIFIERS Have Ss read the sentences and the rules in the table Ask Ss to add more words to the table for each type of comparison Ss complete the reading independently.Encourage Ss to observe and recognise that both tables include the same kinds of information Ss complete exercise by referring to the tables Have Ss this exercise independently T then check the answers as a class GRAMMAR: TAG- QUESTIONS - Write questions on the board: Draw Ss’ attention to how these three questions are formed: the first two types Ss have already learnt and the new one, tag questions Contents I- Comparisons of quantifiers Read the sentences - more + Nu/Ns + than… - less + Nu + than… - fewer + Ns + than… Look at the information for the two cities below, and compare their data Eg: In Brumba, there are more people per square kilometre than in Crystal ……………………………………… Read the comparisons of the two cities, and decide if they are true If they are not, correct them Correct Incorrect In Brumba, more people live in slums Incorrect People in Crystal earn more per day Correct Correct Complete the sentences with more, less or fewer fewer more more fewer less II- Tag- questions + How can the government improve the life of people in the slums? + Do you live in an overcrowded place? + They have moved to the city to look for a job, haven’t they? 87 Have Ss read the conversation Ss this exercise independently Then they share their answers with a partner T checks and writes the correct tags on the board Ss this exercise independently T checks the answers as a class Homework -Learn the grammar rules Prepare for Communication Ss and T’s activities 1.Warm up - Write the word “ population” on the board Check if the tags are correct If they are not, correct them Incorrect….do you? – don’t you? Incorrect…aren’t they?- don’t they? Correct Correct Incorrect…can’t they?- can they? 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? Contents + There are millions people in Ha Noi 88 (?) Do you know the population of any area in the country or in the world - Ask Ss to look at the title of the text and the pictures and ask them to predict questions about what they are going to read (?) What is the conversation about? (?) What you think Brazil is like? (?) Do you think Phuong likes Brazil? (?) What can you find about Rio/ Brazil in this conversation? - Ss answer the questions - T plays the recording Ss listen and read Ask Ss if their predictions are correct Activities - Ha Noi has a population of million Period: 133 Unit 12: AN OVERCROWDED WORLD Lesson 5: Skills I Objectives By the end of the lesson, Ss can: - read a text and answer about some large cities in the world – talk about the disadvantages of specific places II Teaching aids: - overhead projector III Procedure I Class organization - Greetings - Checking attendance: II New lesson Ss and T’s activities Warm up Brainstorming: Big cities around the world Which city has the largest population in the five cities below: London, Jakarta, Tokyo, Shanghai, Manila Model I think London is number one, isn’t it? I don’t think so I think Shanghai is the biggest Contents Keys: 89 Activities Tokyo, Shanghai, Jakarta, Manila, London Reading and speaking Ask Ss to read the passage again and choose the 3Suggested answers: B Correct heading for each paragraph D Ask ss to read the passage again then C A choose the correct answer : Guide them - Elicit the new words Ask Ss to explain their decisions Ss work individually then compare the answers with their partners Ss work in pairs to complete the task Ask Ss to underline the words in the text that help them to find the answers Keys: C A C C B For more able class, ask Ss if they agree or disagree with what the author says and why While- speaking: Explain the situations II Activities Remind Ss of the possible disadvantages Activity that people using them may have Not enough playing ground, big An overcrowded school classes, lack of study aids… An overcrowded bus Stuffy, not enough seats for everybody… An overcrowded block of flats Noise, shortage of water, little space… Post- reading and speaking: Rewrite what you have discussed possible disadvantages that people using them may have Homework -Learn new words and phrases Prepare for skills 90 Period: 134 Unit 12: AN OVERCROWDED WORLD Lesson 6: Skills I Objectives By the end of the lesson, Ss can: - listen for specific information about a film review of the film “Slumdog millionaire” Write a paragraph about the population change in Hochiminh city, using a chart and a sample passage II Teaching aids: - Projector, CD III Procedure I Class organization - Greetings - Checking attendance: II New lesson Ss and T’s activities I Listening Warm up Chatting: Look at the film poster Have you seen the film? What’s it about? Who is the main character? Where you think the story happen? Have Ss guess the answers first Tell Ss that the questions ask about what they Contents I- Listening Look at the picture Which you think are the correct options below - Ss’ opinion Now listen and check your ideas 91 think about the film, so they can guess - Activity 2 Play the recording and ask Ss to check their answers in Run through the questions Ss work individually to answer the questions and compare the answers with their partners Ss work in pairs to the task Give correct feedback and play the recording again if necessary II- Writing Read the passage about the slum featured in “Slumdog Millionaire” What is Dharavi? How large is it? What was the population of Dharavi in 1950? What is its population now? Listen again and answer the following questions The film is based on a book called Q & A The main character 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 slum 5.The film looks beautiful, is full of emotion and is gripping II- Writing Ss read and answer T’s qs: Take it as a sample to write about the growth of the population of Hochiminh city over the past 30 years What is Hochiminh city? How large is it? What was the population of Hochiminh Write a paragraph about the population city in 1979? change in Hochiminh city, using a chart What was its population in 1999? and a sample passage What is its population now? 5.Write a paragraph about the population change in Hochiminh city, using a chart and the sample passage Sample writing Hochiminh city is one of the largest city in Vietnam In 1979, its population was 3, 420 people In 1999, its population grew to 5,037 people In 2009, the population of Hochiminh city was 7,120 people Since then, Hochiminh city has grown and grown! Swap your writing with your partner Have Ss swap their writing with each other Ask them to identify facts and opinions For more able classes, ask Ss to 92 give their own feedback about their friend’s writing Homework -Learn new words and phrases - Exercise: Part D, E ( Workbook) Prepare: Looking back and project Period: 135 Unit 12: AN OVERCROWDED WORLD Lesson 7: Looking back + Project I Objectives By the end of the lesson, Ss can: - Look back the unit to review: II Teaching aids: - Projector, CD III Procedure I Class organization - Greetings - Checking attendance: II New lesson Ss and T’s activities Warm up Chatting: Ss talk about their disadvantages of living in an overcrowded place Activities + VOCABULARY Have Ss work individually to match the words with their definitions Ss first work individually, then work in groups to share the answers 2.Write a sentence for the words given Crime Healthcare Disease Poverty Education Contents Chat I- Vocabulary Use the clues in the two pictures to form a phrase 1-E B C D A Write Suggested answers: 1.We should educate people to obey the laws and not to commit crime You can live longer if you have a better healthcare system Disease is not a nice thing, though people have to suffer from it No one wants to live in poverty 93 Pair compared Education in Vietnam should be improved quickly + GRAMMAR Put an appropriate tag question and match the questions with the answers II-Grammar Put an appropriate tag question and match the questions with the answers 1.a don’t we e didn’t you won’t there c shouldn’t we D don’t they B Ss work individually then compare their answers with each other Ask ss to practice in pairs the dialogue 4.Ss fill in the blanks with more, fewer or less to complete the dialogue Ss work individually then compare their answers with each other 5.Communication Look at the situations and talk about their possible effects Situation 1:The karaoke next to your house is attracting more and more young people coming Situation 2: A flea market has been established in your neighbourhood + Project The world we live in Work in group of four Searches for an under-populated place Note down some facts about the place Which place it is What life is like there What can be the causes of this small population Encourage Ss to present this project in front of the class They may use posters or prepare a presentation using computer if possible Homework -Learn new words and phrases - Exercise: Workbook Prepare for the second term test Keys: 1.more more more less 5.Talk about the effects, using I will … or I can’t…… There will be so much noise - I will get tired because of the noise - I can’t concentrate on my study - There will be …… - I will buy things more easily - I will have to suffer from the noise - I can’t find peace in the morning …………… III- Project Work in group of four Searches for an under-populated place Note down some facts about the place Which place it is What life is like there What can be the causes of this small population 94 REVIEW I Objectives By the end of the lesson, Ss will be able to review the skills related to the topics that they have learnt among unit 10, 11 12 II Teaching aids: - Sub-board, a tape and a cassette player, worksheets (survey) III Procedure I Class organization - Greetings - Checking attendance: II New lesson Sts and T’s activities Warm up Pronunciation Mark the rising or falling intonation ? When can we rise our tone? When can we fall it? Ss in pairs, then practice the qs aloud Contents Yes- No questions Single wheel? Is it easy to fall? Can’t you imagine? Wh-questions The other qs Activity solution overcrowded world driverless 10.inventions 11.healthier Vocbulary - Give ss some tip to this kind of vocab: Read the stem first Then read the sentences quickly to find the type of words needed in the sentences and fill in the sentences Activity A energy source B Reuse 3.Choose the correct answers to complete the sentences Pair-compaired 4.Grammar The correct verb form.(future simple passive or active) A solar energy C Teleporter A supplied will fly 2 Will be used Will be demolished Will have 95 Ss and find out the answers Confirm the correct answers 5.Everyday English Ss these exercises individually, check their answers with a partner before giving the answers to T Two Ss go to the board and write their answers if time allows Will invent 1.C, 2.g 3.a 4i, 5e 6f 7h 8d 9j 10 b II Reading 1A 2B 3.B Speaking : Guide ss to play the game Ss work in groups and discussed the questions Ss report their group’s answers to the class I Listening Summarise Ss’ideas A Play the recording for the first He is searching for the meaning of footprint time Ss listen and decide which No, it doesn’t has the closest meaning o Yes, he does There will be a lot of greenery around you “footprint” Ss listen to the recording again and answer the questions Ss compare their answers before giving T their answers Write their III Writing answers on the board 6.Depending on your own imagination, write the ideal means of transport for your area Writing Notice to mention The name of the transport What it is like 6Ss have to think and write the What kind of energy it uses task Why it is good for your area Homework - Review unit 10.11.12 - Prepare for the second exam 96 Unit 9: FESTIVALS AROUND THE WORLD Lesson 7: looking back + Project I Objectives By the end of the lesson, Ss can cover the whole unit: Grammar, vocabularies and structures Ss apply them to exercises II Teaching aids: - Projector III Procedure I Class organization - Greetings - Checking attendance: 7A1……… 7A2: ………… II New lesson Ss’ and T’s activities Warm up Contents BÀI KIỂM TRA SỐ Môn: TIẾNG ANH LỚP 7- Năm học: 2018- 2019 (Dành cho học sinh tham gia học thí điểm theo Dự án ngoại ngữ Quốc gia 2020) Marks Teacher’s comments I: Choose the word whose underlined part is pronounced differently from that of the other words in each group A teenager B together C guess D regular 97 A meat B reader C sea D realize A horrible B hour C hundred D hold A much B drug C future D buffalo A serious B symptom C sugar D sauce II: Choose the best option to complete the following sentences I have known her……………… two years A with B for C since D in C has recycled D will recycle He many old books for years A recycled B is recycling To prepare for the new year, I my house again since last month A paint B painted C have painted D has painted They ……… the used plastic bottles with water several times yesterday A washed B is washed C are washed D were washed 10 It is dangerous quickly A driving B drove C to drive D driven III: Match the verbs in A with the phrases in B A B 11 donate a flu 12 have b eggshells 13 have a c a mural 14 carve d blood 15 paint e temprature IV: Read the text and answer the questions The first reason why many families volunteer work is that they feel satisfied and proud The feeling of fulfillment comes from helping the community and other people In addition, volunteering is a great way for families to have fun and closer But many people say they don’t have time to volunteer because they have to work and take of their families If that’s the case, try rethingking some of your free time as a family You could select just one or two projects a year and make them a family tradition For instance, your family can make and donate gift blankets for the old homeless people on holidays Your family can also spend only one Saturday morning a month collecting rubbish in your neighborhood 16 How people often feel when they volunteer? ………………………………………………………………………………………… 17 How can your family benefit from doing volunteer? ………………………………………………………………………………………… 18 Why don’t some people have time to volunteer? ………………………………………………………………………………………… 19 How can your family help the old homeless people? ………………………………………………………………………………………… 20 Is collecting rubbish in the neighborhood an example of volunteer work? ………………………………………………………………………………………… V: Listen: You will some information about a place called Sea world Listen and complete questions 21-25 You will hear the information twice Sea world Open: Tuesday – Sunday Closed during month of: 21…………………………………… 98 Watch a film about the sea in: Dolphin show starts at: Shop sells: Child’s ticket costs: 22…………………………………… 23…………………………………… 24…………………………………… 25…………………………………… 99 ... Class organization II New lesson Ss’ and T’s activities Warm up - Have you ever heard about strange laws in other countries? Activities Contents I- Extra vocabulary roof: nóc, mái nhà illegal: bất... nhìn Read Nick’s blog again and answer the questions It is a romantic film It stars Leonardo DiCaprio and Kate 19 2- T may set a longer time limit for Ss to read the text again and answer the questions... aids: - Projector, cassette players, disc… III Procedure I Class organization II New lesson Ss’ and T’s activities Warm up - Play games: Solve the crossword below - Review the previous unit before