Giáo án Tiếng Anh 7 - Tuần 20 đến 23

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 traffic topic.

 - Ss will be able to know the usage of “How” to ask about means of transport.

 - Skill: Practice listening, reading and speaking skills, work in pair, work in group

 - Attitude: work hard

II. Language content: how often, how ?

III. Teaching aids: notebook, board, chalk, computer.

IV. Procedure

1. Class organization.

- Greetings.

- Checking attendance: 7A

 

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attendance: 7A
2. New lesson.
Ss’ and T’s activities
Contents
1. Warm up.
- Show pictures of traffic problems in big cities.
2. Activities.
LISTENING
1. Ss work in groups. They study the picture and answer the tow questions.
2. Tell Ss to look at the newspaper headline and check their answers.
3. Play the recording one or two times. Ask Ss to listen carefully and circle the correct answers.
WRITING
- What do you think about traffic problems in big cities in Viet Nam are.
4. Have Ss look at the pictures, read the pgrases and tick the problems
Then Ss write full sentences. Call some Ss to write on the board. Others give comments. T gives corrections.
5. Tell Ss to study the sentences they have written, then practise writing the paragraph.
Tell Ss to use proper connector: first/ firstly, second/ secondly, and pay attention to spelling and punctuation.
- Collect some Ss’ writing papers and mark them, then give comments to the class.
3. Homework
- Do exercise workbook
- Prepare: Looking back
I- Listening.
Traffic problems in a big cities
1. Work in groups. Where do you think this picture was taken? Why is it special?
- In a big city..
2. Look at the following headline and check your answers.
- In Brazil
- long traffic jam ( very long line of vehicles).
3. Now listen to the passage and choose the correct answer.
1. B 2. C 3. A 4. C
II- Writing
4. Tick the traffic problems in big cities in Viet Nam.
Picture: 1,2,3,4,6
Writing: 
- There are too many vehicles ( on the road).
- Many roads are narrow and bumpy
- There are traffic accidents every day.
- Many young children ride their bikes dangerously.
5. Write a paragraph about the traffic problems where you live, or in a town, or a city you know well. Use the cues above, and the following outline.
Introduction:
Problem1:
Problem 2:
Problem 3:
Conclusion: ( Reason or advice/ suggestion)
Thanh miện, ngày tháng năm 2018
*************************
Preparing day: / /2018 Teaching day: / /2018
Week: 22 Period: 62
Unit 7: TRAFFIC
Lesson 7: Looking back + Project
I. Objectives.
- By the end of the lesson, Ss can use what they have learnt during the unit to help them answer the questions. Ss need to see how for they have progressed, and which areas need further practice.
- To develop students’ ability and competences: By the end of the lesson, students can use imagination and make their own traffic signs, think and develop their creativeness
- Skill: speaking 
- Attitude: study hard .
II. Language contents: used to
III. Teaching aids: computer, board, chalk, computer
VI. Procedure
1. Class organization.
- Greetings.
- Checking attendance: 7A
2. New lesson.
Ss’ and T’s activities
Contents
1. Warm up.
- Chatting: What is the topic of Unit 7. 
2. Activities.
VOCABULARY
1. Ss do this task individually to write the meaning below each sign. T corrects their mistakes and lets them read the words correctly.
- Then let Ss work in groups and put the signs into the correct boxes.
Let Ss work in pairs. Tell Ss to write the answers in their notebooks. T checks their answers.
GRAMMAR
3.Have Ss work in pairs or in groups and write their answers in their notebooks. T checks their answers.
4.Ss work individually first to write the sentences. Then they work in pairs to swap their sentences. T gives correction and calls some Ss to read the sentences aloud.
COMMUNICATION
5. Ss read the questions and answers once or twice ( they can read alound), then match them.Ss work in pairs and role- play the questions and answers, then write all sentences in their notebooks.
Finished!
Finally ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice if need be.
PROJECT
1- Ss work in groups.
3. Homework
- Make some traffic signs of your own out of paper, cardboard or other materials.
- Prepare: Unit 8- Getting started
I- Vocabulary
1. What do these signs mean? Write the meaning below each sign. Then put them into the correct box.
1. Traffic lights 2. School ahead
3. Hospital ahead 4. Cycle lane
5. Parking 6. No parking
7. left turn only 8. No cycling
Prohibition signs: 6,8
Warning signs: 1,2, 7
Information signs: 3,4,5
2. Write the names of means of transport in the word web below. Then draw lines joining the correct verbs to the transport.
- Suggestion: bicycle, motorbike, car, bus, taxi, train, plane, boat, ship
II- Grammar
3. Change the sentences according to the prompts in brackets.
1. Did you use to go to school on foot?
2. Mr. Van didn’t use to ride his motorbike dangerously.
3. Did the streets use to be cleaner and more peaceful?
4. I used to go out on Sundays.
5. They didn’t use go to on holiday together.
4. Write sentences using these cues.
1. It is over 100 km from my home-town to HCM city.
2. It is about 25 km to my grandparents’s house.
3. I used to ride a small bike in the yard before my flat.
4. There used to be a bus station in the city centre, but it was/ has been moved to the suburbs.
5. Children must learn about road safety before they are allowed to ride a bike on the road.
III- Communication
5. Match the questions 1-6 with the answers a-f
1. b 2. a 3. e 4. d 5. f 6. c
Finish! Now I can
Talk about road signs and means of transport
Use it to talk about distance
Use used to to talk about a past habit
Write a paragraph about traffic problems.
***************************
Preparing day: / /2018 Teaching day: / /2018
Week: 22 Period: 63
Unit 8: Films
Lesson 1: Getting started ( What film shall we see?)
I. Objectives.
- By the end of the lesson, Ss will listen and read about topic” What film shall we see?”. Use the lexical items related to the topic “ Films”
- To develop students’ ability and competences: By the end of the lesson, students can know the way to talk about the content of the film.
- Skill: listening skills
- Attitude: study seriously.
II. Language contents:
- grammar: conectors
- vocabulary: types of films, -ed and –ing adjectives
III. Teaching aids: computer, board, chalk,
VI. Procedure
1. Class organization.
- Greetings.
- Checking attendance: 7A
2. New lesson.
Ss’ and T’s activities
Contents
1. Warm up
- Write the title on the board “Films”. Elicit any information Ss know about films by asking about types of film they know, the latest films they have seen, their favourite films and film stars.
- What the picture might show or what the conversation might be about. 
2. Activities.
1. Ask Ss questiona about the picture:
- Where are Phong and his sister Mai? What might be happening to them? What are thet doing? What are they talking about?
- Can you guess what kind of films Phong and Mai would like to see. 
- Have you ever gone to see a film with your brothers/ sisters? When and where? What film did you see then? How did you feel then?
- Plat the recording. Ss listen and repeat.
a. First, have Ss work independently. Then allow them to share answers before discussing as a class.
b. First, Ask Ss not to look at the book and try to remember what questions Mai asks Duong about the film they are going to see. Then let Ss open their books and check their answers.
2. Have Ss quickly match the types of film with their definitions. Then play the recording for Ss to check their answers.
- Do you often see a sci-fi/ horror film..?
3a. Have Ss work independently, filling in the table with the information of the film they have seen recently. Remind them to use the words and phrases they have learnt in 2 and from the conversation in 1.
b. First, model this activity with a more able Ss. Then ask Ss to work in pairs. T may go around to help weaker Ss. Call some pairs to practice in front of the class.
3. Homework
- Listen and read the getting started again
- Prepare: Unit 8- A closer look 1
I- Getting started
1. Listen and read
a. Read the conversation again and and answer the questions.
1. b 2. a 3.a 4. c 5. b
b. Find the questions in the conversation that ask about Coconut Crazy. Then listen, check and repeat the question.
a. What kind of film is it?
b. Who does it star?
c. What is it about?
d. What do critics say about it?
2. Match the types of films with their definitions. Then listen, check and repeat.
1. d 2. f 3. a 4. c 5. b 6. e 7. h 8.g
3a. Think of a film. Fill in the blank below.
Type of film.
Actors/ stars.
The plot
Reviews
b. In pairs, interview each other and try to guess the film.
Example:
A: What kind of film is it?
B: It’s an action film
A: Who does it satr?
B: It stars Daniel Craig.
A: What is it about?
B: It’s about a spy called 007.
A: Is it Skyfall?
B: Yes!
************************
Preparing day: / /2018 Teaching day: / /2018
Week: 22 Period: 64
Unit 8: Films
Lesson 2: A closer look 1
I. Objectives.
- By the end of the lesson, Ss will use the lexical items related to the topic “Films”. Know the meaning and how to use –ed and –ing adjectives. Pronounce correctly the –ed ending in verbs.
- To develop students’ ability and competences: By the end of the lesson, students can know how to use adjectives to describe films
- Skill: listening and reading skills
- Attitude: study seriously and zealously.
II. Language contents: - pronounce /ed/ 
III. Teaching aids: board, chalk, poster, computer
VI. Procedure
1. Class organization.
- Greetings.
- Checking attendance: 7A
2 . New lesson.
Ss’ and T’s activities
Contents
1. Warm up
Chatting: Do you know the adjectives which are often used to describe films?
2. Activities
VOCABULARY
1. First, hace Ss work independently. Then, ask them to share their answers with one or more partners. With weaker class, ask for translation of some adjectives in the box to check their understanding. Ask Ss to make some examples with the adjectives they have learnt. 
Remember: -ed and – ing adjectives
Ask Ss to study the Remember Box.
2. Have Ss compare the table individually. Then have some Ss write their answers on the board before checking with the whole class. 
3. Ask Ss to do the exercise individually and then check with the whole class. When checking, ask Ss to refer to the Remember Box to make the meanings of the adjectives clearer to them.
(a+b) First, model this activity with some more able Ss. Then, ask Ss to work in pairs. T may go around to help weaker Ss. Call some pairs to practise in front of the class.
PRONUNCIATION
5. T models the sounds /t/ /d/, and /id/ in different words with the ending –ed. Play the recording and ask Ss to listen and repeat the words, paying attention to the sounds /t/, /d/, and /id/ at the end of each word. T may play the recording as many times as necessary. Then, ask Ss to put the words in the correct columns while they listen. Ss compare their answers in pairs. T checks.
Remember: Ask Ss to look at the rules in the remember Box. Tell them the rules of pronunciation.
6. First, model this activity with a more able Ss. Then ask Ss to work in pairs. T may go around to help
- Call some pairs to practice in front of the class. T checks pronunciation.
3. Homework
- Do exercise A in workbook
- Prepare: Unit 8- A closer look 2
I- Vocabulary
1. The following are adjectives which are often used to describe films. Can you add some more?
1. hilarious 2. moving
3. boring 4. gripping
5. shocking 6. scary
7. violent 8. entertaining
* Remember: -ed and –ing adjectives
2. Complete the table with the –ed and –ing forms of the adjectives.
1. interested 2. embarrassing 
3. exciting 4. disappointed
5. exhausted 6. surprising
7. confused 8. frightening
3. Choose the correct adjectives.
1. moving 2. frightened 
3. disappointed 4. amazed
5. terrified
4a. Work in pairs. Look at the questions below. Tell your partner how you felt, using –ed adjectives.
Example: I felt terrified before my last Maths test.
4b. Now use –ing adjectives to describe these things and experiences in your life.
Example: The last film I saw was called Norwegian Wood. It was really moving.
II- Pronunciation
5. Listen and repeat the verbs. Pay attention to the sounds /t/, /d/, and /id/ at the end of each verb.
/t/
/d/
/id/
watched
danced
walked
waited
needed
hated
played
bored
closed
* Remember: 
6. Work in pairs. Ask and answer questions about the pictures. Then listen to the recording.
Example:cry a lot/ laugh a lot
A: He cried a lot, didn’t he?
B: No, he didn’t. He laughed a lot.
Preparing day: / /2018 Teaching day: / /2018
Week: 23 Period: 65
Unit 8: Films
Lesson 3: A closer look 2
I. Objectives.
- By the end of the lesson, Ss will use although, despite, and in spite of to express contrast between two prices of information in the same sentence. Use however and nevertheless to express contrast between two sentences.
- To develop students’ ability and competences: By the end of the lesson, students can use conectors correctly.
- Skill: writing skills
- Attitude: study seriously, hard and zealously.
II. Language contents:
- grammar: conectors with althought, despite/in spite of, however, nevertheless
- pronunciation: /t/, /d/, /Id/ 
III. Teaching aids: board, chalk, poster, computer
VI. Procedure
1. Class organization.
- Greetings.
- Checking attendance: 7A
2 . New lesson.
Ss’ and T’s activities
Contents
1. Warm up
Chatting: We are going to learn about although, despite/ in spite of; however/ nevertheless.
2. Activities
Grammar
Although, despite/ and in spite of
- Ask Ss to study the Grammar Box. Draw Ss’ attention to the meaning and use of although, despite, and in spite of by analysing the examples in the grammar Box. Then ask some more able Ss to give some more examples.
- For 1,2and 3, tell Ss what they should do. Ask Ss to do the grammar exercises individually. Remind them to look back to the Grammar Box and use a dictionary if necessary. Then have Ss compare answers in pairs before checking with the whole class.
However and nevertheless
Ask Ss to study the Grammar Box. Draw Ss’ attention to the meaning and use of however and nevertheless by analysing the instruction and examples in the Grammar Box. Then ask some more able Ss to give some more examples.
4. Tell Ss what they should do. Ask Ss to do the grammar exercise individually. Remind them to look back to the Grammar Box and use a dictionary if necessary. Then Ss compare answers in pairs before checking with the whole class.
5. Read the instructions. 
Ask Ss to do the exercise individually, using their own ideas to write sentences. Then have them work in pairs, comparing their sentences.
3. Homework
- Do exercise B in workbook
- Prepare: Unit 8- Communication
GRAMMAR
Although, despite/ and in spite of
We use although, despite/ in spite of to express contrast between two pieces of information in the same sentence. We use although before a clause and despite/ in spite of before a noun or a phrase.
1. Complete the sentences. Use although
+ a clause from the box.
1..although few people came to see it
2. Although they spent a lot of money on the film
3. Although the acting is exellent.
4. .although it was a comedy
5. although it is set in modern times.
2. Complete the sentences, using although, despite/ in spite of. Sometimes, two answers are possible.
1. Although 2. despite/ in spite of
3. although 4. Despite/ In spite of
5. Although
3. Rewrite these sentences using the words in the brackets. Change other words in the sentence if necessary.
1. I don’t think..although he is
2. Although many, 
3. Despite having to work,..
4. Although he has.,..
5. In spite of (having) a happy ending,
However and nevertheless.
We also use however and nevertheless to express contrast between two sentences. We usually use a comma after them.
4. Complete the sentences
1. However/ Nevertheless
2. Despite/ In spite of
3. However/ Nevertheless
4. Although
5. Although
5. Use your own ideas
Ss’ ideas
*******************************
Preparing day: / /2018 Teaching day: / /2018
Week: 23 Period: 66
Unit 8: Films
Lesson 4: Communication
I. Objectives.
- By the end of the lesson, Ss will do a survey on favourite actors/ filmsthen report their results to those group members.
- To develop students’ ability and competences: By the end of the lesson, students can talk about what kind of film they like to see and who their favourite actors/ actresses are.
- Skill: speaking, take-note information.
- Attitude: study zealously.
II. Language contents:
- vocabulary: survey, go ahead, violence
III. Teaching aids: board, chalk, poster, computer
VI. Procedure
1. Class organization.
- Greetings.
- Checking attendance: 7A
2 . New lesson.
Ss’ and T’s activities
Contents
1. Warm up
- What kind of films you like to see? Who are your favourite actors/ actresses?
- Today, we are going to do an interview with your classmate about films. Please think of the questions you may ask your friends in your interview with them.
2. Activities
- Translate the meanings of the words in extra vocabulary.
1. Ask Ss to look at the picture and read the conversation and guess what the missing words from the blanks may be. T plays the recording and lets Ss check their guesses. Play the recording again for Ss to check the answers. 
2. Ask Ss to work in group of six or eight, asking their group members one set of questions. Remind them to write the names of names of the people they interview and note the answers in the table.
3. T has Ss make notes of their survey result, using the suggestions in Student’s book. T may have them practice reporting the results of their surveys in pairs or in groups.
4. Ask Ss to join another group, reporting the results of their survey to the new members. Choose some Ss to report the results of their interviews before the whole class. After each S has finished his/her report, T invites some comment from other Ss. Then T makes comments and corrects Ss’ mistakes.
3. Homework
- Do exercise part C in workbook
- Prepare: Unit 8- Skill 1
I- Extra vocabulary
survey: cuộc khảo sát
go ahead: cứ làm đi, cứ tự nhiên
violence: có nhiều cảnh bạo lực
1. Listen to the conversation and fill in the blanks with the words you hear.
1. survey 2. actor 3. Tom Cruise
4. actrwess 5. Angelina Jolie
2. Work in groups of six or eight. Each of student chooses one of the following sets of survey questions.
- Survey on favourite actors
- Survey on the best films.
- Survey on action films
- Survey on cartoons
3. Make notes of your results.
- Most people I have surveyed.
- About half of the people I have surveyed
- Almost no one I have surveyed.
4. Join another group. Report your results to those group members.
Preparing day: / /2018 Teaching day: / /2018
Week: 23 Period: 67
Unit 8: Films
Lesson 5: Skills 1
I. Objectives.
- By the end of the lesson, Ss will read for specific information about someone’s review of his/her favourite film. Talk about film (its plot, main characters, cast, etc.)
- To develop students’ ability and competences: By the end of the lesson, students can talk about the films they wouldn’t like to see.
- Skill: reading and speaking.
- Attitude: study hard and happily.
II. Language contents: have you ever seen this films?...
III. Teaching aids: board, chalk, poster, computer
VI. Procedure
1. Class organization.
- Greetings.
- Checking attendance: 7A
2 . New lesson.
Ss’ and T’s activities
Contents
1. Warm up
Now, look at the picture of the film Titanic. 
Have you ever seen this film?
Do you know who actor and actress in the picture are?
Do you like him/her? Why/ Why not?
2. Activities.
READING
1- Ask Ss to scan the passage to find where the words sinking, must-see, special effects, and visuals are in the passage. T may help Ss work out the meanings of these words out of the context.
2- T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they found the information that helped them to answer the questions. Ss can compare answers before discussing them as a class.
SPEAKING
3- First, ask Ss to read every film poster. T may help them with the new vocabulary. Then ask Ss to work in pairs, talking about the films they would/ wouldn’t like to see. - T may go round to help.
- Calls some pairs to practise in front of the class.
4- First, ask Ss to work in pairs, asking and answering about the films from the posters.
- T may go round to help.
- Calls some pairs to practise in front of the class.
5- First, remind Ss of the words phrases about films. Ss may refer to the words and phrases they can use to talk about films.
- Ss work in groups; T goes around to provide support if necessary.
3. Homework
- Do exercise part D in workbook
- Prepare: Unit 8- Skill 2
I- Reading
1. Read Nick’s review of the film Titanic on his blog. Then find and underline the words from the box below. What do they mean?
sinking: (sự) chìm, sự đánh chìm
must-see: bộ phim hấp dẫn cần xem
special effects: kỹ xảo đặc biệt, hiệu ứng
 đặc biệt
visuals: thị giác, nhìn
2. Read Nick’s blog again and answer the questions.
1. It is a romantic film.
2. It stars Leonardo DiCaprio and Kate Winslet.
3. It is about the sinking of the ship Titanic on its first voyage.
4. The main characters are Jack Dawson and Rose Dewitt Buckater. Jack saves Rose from killing herself by jumping from the ship. Although they are from different social class and Rose is already engaged, the two fall in love.
5. The ending of Titanic is very sad.
6. They say it is a must-see in the 20th century.
II- Speaking
3- Look at the film posters below. Work in pairs. Talk about the films you would/ wouldn’t like to see.
4- Now, ask and answer questions about the films.
Example: A: I want to see War of the Worlds.
B: What kind of film is it?
A: It’s a science fiction
B: What is it about?
A: It’s about.
5- Hotseating: In groups, choose a student to play the role od a character in any of the films above. 

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