Giáo án Tiếng Anh 7 - Unit 7: The world of work

UNIT 3. THE WORLD OF WORK
Level: Elementary
Time allowance: 180 minutes
Class size: 
Aims: Introduce students the grammar point on the present simple with the third person singular; provide students with variety of jobs with related activities; the lesson also focuses on how to tell the time in English. 
Objectives: By the end of the lesson, students will be able to 
Use the present simple with the third person singular.
Enrich a variety of vocabulary on job with related activities.
Ask and tell the times in English.
Anticipated problems: 
Procedure
PERIOD 1 
Content
Time
Teacher’s activities
Students’ activities
STARTER
5 mins
- Give some examples of jobs
of the people in my own family
My father is a teacher
My mother is a doctor
My sister is a nurse.
- Get students to continue the activity in pairs. If students ask for the names of individual jobs, give some examples that are common to the whole class, but do not let the Starter activity go on too long or reduce the usefulness of the Vocabulary and pronunciation section.
- Listen and take note 
- Work in pairs and tell the partner the jobs of the people in their family.
THREE JOBS
Present simple 
5 mins
Activity 1
- Ask students to look at the photographs. Ask them What's his job? (music professor), What's her job? (doctor). Then ask them to look quickly at the texts and ask Where's he from? (Budapest in Hungary), Where’s she from? (Canada).
- Check students’ answers.
- play the recording and ask your students to read and listen to the texts at the same time
- Ask some students to read the text aloud
- Look at the photographs and answer the questions.
- Listen and read the text aloud as a class.
- Work individually
5 mins
Activity 2
- Ask students to underline all the verbs in the texts. 
- Ask the whole class what the last letter of these verbs is and point out that this is the ending for the third person singular - he, she, it- of the Present Simple tense.
- ask students to chorus the sound /s/ and /z/ from the board and draw their attention to the different pronunciations of the endings.
- ask them to practice the verbs in pairs and read one of the texts to each other. Go round and monitor. You could round off the activity by asking one or two students to read a text aloud to the whole class.
-Work on their own and then compare the answers with a partner
- Listen and take note.
- listen and repeat chorally.
- Practise pronouncing the verbs in pairs.
10 mins
Activity 3
Prensent the present simple she/he/it
Form
Positive
He/she/it + Vs
She lives in Hanoi
He works in a hospital
Negative
He/she/it + doesn’t + V
He doesn’t live in Australia
Questions
Wh + does + she/he/it + V?
Where does she live?
Yes/no question:
Does + she/he/it + V?
Yes, she/he/it + does
No, she/he/it + doesn’t
Does she live in Australia?
No, she doesn’t
- listen and take note in notebooks
5 mins
Activity 4
- Ask students to complete the sentences about Istvan and Pamela. 
- Listen and check the answers. 
- Ask students to read the sentences aloud. 
- Work in pairs and complete the sentences.
- Listen and check the answers
- Read the sentences aloud.
PRACTICE
Talking about people
5 mins
Activity 1
- Ask students to read information about Fernado.
- Work individually to read information about Fernado.
5 mind
Activity 2
- Ask students to talk about Fernado
- Go around the class and provide help if necessary.
- Work in groups of 3 and take turn to talk about Fernado.
Fernado is a tourist guide
He comes from Lima
5 mins
Activity 3
- ask students to write some notes about a friend or relative. 
- Go round the class to check and help them. Bring the whole class together again, and ask one or two students to tell the others about their friend/relative.
- Write some notes about a friend or relative
- Students work in pairs and talk about their friend/relative to their partner
My friend is Mary. She lives in Ha Noi. She works 
PERIOD 2
WHAT DOES HE DO?
Questions and negatives
5 mins
Activity 1
- Ask students to listen to the recording and then complete the answers. 
- Play the recording again and get students to repeat both chorally and individually. Then get them to ask and answer the questions in open pairs across the class.
- Listen and complete the answers.
-Listen and repeat chorally
- Ask and answer the questions in open pairs across the class.
5 mins
Grammar spot
- Present the present simple tense
- make sure students understand that What does she/he do? means the same as what's her/his job? but that what does she/he do? is the more normal question.
- Ask students to listen and notice the pronunciation of does and doesn’t
- listen and take note
- listen and repeat
- Practise saying the question and short answer. 
5 mins
Activity 2
- Ask students to complete the sentences on their own and then check their answers with a partner.
- Play the recording and get them to listen and check. 
- ask individuals to read aloud their answers to the class and check the pronunciation.
- Work individually
- Listen and check the answers.
- In turn, read aloud their answers to the class.
5 mins
Activity 3
- Ask students to write similar questions about Fernando the tourist guide.
- Ask students to ask and answer questions with a partner.
- Go around the class and check pronunciation.
- Work individually to write questions about Fernando.
- Ask and answer questions in pairs. 
A; Where does Fernando come from?
B: Peru
A: What does he do?
B: Tourist guide
PRACTICE
Asking about people
Listening and pronunciation
5 mins
Practice 1
- Get students to read about Iman or Giorgio. Check comprehension and drill the pronunciation of some new words
- work individually to read about Iman and Giorgio.
5 mins
Practice 2
- Get students to say a sentence about each person as an example. 
- Ask students to choose Iman or Giorgio and describe her/him to a partner.
- Go round the class to check and help students. Round off the activity by bring the whole class together again and asking one or two students to tell the class about Iman and Giorgio.
- Say a sentence about Iman and Giorgio.
- Work in pairs and describe Iman or Giorgio to the partner.
Sample
Iman’s a model and businesswoman.
She comes from Somalia
She lives in New York
5 mins
Practice 3
- Ask each student in a pair to choose either Iman or Giorgio. Students work on their own and write questions about their character
- Check their questions quickly round the class, getting students to read them aloud.
- Write questions about Iman or Giorgio.
Sample
What does he do?
Where does he come from?
Where does he live?
Where does he work?
5 mins
Practice 4
- Ask your students to close their books. Write the names Iman and Giorgio on the board, then ask students to work in pairs and take it in turns to ask and answer questions about them. 
Let students choose their questions and character they use.
- Round off the activity by asking for a few questions and answers in open pairs across the class.
- Work in pairs. Ask and answer questions about Iman and Giorgio in turns.
A: what does Iman do?
B: She’s a model and businesswoman.
A: Where does she come from?
B: She’s from Somalia
5 mins
Practice 5
- Ask students to work in pairs to ask the same questions about a friend or relative of theirs. 
- Go round and check as they do the activity, focusing on the formation of questions. Ask one or two students to tell the whole class about their or their partner's relative.
- Work in pairs to ask questions about a friend of the partner.
5 mins
Practice 6
- Ask students to listen to the sentences about Iman and Giorgio. Then correct the wrong sentences about them.
- Encourage other members of the class to correct if a wrong answer is given. 
- Work in groups of 3 or 4 and then listen to the sentences about Iman and Giorgio. Correct the wrong ones.
R: Iman comes from Somalia.
S: Yes, that’s right.
R: Iman lives and works in Somalia.
S: No, she doesn’t. She lives and works in New York.
2 mins
Practice 7
- Ask students to listen to the recording and tick the sentence they hear. 
- Check the answers by playing the recording again.
- work individually and tick the sentence they hear.
3 mins
Practice 8
- Ask students to work small groups and tick the correct sentence. Ask them to work quite quickly, then conduct a full class feedback. Try to get students to correct each other and explain any mistakes they hear.
- work in groups of 4 and tick the correct sentence.
PERIOD 3
READING AND LISTENING
10 mins
Activity 1
- Ask students to look quickly at the photographs on the page and tell you a little about what and who they can see. Briefly revise the times that go with each photograph
- Ask students to work in pairs and match the sentences with the photographs. Tell them not to worry about new vocabulary but to use the words that they recognize and the information in the photographs to help them with the matching.
- Check the answers.
- Check the key vocabulary by giving short definitions accompanied by mime and getting students to tell you the word 
e.g. You eat this in the morning - breakfast; 
the people who stay in a hotel -guests; 
you need this in your
car to drive it -petrol, etc.
- Look quickly at the photographs and listen to the teacher.
- Work in pairs to match the sentences with the photographs. 
- listen and do the guessing.
10 mins
Activity 2
- Ask students to read about Seumas and then answer the questions that follow.
- Pre-teach some of the key vocabulary before the students start to read, so that they do not stop at every word thev do not recognize to ask for an explanation.
- Teach the following through mime or short definitions: 
jobs - policeman, fireman, taxi-driver,school-bus driver, boatman (a man you pay to take youout in a boat or for the use of a boat), ambulance man,
petrol attendant, undertaker; 
verbs - get up, make breakfast, watch TV, make supper, go to bed.
- Check the answers.
- Read about Seumas individually and then discuss with a partner to answer the questions.
- Listen to the teacher and take note.
10 mins
Activity 3
- Ask students to look back at the photographs. Then ask and answer question with a partner about times in Seumas’s day.
- Demonstrate the activity by getting two students to ask and answer using the example in the Student's Book.
- Ask students to continue to ask and answer questions about the times in Seumas's day. Go round the class to check. Feed back on any common errors.
- Work in pair and look at the photographs
- Ask and answer questions about times in Seumas’s day. 
A: what does he do at 6 o’clock?
B: He gets up and make breakfast.
A: what does he do at 8 o’clock?
B: He drives the children to school
5 mins
Activity 4
- Ask students to listen to 4 conversations from Seumas’s day. After each one answer the questions that follow.
Is it morning, afternoon or evening?
Who are the people? Where are they?
What is Seumas’s job?
- Check the answers with the whole class.
- Listen to 4 conversations and answer the questions.
10 mins
Activity 5
- Ask students to complete the conversations as far as they can, using what they can remember from the first listening and from the reading text, and the information from activity 3. Students can then exchange information with
a partner.
- Play the conversations again to allow students to complete their answers. Then check the answers with the whole class.
- Put students into pairs to practise the conversations.
- Listen and complete the conversation and the share the information with a partner.
- Check the answers.
- Practise the conversation in pairs.
PERIOD 4
VOCABULARY AND PRONUNCIATION
jobs
15 mins
Activity 1
- Ask students to look at the pictures and tell you any of the jobs they know already.
- get them to work in small groups and match a picture with a job in column A, checking any words that are still unknown in their
dictionaries.
- Ask students to match a job in A with a line in B
- Ask students to listen to check the answers.
- Ask student to repeat the jobs in chorus.
- look at the pictures and guess the new words.
- Work in groups of 4 and do the matching. Use dictionary for any new words.
- Work in groups of 4 and match a job in A with a line in B.
- listen and check the answers.
- Practise pronouncing the jobs chorally.
10 mins
Activity 2
- Ask the whole class to look at all the phonetic transcriptions and see if they can recognize any of the words
- ask them to write the spellings of the words and then check them with a partner and practise saying them together.
- Ask students to listen and repeat.
- Work in pairs and guess the words from transcriptions.
- write the spellings of the words in pairs.
- Listen and repeat.
20 mins
Activity 3
- Ask students to learn the sentences in activity 1 by heart. Then close their books, calll out the name of a job and tell your students to call out to complete the sentence.
- ask students to work in pairs for a few minutes with their books still shut, and ask and answer questions about the jobs. Demonstrate the first example yourself to remind them of the question
T: What does a pilot do?
S: He flies planes
T: what does a chief do?
S: He cooks in a restaurant.
- Go round the class and check pronunciation.
- learn the sentences by heart, then close book and complete the teacher sentences
Sample
T: A pilot
S: Flies planes
T: A chief
A: cooks in a restaurant.
- Work in pairs and ask and answer questions about job like the sample given by the teacher.
PERIOD 5
EVERYDAY ENGLISH
What time is it?
5 mins
lntroduce the subject of telling the time by asking What time is it now? and what time does the lesson end? Accept answers in the hour + minutes form, e.g. five thirty, but explain that the system used in New Headway Elementary uses past and to.
- Listen to the teacher
15 mins
Activity 1
- Ask students to work in pairs, look carefully at the clocks, and write in the times
- play the recording for students to check their answers.
- Get students practice saying the times by listening to the recording and repeating.
- work in pairs, look at the clock and write the time.
- Check the answers.
- Practise saying the time in chorus while listening to the recording.
5 mins
Activity 2
- Ask student to look at the times and read the sentences just below the clock.
- Introduce the expression just before and just after
- look at the time and read the sentences
- Listen and take note.
15
mins
Activity 3
- Play the recording and ask your students to repeat the sentences giving very special attention to the stress and intonation.
- encourage good imitation from
the recording
- Practise the dialogue across the class with your own examples first, then ask everyone to draw about three clocks on a piece of paper and practise the conversation again in pairs. 
- Round off the lesson by asking one or two pairs to act out the conversations in front of the class.
- repeat the sentences as listening.
- Practise conversation with a partner. 
- Act out the conversation in front of the class.
HOMEWORK
5 mins
- instruct students carefully to do the exercises in the workbook.
- listen and take note.