Giáo án Tiếng Anh 7 - Tuần 10 - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

Nội dung text: Giáo án Tiếng Anh 7 - Tuần 10 - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

1. Teaching date: 7/11/2022 Period 25:UNIT 4: MUSIC AND ARTS Lesson 1: Getting started – A talk at the school gate I. OBJECTIVES: By the end of this unit, students will be able to gain the following things: 1. Knowledge: - To get the topic “ Music and arts ”. - To practice listening and reading. - Have an overview about the topic Music and arts. + Vocabulary: - Use the vocabulary to talk about Music and arts: concert hall (n), actress (n), artist (n), composer (n), puppet (n), portrait (n), photography , perform + Grammar: - Comparisons: like, different from, (not) as as . 2. Competence: a) General competencies: Students will be able to know more words and phrases about music and arts; Develop communication skills and creativity; Actively join in class activities. b) Specific competencies: - Students will be able to practice listening and reading the conversation between Trang and Nick. (They are talking about music and arts, what they often do in their free time, and then they agree on what to do next weekend.) - Develop communication skills. - Be cooperative and supportive in pair work and teamwork. - Actively join in class activities. 3. Qualities: - To educate the love of music and art. - Be ready to know the words about music and arts. - Develop self-study skills. II. PREPARATIONS - Teacher: Grade 7 text book, laptop, projector / TV/ pictures and cards..... - Students : Text books, studying equipment . III. PROCEDURE: Notes: In each activity, each step will be represented as following: * Deliver the task. * Implement the task. * Discuss. * Give comments or feedback. Activity 1. WARM UP (5’-IW, GW) * Aim: - To create an active atmosphere in the class before the lesson; - To lead into the new unit Teacher’s & Student’s activities Content + Greeting + Greeting + Answer:
2. * Teacher plays a piece of music and lets - Do you like the piece of music you have students listen to. listened? ** Students listen to music. - Do you know what kind of music it is? *** After that, teacher asks students some - When do you listen to music? questions about it and calls some students to give their ideas. - How do you feel when you listen to music? **** Teacher comments on their ideas and - Is music important to our life? then leads students to the new topic in Unit 4. Teacher says: “As you can see, music and arts play an important role in our life. It can help people relax, entertain, or enrich their mind. Therefore, in Unit 4 we are going to learn more about them Music and Arts.” SET THE SCENE: PRE- QUESTIONS * Teacher draws students’ attention to the pictures in the textbook and asks them some questions about the pictures. Teacher don’t confirm whether their answers are right or wrong. Suggested answers: 1. Who are they? 1. They are Trang and Nick / students. 2. What are they doing? 2. Nick is playing the piano and Trang is 3. What are you going to learn in this lesson drawing. today? 3. (Students’ answer) ** Students work out and answer questions in pairs. *** Students share their answers as a whole class. **** Teacher asks them to read and listen to the conversation to check their answers. Activity 2. KNOWLEDGE FORMATION (15'- PW, IW) * Aim: - To set the context for the introductory conversation; - To introduce the topic of the unit. Teacher’s & Student’s activities Content
3. 1. Listen and read: (Ex 1, p. 40) 1. Listen and read: VOCABULARY: * Teacher introduces the vocabulary by: + showing the pictures illustrating the words; + providing the synonym or antonym of the words; + providing the definition of the words. ** Students say the words. * Vocabulary *** Other students correct if the previous 1. classical (adj): cổ điển 2. spare time (n): thời gian rảnh rỗi answers are incorrect. 3. musical instruments (n): nhạc cụ **** Teacher shows and says the words 4. landscape (n): cảnh quan 5. art gallery (n): phòng trưng bày nghệ aloud and asks students to repeat them. thuật LISTEN AND READ. (Ex. 1, p. 40) * Teacher plays the recording, asks students to underline the words related to the topic Music and arts. (Teacher may check the meaning of some words if necessary.) - Teacher can play the recording more than * Key: C once. - Students listen and read. ** Teacher can invite some pairs of students to read aloud. *** Teacher refers to the questions previously asked. **** Then, teacher confirms the correct answer: “Trang and Nick are going to tell us about their hobbies, especially about music and arts. * Teacher asks students to answer without reading the conversation again.
4. ** Ss work out and answer questions in pairs. *** Teacher asks some students to explain why they did not choose the other two options. **** Teacher confirms the correct answer. Activity 3. PRACTICE (15’-IW, PW, GW) * Aim: To help students understand more the text; to acquaint students with the grammar points and new vocabulary of the unit. Teacher’s Student’s activities Content 2. Complete the phrases under the pictures 2. Complete the phrases under the with the verbs below. pictures with the verbs below. - Ask Ss to work independently to fill each Key: blank with a word / phrase from the box. 1. art gallery 2. photos - T may instruct them how to do the exercise: 3. different from (1) read the sentences and identify the kind of 4. like information needed to fill the blanks, (2) read 5. musical instruments the conversation again and locate the place to find the words / phrases to fill the blanks. - Allow Ss to share answers before discussing as a class. - Write the correct answers on the board. - If there's time, call on some Ss to read the sentences. - Check the answers as a class. 3. Write the correct word or phrase under 3. Write the correct word or phrase under each picture. Then listen and repeat. each picture. Then listen and repeat. - Ask Ss to work in pairs or in groups to do - T_ Ss. Work in pairs the task. Tell them that some words / phrases appear in the text and some do not. - Ss do it. - Play the recording for Ss to check and repeat. - Check and correct their pronunciation.
5. - Give them the meaning of the words / phrases if necessary. - Check the answers as a class. * Key: 1. paintbrush 2. Camera 3. painting 4. musical instruments 5. water puppet show 6. art gallery Activity 4. APPLICATION (7’-IW, PW, GW) * Aim: To help Ss revise some vocabulary related to the field of music and arts and to evaluate how artistic they are. 4. QUIZ : How artistic are you? 4. QUIZ : How artistic are you? * Teacher asks students to work individually to answer all the questions and add up their points. Example: ** Students work individually to do the task. A: I think I'm very artistic. I have 4 As out of 5. *** Students report to their groups how artistic they are. Then, teacher calls on some B: I'm not artistic at all. I've got only 1 A students to report to the whole class. and 4 Bs. **** Teacher gives some comments. (If a student's answer is 4 or 5 As, he / she is very artistic, if his / her answer is 3 As, he / she is somewhat artistic, if his / her answer is 0 / 1 / 2 As, he / she is not artistic (at all).)
6. * Home assignment * Home assignment - Read again the conversation on page 40 - Read again the conversation on page 40 - Do more exercises in workbook. - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK _1 - Prepare new lesson: Lesson 2: A CLOSER LOOK _1 Teaching date:11/11/2022 UNIT 4: MUSIC AND ARTS Lesson 2: A closer look 1 I. OBJECTIVES: By the end of this unit, students will be able to gain the following things: 1. Knowledge: + use the lexical items related to the topic Music and arts; + pronunciation: pronounce and recognize the sounds /ʃ/ and /ʒ/. + Vocabulary: - Use the vocabulary to talk about Music and arts: + Grammar: 2. Competence: a) General competencies: Students will be able to know more words and phrases about music and arts; Develop communication skills and creativity; Actively join in class activities. b) Specific competencies: - Develop communication skills. - Be cooperative and supportive in pair work and teamwork. - Actively join in class activities. 3. Qualities: - To educate the love of music and art. - Be ready to know the words about music and arts. - Develop self-study skills. II. PREPARATIONS - Teacher: Grade 7 text book, laptop, projector / TV/ pictures and cards..... - Students : Text books, studying equipment . III. PROCEDURE: Notes: In each activity, each step will be represented as following: * Deliver the task. * Implement the task. * Discuss. * Give comments or feedback. Activity 1. WARM UP (5’-IW, GW) * Aim:
7. To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary, and its pronunciation. To lead in the lesson about vocabulary and pronunciation. Teacher’s & Student’s activities Content + Greeting + Greeting + Guessing game: Kinds of music + Guessing game: Kinds of music * Teacher divides students into 2 groups and Suggested answers: has them listen to some songs to guess what kinds of music they are. 1. Classical music: * Students work in 2 groups, try to listen, and 2. Rock: guess. 3. Jazz: * The member in each group which has the 5. Pop: answer can raise hand. If student has the correct answer, he/ she will get 1 point for 6. Country music: his/ her group. * Teacher confirms the winner. * Teacher leads students into the lesson by telling them that “ In today lesson, we are going to learn more words to talk about Music and arts and two sounds /ʃ/ and /ʒ/.” - Ask Ss to guess what they are going to learn about in this unit. Then write Music and Arts and ask Ss to give any words or phrases they know related to these activities. - Ask Ss to open their book and introduce what they are going to study . Activity 2. KNOWLEDGE FORMATION (15'- PW, IW) * Aim: To introduce visually some words related to the topic. Teacher’s & Student’s activities Content 1. Listen and repeat these words and 1. Listen and repeat these words and phrases, then write them in the correct phrases, then write them in the correct columns. (Ex. 1, p. 42) columns. (Ex. 1, p. 42) *Pre- teach vocabulary: * Vocabulary: * Teacher introduces the vocabulary by:
8. + providing the synonyms or antonyms of the words; + providing the pictures of the words. - Teacher has students read the phrases aloud and corrects their pronunciation if needed. - Teacher asks students for the Vietnamese meanings of these phrases. ** Students say the words. *** Other students correct if the previous answers are incorrect. **** Teacher shows and says the words aloud and asks students to repeat them. Checking techniques: “Rub out and remember” 1. concert hall (n): [visual + explanation] 2. actress (n): [visual + explanation] 3. artist (n): [visual + explanation] 4. composer (n): [visual + explanation] 5. puppet (n): [visual + explanation] 6. portrait (n): [visual + explanation] 7. photography (n): [visual + explanation] 8. perform (v): [visual + explanation] Answer key: People Places actress art gallery artist concert hall composer puppet theatre musician painter
9. * Teacher asks students to listen and repeat the words independently. ** Students work individually. *** Teacher calls on some students to read aloud the words. **** Teacher corrects their pronunciation and explains the meaning of these words/ phrases if needed. * After that, teacher asks students work in pairs to put these words / phrases in the correct box. ** Students work in pairs. *** Some students read out their answers. **** Teacher confirms the correct answers. Activity 3. PRACTICE (15’-IW, PW, GW) * Aim: To teach students how to combine a verb and a noun to talk about music and arts. To give students practice in how to use words/ phrases related to music and arts in context. To help students identify how to pronounce the sounds /ʃ/ and /ʒ/. To help students practise pronouncing these sounds in words. To help students pronounce the final sounds /ʃ/ and /ʒ/ correctly in context. Teacher’s Student’s activities Content 2. Match a word in A with a word or 2. Match a word in A with a word or phrase in B. (Ex 2, p. 42) phrase in B. * Teacher asks students to work in pairs to do Answer key: the task and explains to students that in 1. e
10. English some verbs and nouns go together, 2. d and some don’t. 3. a ** Students work in pairs to do matching to form collocations. 4. c *** Some students give their answers. 5. b **** Teacher checks students ‘answers as a class. 3. Underline the correct word to complete 3. Underline the correct word to complete each sentence. each sentence. * Teacher has students work individually to Suggested answers: read the sentences carefully and look for clues to complete the sentences. 1. drawing ** Students work individually to do the task. 2. composer *** One student writes the words on the 3. museum board. 4. concert **** Teacher confirms the correct answers. 5. photography PRONUNCIATION *Teacher writes on the board two words musician and television. Then, teacher has students focus on the sounds of the two underlined letters “c” and “s”. ** Students practice saying the word individually. *** Teacher calls some students to read aloud. **** Teacher corrects if needed.
11. * After that, teacher says “In this lesson we are going to learn how to pronounce two sounds /ʃ/ and /ʒ/”. **Teacher asks students to watch Tiếng Anh 7 - Pronunciation video, Unit 4 (link youtube) *** Students imitate and practise the two sounds together. **** Teacher explains if needed. 4. Lissten and repeat. (Ex 4, p. 42) * Teacher has students read out the words first. ** Students practice saying the words independently. ***Teacher asks students to listen and try to repeat the words as a class, a group, and individually. **** Teacher may play the recording as many times as necessary and correct their pronunciation. 5. Listen and repeat, and single-underline 5. Listen and repeat, and single-underline the wprds with the sound the wprds with the sound /ʃ/ and double – underline the words with /ʃ/ and double – underline the words with the /Ʒ/. (Ex 5, p. 42) the /Ʒ/. (Ex 5, p. 42) * Teacher has students read the sentences and tells them to pay attention to the words with sounds /ʃ/ and /ʒ/ to underline. Suggested answers: ** Students read and underline words with the two sounds they have learnt. *** Teacher plays the recording for students to listen and repeat each sentence. Teacher calls on some students to read the sentences individually.
12. **** Teacher corrects their pronunciation if needed. Activity 4. APPLICATION (7’-IW, PW, GW) * Aim: To give students chances to apply what they have learnt. GAME: SIMON SAYS Suggested answers: * Teacher prepares some words which condition, ocean, measure, pleasure, shy, include the two sounds students have learnt. vision, sugar, machine, closure, dishwasher, occasion, leisure, rubbish, etc. - Teacher gives students the rules of the game: + If teacher says only one word all students must sit still. The person who stands up will be the loser. + If teacher says, “Simons says .” all students must listen carefully to identify which sound mentioned in each word. /ʃ/: students stand up. /ʒ/: students sit still. + At the end of the game: the group which has more students with correct answers will be the winner. ** Students listen to the rules of the game and can discuss with other members in their groups. *** Students play in groups. **** Teacher informs which group is the * Home assignment winner. Find 5 more words with the sound /ʃ/ and 5 more words with the sound /ʒ/. Write them down and practice pronouncing the words.
13. Teaching date:12/11/2022 UNIT 4: MUSIC AND ARTS Lesson 3: A closer look 2 I. OBJECTIVES: By the end of this unit, students will be able to gain the following things: 1. Knowledge: - Know how to recognize and write comparisons with like, different from, (not) as as: + Vocabulary: - Use the vocabulary to talk about Music and arts: + Grammar: - Comparisons with like, different from, (not) as as: 2. Competence: a) General competencies: Students will be able to know more words and phrases about music and arts; Develop communication skills and creativity; Actively join in class activities. b) Specific competencies: - Develop communication skills. - Be cooperative and supportive in pair work and teamwork. - Actively join in class activities. 3. Qualities: - To educate the love of music and art. - Be ready to know the words about music and arts. - Develop self-study skills. II. PREPARATIONS - Teacher: Grade 7 text book, laptop, projector / TV/ pictures and cards..... - Students : Text books, studying equipment . III. PROCEDURE: Notes: In each activity, each step will be represented as following: * Deliver the task. * Implement the task. * Discuss. * Give comments or feedback. Activity 1. WARM UP (5’-IW, GW) * Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar. To introduce the targeted grammar of the lesson. Teacher’s & Student’s activities Content GAME: BRAINSTORMING Suggested answers: * Teacher asks students to work in 2 teams to think of as many adjectives to describe as possible. ** Students work in 2 teams. Adjectives
14. *** In 1 minute, students from each team, turn by turn, run to the board and write down one adjective. **** Teacher comments and counts how big, small, heavy, light, cheap, expensive, many correct answers for each team. boring, interesting, special, fun, thin, fat, tall, short, handsome, ugly, etc. - The team which has more correct answers will be the winner. * Teacher shows the picture and asks students to use one adjective they have found to make comparisons. ** Students work individually. *** Students give teacher a sentence: “The boy on the left is taller than the boy on the right.” **** Teacher gives feedback, then lead to the new lesson. Activity 2. KNOWLEDGE FORMATION (15'- PW, IW) * Aim: To introduce the form of comparisons to students. Teacher’s & Student’s activities Content COMPARISONS COMPARISONS * Teacher prepares some pictures and asks 1. Teacher points to the yellow pencil and students to make comparisons. the orange pencil. ** Students make comparison, using the pictures teacher shows on the screen. Elicit the model sentences:
15. *** Students find out the form and the usage of comparisons using “like, different from, (not) as as” **** Teacher gives comments and writes on the board the form and the usage. Students: The yellow pencil is shorter than the orange one. Teacher: Right! Or I can say: “The yellow pencil is not as long as the orange one.” 2. Teacher points to the yellow pencil and the pen and asks students to focus on the length of the two things. The pen is as long as the yellow pencil. 3. Teacher points to the yellow pencil and the pen again and has students focus on their shape. The pen is different from the yellow pencil. 4. Teacher says: “This is Robert’s pencil case and this is Mary’s pencil case” and asks them make comparison with “like”.
16. Robert’s pencil case is like Mary’s pencil case. Concept checking: + Form: 1. (not) as + adj + as 2. as + adj + as 3. to be different from 4. like + Use: ask students to read “Remember box”, then teacher asks students some questions to check understanding. **** Teacher gives comments and writes on the board the form and the usage. Activity 3. PRACTICE (15’-IW, PW, GW) * Aim: To help students identify the correct form of comparisons using like, different from, (not) as as. To help students use the correct comparisons using like, different from, (not) as as. To help student practiSe using like, different from, (not) as as. To help students revise to write comparisons using like, different from, (not) as as. Teacher’s Student’s activities Content 1. Write like, as, or different in the blanks. 1. Write like, as, or different in the (Ex 1, p. 43) blanks. (Ex 1, p. 43)
17. * Teacher asks students to do the exercise Answer key: individually and then compare their answers with a classmate. 1. as ** Students do the task individually. 2. like *** Some students explain their choices. 3. different **** Teacher confirms the correct answers. 4. as 5. different 2. Finish the second sentence in each pair, 2. Finish the second sentence in each pair, using like, as as, or different from. (Ex 2, using like, as as, or different from. (Ex p. 43) 2, p. 43) * Teacher has students do this exercise Answer key: individually. 1. different from ** Students do the task individually. 2. like *** Students give and explain their answers. 3. as as ****Teacher confirms the correct answers. 4. different from 5. as as 3. Compare the two museums: history and 3. Compare the two museums: history science, using like, as as, or different and science, using like, as as, or from. (Ex 3, p. 43) different from. (Ex 3, p. 43) * Teacher asks students to work in pairs and Suggested answers: helps them interpret the table first. 1. The History Museum is not as modern as ** Students work in pairs to do the task and the Science Museum. teacher encourages students to talk as much as possible. 2. The staff in History Museum is as friendly as ones in Science Museum. *** Teacher calls on students to read aloud the complete sentences. 3. Things in History Museum are more interesting than things in Science Museum. **** Teacher confirms the correct answers and helps them to correct mistakes if needed. 4. The price in History Museum is like in Science Museum.
18. 4. Rewrite the sentences, using the words 4. Rewrite the sentences, using the words given at the beginning. (Ex 4, p. 43) given at the beginning. (Ex 4, p. 43) * Teacher asks students to do the task Suggested answers: individually to write down the sentences in their notebooks. 1. I think comedies are not as interesting as action films. ** Students do the task individually and compare with their partners. 2. Our history homework is not as difficult as our maths homework. *** Some students write their answers on the board. 3. This year’s music contest is not like last year’s. **** Teacher confirms the correct answers. 4. The characters in the film are different from the ones in the play. 5. That picture is not as bright as this one. Activity 4. APPLICATION (7’-IW, PW, GW) * Aim: To help students practise speaking, using like, different from, (not) as as through pictures. 5. Look at the two pictures and compare 5. Look at the two pictures and compare them. (Ex 5, p. 43) them. (Ex 5, p. 43) * Teacher asks students to work in groups to Suggested answers: find out the similarities and differences between the two pictures and the things in - Picture A is not as big as picture B. them. - The cat in picture A is different from the ** Students work in groups to do the task. cat in picture B. *** Students give as many sentences as - The cat in the house in picture A is like the possible. cat in the house in picture B. **** Teacher listens to students to correct - The fish in picture A is not as big as the common errors after finishing speaking. fish in picture B. - The flower in picture A is not as small as the flower in picture B. * Home assignment * Home assignment Do exercises in the workbook. Do exercises in the workbook. Ngày duyệt: 6/11/2022 Người duyệt: Hà Thị Vân Anh