Giáo án Tiếng Anh 7 - Tuần 15, Unit 6: A visit to a school - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

Nội dung text: Giáo án Tiếng Anh 7 - Tuần 15, Unit 6: A visit to a school - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

1. Teaching date: 13/12/2022 UNIT 6: A VISIT TO A SCHOOL LESSON 1: GETTING STARTED 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 “School activities”. - Correctly pronounce words that contain the sounds: /tʃ/ and /dʒ/ + Pronunciation: Correctly pronounce words that contain the sounds: /tʃ/ and /dʒ/ + Vocabulary: Use the words about a visit to a school. + Grammar: 2. Competence: a) General competencies: - Students will be able to know more words and phrases about a visit to a school. - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Ability of using Present Simple Tense, some popular verbs of liking. - Sts can introduce themselves or one another fluently. 3. Qualities: The love of school; The awareness about importance of school; Be ready to talk about the school; Know some daily activities at school. - Develop self-study skills. II. PREPARATIONS Teacher: Grade 7 text book, laptop Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE: Activity 1. WARM UP (5’) Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary, and its pronunciation; To lead into the new lesson. Teacher’s & Student’s activities Content Game: Pass the secret *Teacher explains the game rules: ** Students play in teams. Teacher whispers some school facilities to one member from each team (school playground, computer room, gym, school library ). The students have to pass the secrets to the person next to him/her. The last student of each team says the word out loud. The team finishing more quickly
2. and with more correct answer is the winner. *** Students pass the secrets. **** Teacher confirms the answers and gives feedback. Activity 2. KNOWLEDGE FORMATION (15') Aim: - To introduce new words. Teacher’s & Student’s activities Content Vocabulary: Vocabulary: * Teacher introduces the vocabulary. 1. entrance exam 2. facility (n) ** Teacher introduces the vocabulary by: 3. midterm (n) 4. outdoor (adj) - providing the pictures 5. gifted (adj) - providing the definition of the words. *** Teacher asks students to repeat. **** Teacher rubs out and checks. Activity 3. PRACTICE (15’) Aim: To practice the targeted language and activate the background knowledge. To help students practice using the phrases related to the topic. To let students practise asking and answering questions about their school. To let students practise pronouncing the targeted sounds. To help students recognise the targeted sounds Teacher’s Student’s activities Content 1. Match the words in columns A and B 1. Match the words in columns A and to form phrases. Then say them aloud. B to form phrases. Then say them aloud. * Teacher asks students to look at the two columns and checks if they understand the Answer key: meanings of all the words. Remind 1. d students that these words/ phrases they are going to learn in upcoming lessons. 2. c
3. ** Teacher gets students to do the 3. b exercise in individuals. 4. e *** Ask them to share their answers in 5. a pairs before checking the answers as a class. **** Teacher then encourages students to explain their answers. Correct if necessary. 2. Complete the sentences with the phrases in 1. * Teacher asks students what KEYWORD 2. Complete the sentences with the is and to pay attention to the phrases in 1. KEYWORDS in Ex. 2. Answer key: ** Teacher asks them to do Ex. 2. Students do the task individually. 1. gifted students *** Teacher asks students to share their 2. mid-term test answers in pairs before checking the 3. outdoor activities answers as a class. 4. school facilities **** Teacher then encourages students to explain their answers. Correct if 5. entrance examination necessary. 3. Work in pairs. Answer the questions about your school. * Teacher sets the scene, asks some Ss to explain and checks their understanding of their roles and the situations. 3. Work in pairs. Answer the questions 1. Who is the most gifted student in your school? about your school. 2. When does the first-term test take 1. Lan Anh is the most gifted student in place? 3. Do you have to take an entrance my school. examination to study at your 2. The first-term test takes place in school? December. 4. What kind of facilities does your school have? 3. No, I don’t. 5. What types of outdoor activities do you like to take part in? 4. My school has Science Laboratories, a ** Then lets some pairs role-play the library, computer room,... conversations in front of the class.
4. *** Teacher allows students to cross 5. I like taking part in camping. check first. **** Teacher then checks pronunciation, if necessary. Pronunciation: /tʃ/ and /dʒ/ 4. Listen and repeat the words. What letters can we use to make the /dʒ/ sound?. Pronunciation: /tʃ/ and /dʒ/ 4. Listen and repeat the words. What * Teacher shows a list of words on the letters can we use to make the /dʒ/ screen and asks Ss to listen to the sound?. recording. - Teacher asks them to note down the /tʃ/ /dʒ/ words they hear in the correct order. Give students a few minutes to look at the cherry jam words and asks some Ss to repeat. cheaper gym children juice ** Teacher explains the difference lunch large between the sounds: /tʃ/ and /dʒ/. Then teacher project intelligent asks Ss to practice pronouncing words in * Keys: Ex. 4. /tʃ/ /dʒ/ - Teacher plays the recording several times, if necessary, for students to listen cherry /ˈtʃer.i/ jam /dʒổm/ and repeat the words. *** Teacher allows students to cross cheaper /tʃiːpər/ gym /dʒɪm/ check first. children /ˈtʃɪl.drən/ juice /dʒuːs/ **** Teacher then checks pronunciation lunch /lʌntʃ/teacher large /lɑːdʒ/ and gives feedback, if necessary. /ˈtiː.tʃər/ project /ˈprɒdʒ.ek/ intelligent 5. Listen and practice the sentences /ɪnˈtel.ɪ.dʒənt/ * Teacher plays the recording twice. ** Students practice the chant in pairs or groups. 5. Listen and practice the sentences *** Teacher goes around to offer help or /tʃ/ /dʒ/ correct pronunciation, if necessary.
5. **** Teacher calls some students to say children /ˈtʃɪl.drən orange /ˈɒr.ɪndʒ/: the sentences in front of the class. Check their pronunciation if necessary. chicken /ˈtʃɪk.ɪn/: juice /dʒuːs/: chop /tʃɒp/: John /ˈdʒɒn/ Activity 4. APPLICATION (7’) Aim: - To test students' quick reaction to the targeted sounds. Game: “Up and down” *Teacher explains the rules: Teacher says 1-15 words containing the sound /tʃ/ and /dʒ/. Students stand up for the ones with the /tʃ/ sound, sit down for /dʒ/ sound. ** Students play the game in teams. *** Teacher helps students in the game. **** Teacher gives feedback. * Home assignment * Home assignment - Find some more words with the sounds /tʃ/ and /dʒ/. - T assigns the homework. - To prepare vocabulary for the next - Ss copy their homework. lesson: A closer look 2. - T explains it carefully Teaching date: 15/12/2022 UNIT 6: A VISIT TO A SCHOOL LESSON 1: GETTING STARTED I. OBJECTIVES: By the end of this unit, students will be able to gain the following things: 1. Knowledge: - Use the prepositions of time and place + Pronunciation: Correctly pronounce words that contain the sounds: /tʃ/ and /dʒ/ + Vocabulary: The words related to the topic “School activities”.
6. + Grammar: Prepositions of time Prepositions of place 2. Competence: a) General competencies: - Students will be able to know more words and phrases about a visit to a school. - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Ability of using Present Simple Tense, some popular verbs of liking. - Sts can introduce themselves or one another fluently. 3. Qualities: The love of school; The awareness about importance of school; Be ready to talk about the school; Know some daily activities at school. - Develop self-study skills. II. PREPARATIONS Teacher: Grade 7 text book, laptop Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE: Activity 1. WARM UP (5’) Aim: - To activate students’ prior knowledge related to the targeted grammar: prepositions of place - To increase students’ interest. - To introduce the targeted grammar: prepositions of place and prepositions of time. Teacher’s & Student’s activities Content Game: Simon says - Teacher explains the game rules: - Teacher tells students what they must do using prepositions of place, beginning with “Simon says”. (E.g. Simon says put the pen in the pencil case, Simon says sit on the chairs, Simon says put your ruler on the table, ) - Teacher draws students’ attention to the prepositions of place in the commands.
7. - Teacher introduces the target of the lesson: prepositions of place and prepositions of time. Activity 2. KNOWLEDGE FORMATION (15') Aim: To have students get to know about the prepositions of time: in, on, at. To help students under-stand the use the prepositions of place: in, on, at. Teacher’s & Student’s activities Content * Teacher asks students to study the For Grammar box. Meaning m - Teacher draw students’ attention to the meaning and use of at, in, on. Prepo is used to show a ** Teacher then asks some more able siti period of time that is students to give some more examples. ons longer or shorter 1. in of than a day (e.g. in tim the morning, in e 2020, ) is used to show a day 2. or part of a day (e.g. o on Monday, on n January 18th , on Christmas Day, ) is used to show a point of time (e.g. at six 3. at o’clock, at noon, at break time, ) Prepo means inside something / a place siti 1. in ons (e.g. in the classroom, in the school garden, in of the playground) plac e 2. means on the surface of o something (e.g. on the n board, on the wall, on the second floor)
8. shows a certain point 3. at (e.g. at home, at school, at work) * Teacher asks students to study the Grammar box. - Teacher draw students’ attention to the meaning and use of at, in, on. ** Teacher then asks some more able students to give some more examples. Activity 3. PRACTICE (15’) Aim: - To check students’ understanding of the prepositions of time. - To check students’ understanding of the prepositions of place. Teacher’s Student’s activities Content Task 1: Complete the sentences, using Task 1: Complete the sentences, using suitable prepositions of time. suitable prepositions of time. * Teacher has students work individually. Answer key: ** Students work individually to complete 1. at, at the sentences. 2. in *** Teacher lets students work in pairs 3. in and exchange the answers before checking with the whole class (explain 4. on each sentence if necessary). 5. at **** Teacher confirms the answers and gives feedback.
9. Task 2: Work in pairs. Ask and answer the questions about your school. * Teacher has students read the questions Task 2: Work in pairs. Ask and individually. Remind them that the answer the questions about your questions with when are used to ask about school. time and the prepositions of time (in, on, at) are used in the answers. * Suggested answer: 1. When does your school year start? 1. My school year starts in September. 2. When do you have English lessons? 2. I have English lessons on Monday and Friday. 3. When do you usually celebrate Teachers' Day? 3. I usually celebrate Teacher's Day on November 20th. 4. When are you going to finish the school year? 4. I am going to finish the school year in May. ** Students work in pairs to ask and answer the questions. *** Teacher calls some pairs to ask and answer the questions in front of the class. **** Teacher confirms the answers and gives feedback. Task 3: Complete the sentences with at, Task 3: Complete the sentences with in, or on. at, in, or on. * Teacher asks students to read the 1. on 2. at 3. in 4. at 5. on - instruction to understand how to do the in activity. ** Teacher asks students to do the exercise individually, draws their attention to the type of words after the gaps so that they can choose the appropriate prepositions (e.g. he third floor shows the surface, so they write on in the gap). *** Teacher then has them work in pairs, comparing their answer. Teacher can go around to help students.
10. **** If there is time, have some Ss write the answers on the board. T and other Ss comment. Task 4: Work in pairs. Look at the pictures and answer the questions. * Teacher has students read the instructions of the activity to understand Task 4: Work in pairs. Look at the what they are going to do. Remind them pictures and answer the questions. that questions with where are used to ask about places and prepositions of place (at, Suggested answers: on, in) are used in the answers. Check comprehension. 1. At a school / lower secondary school. ** Teacher asks students to do the 2. In the school garden. exercise in pairs. 3. On the board. *** Then call on some pairs to ask and 4. On the stage (of the school, in the answer the questions in front of the class. meeting room). **** Teacher confirms the answers and gives feedback. Activity 4. APPLICATION (7’) * Aim: To help ss distinguish the use of prepositions of place and prepositions of time Task 5: Complete the passage with at, Task 5: Complete the passage with at, on or in. Then discuss in groups which on or in. Then discuss in groups which prepositions express time and which prepositions express time and which ones express place. ones express place. * Teacher has one or two Ss say how the Answer key: prepositions of time and place are used. 1. in Then ask them to read the instructions of 2. in the activity to understand what they are 3. at going to do. 4. at ** Students do the task individually 5. on *** Teacher lets Ss discuss in groups and 6. on decide which prepositions express time and which ones express place. T goes around and corrects mistakes or gives help when necessary. **** Teacher Call on some Ss to share their answers in front of the class. If time allows, select one or two Ss to read the complete passage in front of the class. T and other Ss comment. * Homework
11. * Homework Teachers asks students to make sentences about themselves, using the prepositions Reactivate the knowledge that students of time and place. have gained. Teaching date: 17/12/2022 UNIT 6: A VISIT TO A SCHOOL LESSON 1: GETTING STARTED I. OBJECTIVES: By the end of this unit, students will be able to gain the following things: 1. Knowledge: To ask for details and talk about their school. + Pronunciation: + Vocabulary: Revise vocabulary related to topic A visit to a school + Grammar: Structures to ask for details 2. Competence: a) General competencies: - Students will be able to know more words and phrases about a visit to a school. - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Ability of using structures to ask for details. - Sts can introduce themselves or one another fluently. 3. Qualities: The love of school; The awareness about importance of school; Be ready to talk about the school; Know some daily activities at school. - Develop self-study skills. II. PREPARATIONS Teacher: Grade 7 text book, laptop Students: Text books III. PROCEDURE: Activity 1. WARM UP (5’) Aim: To activate students’ prior knowledge and vocabulary related to the targeted structures of asking for details. Teacher’s & Student’s activities Content Game: Conversation rearranging. * Teacher divides the class into 4 groups. Teacher delivers a set of sentences in a conversation to each group.
12. ** Students will have to work in groups to arrange the sentences to make a meaningful conversation. The group with the fastest correct conversation will be the winner. *** Teacher allows students to cross check first. **** Teacher plays the recording to check. Activity 2. KNOWLEDGE FORMATION (15') Aim: To introduce ways to asking for details. To help students get to know the ways to asking for details. Teacher’s & Student’s activities Content Task 1: (Exercise 1, p. 64) Task 1: (Exercise 1, p. 64) Listen and read the conversation. Pay Listen and read the conversation. Pay attention to the highlighted sentence. attention to the highlighted sentence. * Teacher lets students listen to the examples in Ex. 1 in the book. Form Meaning ** Teacher draws their attention to the form of ways to ask for details. Askin * Can you tell me more? *** Teacher and students discuss the form g of ways to asks for details. for * Can you tell me how? det **** Teacher confirms the answers and * Can you tell me why? ails gives feedback. Task 2: (Exercise 2, p. 64) Work in pairs. Ask and answer questions about your visit to a famous Task 2: (Exercise 2, p. 64) school. Use structures of asking for Work in pairs. Ask and answer details. questions about your visit to a famous * Suggested answer: school. Use structures of asking for details. A: Are you doing anything this weekend?
13. * Teacher has students read the B: Not really. instructions to understand what they are going to do. A: Would you like to go with us to Ha Long Bay? ** Students work in pairs to ask and B: Sounds great! Can you tell me answer questions about their visit to a more? famous school. A: We'll leave at 8 a.m. My friends *** Teacher then asks students to Linh and Nhi are coming too. exchange their answer among class. **** Teacher gives feedback. Activity 3. PRACTICE (15’) Aim: To let students brainstorm ideas about things they want to show their friends at school. To give students chances to practice asking and answering questions about their plans. Teacher’s Student’s activities Content Task 3: (Exercise 3, p. 65) Task 3: (Exercise 3, p. 65) Imagine that some overseas friends are Imagine that some overseas friends are planning to visit your school. Make a list planning to visit your school. Make a of what you want to show them, then fill list of what you want to show them, in the note. then fill in the note. * Teacher has students read the * List to visit in my school: instructions to understand what they are going to do. - the school library (thư viện trường) - computer rooms (phũng mỏy tớnh) ** Students work in individuals. - playground (sõn chơi) *** Students discuss in groups to exchange ideas. - school garden (vườn trường) **** Teacher goes around and offer help, - soccer field (sõn búng đỏ) if necessary. - science Lab (Phũng thớ nghiệm Khoa học) Task 4: (Exercise 3, p. 65) Work in pairs. Ask and answer Task 4: (Exercise 3, p. 65) questions about your plan.
14. * Teacher gives instructions and asks Work in pairs. Ask and answer students to read the example to questions about your plan.1. A: I'm understand how to start and end the going to introduce them computer rooms. conversation. B: Sounds good. Can you tell me why? ** Students work in pairs, ask and answer A: I want them to see where we learn questions about their plans. how to use the Internet. I think they're *** Teacher allows student to share their very modern. answer with other pairs. 2. A: I'm going to show them the school **** Teacher calls some pairs t act out garden. the conversations in front of the class. B: Sounds good! Can you tell me Teacher and other Ss comment. more? A: I’m going to talk about many plants in the school garden. I’m also going to invite them to grow vegetables in the school garden. Activity 4. APPLICATION (7’) * Aim: To let students have chance to practicing talking about their school. * Content: Reading about a high school in the UK. * Product: Students’ answer. * Implementation: Teacher’s instructions Task 5: (Exercise 4, p. 65) Task 5: (Exercise 4, p. 65) Work in groups. Read the passage and Work in groups. Read the passage and complete the table about a high school in complete the table about a high school the UK. Then discuss and fill in the in the UK. Then discuss and fill in the information about your school. information about your school. * Teacher has read the instructions to understand what they are going to do. Remind them that they have to read the Wilson Your passage and fill the information from the High school School passage in the column of Wilson High School. Number of students and Ask Ss to look at the table to understand teachers what information they need to find in the Subjects passage (e.g. number of students and
15. teachers, the subjects they study and the School facilities the school has). facilities ** Ss read the passage individually and Example: fill in the column of Wilson High School. There are about 1,000 students in Wilson *** Teacher asks Ss to pair compare. ****Teacher calls on one or two Ss to tell High School. They are between 11 and about Wilson School in front of the class. 16 years old. *** Ss work in groups, discuss and fill in the table information about their school. Our school has about 900 students. We **** Teacher goes around and listen, are between 11 and 14 years old. make suggestions and corrections if needed * Homework * Homework Reactivate the knowledge that students Reactivate the knowledge that students have gained. have gained. Ngày duyệt: 11/12/2022 Người duyệt: Hà Thị Võn Anh