Giáo án môn Tiếng Anh Khối 7 - My Hanh junior high school

LESSON PLAN OUTLINES
SCHOOL:THCS MY HANH
TEACHING DATE:...............
 Unit1: BACK TO SCHOOL
(Section A & B)
DATE:5/9/2006 PERIOD:....
period1: A1, A2
period 2: A3, A4
period 3: A5, A6
period 4:B1, B2
period 5:B3, B4, B5
period 1
Objectives:
* Greeting people, introducing oneself and others (review)
* Developing reading skill
Languaage contents:
Grammar: 
- Structure used in greetings
Comparatives	(review)
a lot of
still / many	( new)
vocabulary: words relating to greetings and introduction
Techniques:
Role play
Questions and answers
Silent reading
period 2:
2.1. Objectives:
Greeting people of different ages
Practicing listening and speaking
2.2. Language contents:
	* Grammar:	- Expressions for greeting ( formal and informal)
So am I (review)
* Vocabulary: words relating to greeting
2.3. Techniques:
- Role play
- Listening and completing dialogs
period 3:
3.1. Objectives:
Developing listening skill
Consolifatng structures
3.2. Language contents:
	* Grammar:	Consolidation
I’m
So am I
She has...
many / a lot of / lots of
big – bigger
3.3. Techniques:	Role play
period- 4:
4.1. Objectives:
Talking and asking about oneself and the others
Developing speaking, listening and writing skills
4.2. Language contents:
* Grammar: 
Present simple tense
Wh-questions with What, Who, Where...?	(review)
* Vocabulary:
4.3. Techniques: Role play
period- 5:
5.1. Objectives:
Asking and talking about transportation and distances
Developing speaking, listening and writing skills
5.2. Language contents:
	* Grammar:	How far is it from ... to ...?
	* Vocabulary: words relating to transportation and distances
5.3. Techniques:
Role play
Questions and answers
_____________________________________________________________________
School: THCS MY HANH	LESSON PLAN
Teacher’s name:...................
TEACHING DATE:...............	Period: 5
DATE: 5/9/2006 PERIOD:.......
Objectives:
* Asking and talking about transportation and distances
* Developing speaking, listening and writing skills
Language contents:
	* Grammar:	How far is it from ... to ...?
	* Vocabulary: words relating to transportation and distances
Techniques:
* Role play
* Questions and answers
Teaching aids:	pictures
Time: 45 minutes
Procedures:
1/ B4 + B5	(25’)
F Warm-up:	Questions and answers
	Is there a X near our school?
F Presentation:
 our school	X
	-_____________________.	(two examples)
200m
 	* Questions and answers:
	How far is it from our school to X ?
* Teacing vocabulary: meter, kilometer	(using symbols)
	* Function of “How far ...?”	(distance)
F Practice
* Controlled: listen to the tape + repeat
* Substitution: distance & mean
	* Further: B5 (pair work)
	2/ B6: Skill development (Listening)	(15’)
	F Pre-listening:
* Students identify locations (Questions and answers0
* Vocab: (review: near, in the center)
* Task 1: listen and put the places in order
F While-listening:
* Correct task 1 after listening (once)
* Task 2: listen again (2nd) and write the distances
* Predicted problems: students fail to take notes
à listen (3rd) and match the distances
* Correct task 2
F Post-listening:
Pair work: students ask and answer about distances from Lan’s house and from school
3/ Remember:	(10’)
F Distinguish:	WHERE ........?
(Q. & A.)	HOW FAR ....?
	It’s ..................	(distance
F Follow-up activity	(group work of 4)
Ask your groupmates questions with “WHERE” and “HOW FAR” and fill in the task sheet
Names
District
Distances from school
4/ Homework, marks and remarks
School:MY HANH	LESSON PLAN OUTLINE
Teacher’s name:
TEACHING DATE:....................	Unit 2: PERSONAL INFORMATION
DATE:	5/9/2006	 PERIOD:.......	Lesson 1 (A1 – A3)
 Objectives: By the end of the lesson, students will be able to:
* identify phone numbers
* use the future simple tense
Language contents:
	* Grammar:	The future simple: WILL
* Vocabulary: call	address	telephone directory
	will	double
Techniques:
* Bingo game	* Survey	* Pair work
* Questions and answers	* Repetition	* Group work
Teaching aids:	handouts for survey activity
Time: 45 minutes
Procedures:
Time
Content
Notes
1/ Warm-up:
Bingo: (number: 0 – 50)
Key:
11
0
36
6
9
45
27
34
5
2/ Presentation:
A1
New words:
will
call, v.
address
double
telephone directory
3/ Practice:
Model three telephone nubers: (A, AÙi, An)
Ex: 8 / 211 / 800
 eight/ two double one / eight double oh
one one / oh oh
4. Drills:
Say the telephone numbers:
a/ Dao Van An b/ Pham Viet Anh
c/ Pham Thanh Ba d/ Dinh Thi Bang
e/ Vu Thanh Bat e/ Bui Ngoc Bich
A2: Listen and write the telephone numbers:
a/ 8 251 654 d/ 8 351 793
b/ 8 250 514 e/ 8 237 041
c/ 8 251 936 f/ 8 821 652
A3: Elicit question: asking for telephone numbers
Lan: What is your telephone number?
Hoa: 8 262 019
5. Consolidation:
Survey
Name
Address
Telephone number
Teacher reads numbers 0 – 50 at random.
Students chase nine numbers
translation
mime
example
explain
example
example (P.19)
pair work
S1 says the name
S 2 says the number
Have students listen twice or three times
Feedback: Ss – Ss
Books shut
Have Ss listen
T asks Ss what question Lan asks 
 Hoa.
 what Hoa’s number is.
work in pairs
work in groups
Homework: 	Learn vocabulary & A 3 by heart
	Do the exercises in the work book
Remarks:
School: THCS MY HANH	LESSON PLAN OUTLINE
Teacher’s name:
TEACHING DATE:...........	Unit 2: PERSONAL INFORMATION
DATE:5/9/2006 PERIOD:..........	Lesson 2 (A4 – A5)
Objectives: By the end of the lesson, students will be able to:
* make arrangement
* talk about future plans
* ask for personal information and give personal information
Language contents:
	* Grammar:	The future simple: WILL
* Vocabulary: moment
Techniques:
* Guessing game	* Transfornation writing
* Questions and answers	
Teaching aids:	poster for transformation writing
Time: 45 minutes
Procedures:
Time
Content
Notes
Warm-up:
Guessing game
A4 – Reading:
Pre-reading:
What are they talking about?
While-reading:
Read and correct the answers
Elicit and expain structures
Would you like to...? (lôøi môøi)
Where will we...? We’ll... (seõ)
Don’t be late. (Ñöøng....)
Answer the questions (a – d)
a/ Phong & Tam.
b/ They will see a movie.
c/ The’ll meet at 6.45.
d/ They’ll meet infront the movie theater.
A5 – Listening:
Pre-listening:
Open-prediction
Ss guess then complete
(Nga and Lan are talking on the 
 phone.)
a/ Telephone number: __________
b/ They will see: ______________
c/ They will meet at: ___________
d/ They will go by: _____________
While-listening:
Answers:
a/ 8 545 545
b/ a movie
c/ Lan’s house
d/ bus
Post-listening (& post reading)
Transformation writing:
Dialogue
A: - Would you like to see a movie?
B: - Sure. What time will it start?
A: - It’ll start at seven o’clock.
Let’s meet at 6.45.
B: - Where wil we meet?
A: - At my house.
B: - How will we get there?
A: - By bus.
A: - OK, fine. Bye.
A: - Bye.
* T: gives 8 telephone numbers
* S1: chooses one of them
* S2: guesses S1’s number
* S3, S4, etc.
* T: shows the picture (P. 21)
What are they doing?
They are talking on the phone.
* books shut
* Ss guess then answer.
* Have Ss read the dialogue then correct the answers
* T elicits the meanings and how to use the structures.
* Work in pairs
Do you sometimes go to the 
 movie?
What do you ask to get 
 information?
Who’s this? Nga
Who’s this? Lan
* Have Ss guess and answer
* Have Ss listen again and answer once or twice
* Call Ss read their answers
Have Ss rewrite similar dialogues – replace the underlined words.
Homework:
	Learn A 4 by heart.
	Read A 6 and answer the questions (a – e).
	Note: “Who’s calling?” “Can I speak to....?” “I’ll call again”
Remarks:&
School:THCS MY HANH	LESSON PLAN OUTLINE
Teacher’s name:
TEACHING DATE:.............	Unit 2: PERSONAL INFORMATION
DATE:	10/9/2006	PERIOD:............	Lesson B1,2,3
Objectives: 
* To help the Ss to read the dates of a month
* To enable the Ss to understand the difference between ordinal numbers & cardinal numbers
* To get the Ss to review the months of the year
	* To make the Ss familiar with using the ordinal numbers
Language contents:
	* Grammar:	The ordinal numbers
* Vocabulary: January, February, March, April, May, June, July, August, September, October, November, 
December.
Techniques:
* Bingo game	* Repetition
* Find someone who 	* Noughts and crosses
Teaching aids:	picture of a calender
Time: 45 minutes
Procedures:
Teacher’s activities
Student’s activities
Practice
Warm-up:
* T hangs up a picture of a big building and asks the Ss some questions about that building.
Ex.: Is this a big building?
How many floors does it have?
* T: Good, this is the first floor, the second floor, the third... the ninth floor.
The lesson we’re going to study is about ordinal numbers.
Presentation:
* T asks Ss to count from one to thirty one
* T hangs up a picture of a calendar and asks the Ss to read from the first to the tenth.
* T explain the difference between them.
* T checks the Ss’ vocab understanding.
Practice:
T asks Ss to repeat in chorus.
T asks individual Ss to read again.
T moves around and correct mistake.
Consolidation:
T has Ss play a bingo game
T reads: first, eleventh, tweenty-first, second, twelfth, tweenty-second, fourth, fourteenth, tweenty-fourth.
Warm up:
* T hangs up a calendar on the board and asks some questions
Ex.: What’s this?
Are there thirty-one days in July?
* T: Listen to the tape carefully and write the dates you hear.
Presentation:
* T plays the tape
* T plays the tape again
* T asks Ss to correct their answers
* T asks some Ss to write the answers on the board
Practice:
T asks Ss to play a game “Noughts and crosses”
Consolidation:
T asks Ss to write some ordinal numbers and cardinal numbers.
Warm-up:
Shows a large card and asks questions:
Ex.: How many months are there in a year?
à There are 12 months in this card. Please write them in order from the first to the twelfth.
Presentation:
Asks some Ss to read the words.
Checks vocabulary by using “What and Where?”
Practice:
Asks Ss to write the months in order
Asks Ss to check mistakes in pairs
Moves around and checks
Asks Ss to write the months on the board
Asks Ss to read the months in chorus
Free practice:
Asks Ss to play the game “Find someone who...”
Ss look at the picture and listen to the T’s questions carefully.
Yes, it is.
It has nine floor.
Ss listen to the T.
* Read the c ... r mother?
 Does Hoa’s mother work 2 hours a day?
 Do they like their work?
School:THCS MY HANH	 LESSON PLAN OUTLINE 
PERIOD: DATE:10/9/2006	Unit 4:	AT SCHOOL
TEACHING DATE;................	 Lesson 1: Speaking (A 1, 2, 3)
1. Objectives: By the end of the lesson, Ss will be able to:
	ask and answer about time,
	ask and answer about time they do their routines
2. Language contents:
	Grammar: Wh-questions
	Vocab: words of routines, school subjects
3. Techniques:	word cue drill,	word storming
4. Teaching aids:	a clock and a schedule
5. Time: 45’
6. Procedures:
Time
Contents
Teacher
Students
10’
10’
20’
5’
Warmer:
Time: 7:00 4:15 5:25
 8:35 9:10 1:45
Ex.1: 8:30
 à It’s eight thirty / It’s half past eight.
Ex.2: 7:00
 S1: What time is it?
 S2: It’s seven o’clock.
1. Exercise 3: Listen and comp-lete the schedule
 A. School subjects: math, 
 English...
 B. Listening:
Keys: 7:00 English 8:40 music
 10:30 physics 7:50 geography
 2:40 English 4:30 science
2. Ask and answer about you:
Ex.: get up / 5:00
 S1: What time do you get up?
 S2: I get up at 5:00.
go to school / 6.30
have breakfast / 7.00
classes start / 7.30
classes finish / 11.00
have lunch / 12.00
go to bed / 10.00
have math / 8.20
3. Homework:
Make a time-table for your schooldays
Ex.: Monday
 7.00
 Math
 8.00
 English
-Shows and adjusts the clock
- Models
Revises the school subjects, using “word skimming”
Plays the cassette
Gives feedbacks
Sets the scene
Models
Conducts word cue drill and pair work
Gives feedbacks
Models
- Look at the clock and tell the time.
Each S writes four poitns of time and practises with a partner.
In groups, write as many words about school subjects as possible.
Copy exercise 3.
Listen and comp-lete the schedule.
Liten and repeat
Practise in pairs: based on the word cues given by the teacher & the schedule
Make a time-table at home.
 !&!
School:THCS MY HANH	 LESSON PLAN OUTLINE
DATE:15/9/2006 PERIOD:.........	 Unit 4	 AT SCHOOL
TEACHING DATE:...........	 Lesson 3: Reading (A 6)
1. Objectives: By the end of the lesson, Ss will be able to:
	get to know some words about school
	point out the difference between school in the USA and those in Vietnam
	use the presented words to talk about their school life.
2. Language contents:
	Grammar: What time ....?	(review)
	 S + have classes at ...
	Vocab: uniform / break / cafeteria / snack / popular / an after-school activity
3. Techniques:	
4. Teaching aids:	pictures for vocabulary presentation
	a picture of an American classs
	poster for true – false and questions
5. Time: 45’
6.Procedures:
(5’) ­ Warm-up: Guessing the word “_ _ _ oo_ _” (schools)
	Introduce the title 	SCHOOLS IN THE USA
 ­ Pre-reading:
(7’)	+ Introducing vocabulary in a context. (schools)
	- a uniform	- a snack	- a break
	- a cafeteria	- popular	- an after-school activity
(3’)	+ Checking vocabulary:	R & R
(3’)	+ Setting the scene: picture of an American class
(7’)	+ True – False Statement Prediction (page 45)
	w Ss read the statements and tick True/False
	w Ss check the answer with their friends
	w T gets feedback on their guessing
	w Ss read the text and check their guessing
	w Ss compare the answer in pais
	w T gets feedbacks on the answers
 (8’) ­ While-reading: Questions
Are the schools in the USA the same or different from those in Vietnam?
What time do classes start?
What time do classes end?
What do students buy at the cafeteria?
What are the most popular after-school activities?
(10’) ­ Post-reading: Questions and answers
	Use the words presented to talk about your school
Do you wear a uniform at school?
what time do your classes start?
What time do they end?
Are there any lessons on Saturday?
How many break do you have a day?
Is there a caferteria in your school?
What are the most popular after-school activities? 
(5’) ­ Homework:
	Use the answers to write about your schools
 ­ Remarks/Marks:
school:THCS MY HANH	DATE:	 LESSONPLAN OUTLINE
Unit 4	AT SCHOOL
Lesson 4:	B1
Objectives:
	By the end of the lesson, Ss will be able to tell how different kinds of books are arranged in the library.
Language contents:
	Grammar:	Preposition fo position	either ... or....
	This / these	That / those
	Vocabulary:	library, librarian, rack, magazine, dictionary(ies), novel reader, reference books, follow
Techniques:	True / False statements;	Questions – Answers	Retelling
Teachimg aids: Pictures; 	Realia
Time: 45’
Procedures:
Skill development
	Warm-up (library items, position...)
	Pre-reading:
	Preteach the key words
	True / False statements (books closed, and Ss guess)
1. ____ There are novels, books on the racks only.
2. ____ The librarian arranges all the kinds of books together.
3. ____ Students can find the English books at the back of the library.
	(Keys: 1. False	2. False	3. True)
	While-reading:
Ss read the dialogue and answer the questions (aà g p.48) individually then work in pairs à groupwork (at 4 or 5)
	Post-reading:
* Ss tell what they see in their school library.
	Homework:
* Describe your school library by writing about 50 words.
* Answer these questions in complete sentences:
Is there a library in your school?
Can you find picture books and children books in the library?
How often do you go to your school library?
Is the school library helpful for you?
Remarks/ Marks:
School:THCS MY HANH	LESSON PLAN OUTLINE
DATE: 15/9/2006 TEACHING DATE:.......... PERIOD:............	Unit 4	Lesson B 2 – 3
1. Ojectives: By the end of the lesson, Ss will be able to label the items in their school library and where these items are in the library.
2. Language contents:
	Review grammar points:	Lt’s ...........................
	Could you ................?
	Put ............................
	Vocab:	behind, on the racks, in the center of, put
3. Techniques:	Visual aids, mimes
	Open prediction, role play, game
4. Teaching aids:	pictures, tape, tape recorder
5. Time: 45 m.
6.Procedures:
* Revision of subjects and kind of books (game)
Pre-listening:
Preteach vocab mentioned above
Open prediction
Ss predict what is on the shelves and the racks
The pairs compare their pictures
While-listening:
Ss listen to the tape and label the shelves and racks (i.e. listen and check their predictions), then pairs compare their answers.
Answers:
study are
science books + math books
history books + geography books
magazines & newspapers
magazines & newspapers
English books
English books
labrarian’s books
Post-listening:
Ss role-play the dialogue: one takes the role of a reader, and the other is the librarian (Ss can look at B2 as a guide)
Homework:
	Learn by heart the vocab.
	Describe your school library.
Remarks/ Marks:
School:THCS MY HANH	LESSON PLAN OUTLINE
DATE;15/9/2006	Unit 5	WORK AN D PLAY
TEACHING DATE:..............PERIOD:........	Lesson 1: A1 Listen & Read
1. Ojectives: Ss can talk about school activities.
2. Language contents:
	Grammar:	Present simple tense
	Structure:	to learn about something
	to learn how to do something
	Vocab:	experiments
3. Techniques:	Q-A techniques, guessing, game
4. Teaching aids:	pictures
5. Time: 45 m.
6.Procedures:
	Language presentation
¶ Warm-up:
	Ø Game: Guessing numbers: 	6	6:30	7:00	1:15
à please look at these numbers and say something about them or make sentences with them.
	Ex. I go to school six says a week.
¶ Presentation:
	Using pictures to elicit new words, stuctures and content of lesson about Mai
à Please look at the pictures and listen:
	New words:
	. to learn about something
	. to learn how to do something	Rub out & Remember
	. experiments
à Please listen to the tape and read the text silently
à Please read the text aloud (each S / a paragraph)
à Make some questions about Mai (5 questions)
à Work in pairs (Q & A about Mai)
à Call some pairs to pracrise Q & A about Mai
¶ Consolidation:
Make some Q & A about youselves
Ex.: - Do oyu go to school from Monday to Saturday?
When do you go to school, in the morning or in the afternoon?
What do you study on Monday / Tuesday / Friday?
What subjects are you interested in?
What do you learn about when you study geography?
What is your favorite subject at school?
Work in pairs
¶ Homework:
Write a paragraph about your school subjects
Read the text of Mai carefully (A1)
School:THCS MY HANH	Unit 5: Work and Play
DATE: 20/9/2006 TEACHING DATE:......... PERIOD:.........	Section B: It’s time forecess
	Time allocation: 3 periods
	Lesson 1:	B1
	Lesson 2:	B2,3
	Lesson 3:	B 4
LESSON PLAN OUTLINE
	Unit 5: Work and play	Lesson 1:	B 1
1. Ojectives: By the end of the lesson, Ss can talk about their activities at recess
2. Language contents:
	Grammar:	Present simple tense	(review)
	Present progressive tense	 “
	Vocab:	recess (n); chat (v); 
	play 	 blindman’s bluff
	 catch
	 marbles	
3. Techniques:	eliciting, ordering, Q. and A.
4. Teaching aids:	the picture in the textbook (p. 56) is enlarged to use on the warm-up and presentation steps.
5. Time: 45 m.
6.Procedures:
Contents
Notes
I. Warm-up: (5’)
The enlarged picture is sticked on the board
T: 1. Who are the children?
Wher are they now?
What are they doing?
II. Pre-reading: (5’)
 * Vocabulary:
1. play catch
 blindman’s bluff
 marbles
2. skip rope
3. chat
4. recess
*Rub out and remember
III. While-reading: Listen and read 
 (10’)
 a/ Listen: Ordering
Ss are asked to arrange the activities they hear into correct order.
 b/ Listen and read: Checking
 1 a 4 e
 2 b 5 c
 3 d 6 g
IV. Post-reading: (20’)
 1/ B1a: Ask and answer question about the students in the pictures
 - Instruction
 - Model
 + Teacher – Student
 + Student – Student
A: What is this boy doing?
B: He’s playing catch
 - Pair work in 5 minutes
 - Checking
 2/ B1b: Ask and answer question with a partner
 - Instruction
 - Model
 - Pair work in 5 minutes
 - Checking
V. Homework (3’)
 Write a paragraph about your activi- ties at recess.
VI. Remarks (2’)
Ss predict the answers
students
in the school yard
They are eating and driking
 reading
 running
 playing games
T refers to the students’ answers “Playing games” and the picture to introduce new vocab (1, 2).
T uses situations to elicit the words “chat” and “recess” 
Ss are asked to close their books (not to look at the text)
Ss can look at the text while listening
T and Ss go through the form and the use of the present progressive tense quickly.
T asks Ss to pay attention to the position of the adverbs of frequency.
G