Giáo án môn Tiếng Anh Lớp 7 - Unit 13: Activities

Date of preparing: / /09
Date of teaching:
Period 81
Unit 13 activities
Lesson 1 A1 P129
A - Aim
- Reading for comprehensions and sports vocabulary
- Practice reading and speaking skills.
- By the end of the lesson, students will be able to read for comprehension and sport vocabulary
- Make students interested in learning English.
B - Teaching aids. 
- Teacher: Textbook, posters, pictures
- Students: Pens, books
C- Technique. Guessing game, ROR
D - Procedure 
I - Organization (2m)
Greeting
Names of absents students 
II. Warm up (5m) 
1. Act: Guessing game
- T. divides the class into 2 groups
- T. gives instruction: 
- T. asks student from group by group ask them to sit on the chair so that don't see the picture, ask a student in the same group look at the picture and describe and ask students sit on the chair to guess the sport.
(play football, play table tennis, walking, skip )
- T. checks and praises the winners.
2. Names of checked students:
III - New lesson (32m)
Steps
Activities
Content
Pre reading
I. Pre teaching
(picture)
* Checking: ROR
I. Vocabulary
skate - boarding (n) tr­ît v¸n	
roller - skating (n) tr­ît pa tanh (gi©y 4 b¸nh)
roller - blading (n) tr­ît pa tanh (giÊy 1 b¸nh)
surprising (adj ) / surprisingly (adv ) Ng¹c nhiªn
 While reading Post reading
1. T/F statements
a. Set the scene: There is a survey about sports. Students in American like. There are information's about it
- Ask students to guess If it true or false
- T. shows the poster on the board and runs through
- Let students to copy down the table and guess in 3 minutes
- Ask students to read A1 P129 and check their predictions.
- Write the questions on the board and runs through and ask students to read the text again and answer the questions
* Mapped dialogue
- Ask students to work in 2 groups
- T. uses the pictures to elicit the model
- Ask students to practice in pairs
* Poster
1. The survey has some surprising results.
2. Baseball is the most popular in the USA.
3. Baseball is the most popular games in the world.
4. Soccer is at six positions.
5. Many teenagers like table tennis.
Key: 1. T 2. F 3.F 4. T 5. T
* Comprehension question
What's the most popular sport in the USA?	
Which sport is at 11th position?
Lan
What is your favorite sport?
Do you like table tennis? (picture)
I like football.(picture)
Ba
 My favorite sport is swimming. (picture)
 No, I do not. I like tennis. (picture)
 What about you?
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework (5m) 
- Learn vocabulary, read the text again
- Prepare Unit 13 lesson 2 A4- Vocabulary, write the answer the questions. P132.
E - Evaluation 
Date of preparing: / /09
Date of teaching:
Period 82
Unit 13 activities
Lesson 2 A4 P132
A - Aim
- Reading for comprehensions and sports vocabulary
- Practice reading skill.
- By the end of the lesson, students will be able to read for comprehension and sport vocabulary
- Make students interested in learning English.
B - Teaching aids. 
- Teacher: Textbook, pictures
- Students: Pens, books
C- Technique. Net work, ROR
D - Procedure 
I - Organization (2m)
Greeting
Names of absents students 
II. Warm up (5m) 
1. Act: Net work
- T. divides the class into 2 groups
- Ask students to go the board and write vocabulary.
- T. gives example on the board
- Let's go to the board and write in 3 minutes
- T. checks and praises the winners.
 soccer
Popular sports in the USA and Vietnam
 swim
2. Names of checked students:
III - New lesson (32m)
Steps
Activities
Content
Pre reading
I. Pre teaching
(when can we get gold medal)
(translation)
(explanation)
(translation)
(trans)
(explanation)
* Checking: ROR
I. Vocabulary
- won the first prize (v)
- organize (v)
- competition (n)
- participant (n)
- ability (n)
- walking competition (n)
II. Text A4 - P129
 While reading 
1. T / F statements
a. Set the scene:
- Ask students to look at pictures
- T. asks 
Who are they? St: They are students.
What is the name of the sport?
St: Walking (§i bé)
- T. hangs poster on the board and runs through
- Checks the meaning if it has
- Ask students to copy down the letters and guess which are T/ F
- T. collects students' ideas on the board 
- Ask students to read the text and check their predictions
- T. explains: Many students like walking so they organize a club call "WFF". T. asks
What is "WFF"?
What is "WTS"?
- Ask students to answer
* Matching
- T. hangs poster on the board and gives instruction: Ask students to match one word in column A with suitable meaning in column B.
- Ask students to go to the board and match. 
* Comprehension questions P132
- T. runs through all the questions and check the meaning
- Ask students to read the text and write these answers in 5 minutes
- Ask one by one student to answer the questions
* Poster
1. The writer participates in walking.
2. The writer's school team won the second prize.
3. The regular activity of the club is 5km walk to the beach.
4. Members living far from school volunteer to take a walk instead of taking motorbike or bicycle trips every Wednesday
*Key: 1. T 2.F 3. T 4. F
- WFF: Walking For Fun - §i bé thó vÞ
- WTS: Walk - To - School - Ngµy ®i bé ®Õn tr­êng
A
1. Therefore
2. increase
3. member
4. instead of
5. volunteer
B
a. t×nh nguyÖn
b. thay v×
c. v× thÕ
d. t¨ng
e. thµnh viªn
* Answer key:
a. He takes part in walking for fun / walking.
b. The writer's school team won the first prize; they were so happy and wanted to keep the activity.
c. One activity is 5 km walk / walking 5 km to the beach on Sunday morning and other walk to school day.
d. It is 5 km.
e. Wednesday is the WTS day.
 Post reading
* If has time ask students complete the summary
- T. gives exercise for students and gives instruction ask students use the words in the box to fill in the gaps.
f. Members living near school take part in the WTS day.
* Complete the summary
(won, fun, walking, school, competition)
The club"(1) ...For Fun" at my school (2)  the first prize in the district walking (3)  last year. The 2 activities of the club are a walk - to - (4) .. day a 5 km walk to the beach on Sunday morning. Walking is (5) , easy and inexpensive activity and it is suitable to everybody.
Key: 1. Walking 2. won 3. competition 
4. school 5. fun
IV - Summary (2m)
- Repeat the content of the lesson
V- Homework. (5m) 
- Learn vocabulary, write these answers the questions on the notebook, and complete the summary in their book.
- Prepare Unit 13 lesson 3 A3 - 5- Vocabulary, adjectives and adverbs.
E - Evaluation 
Date of preparing: / /09
Date of teaching:
Period 83
Unit 13 activities
Lesson 3 A3 - 5 P131 - 133
A - Aim
- Practice in using adjectives and adverbs to talk about sports.
- Practice reading and speaking skills.
- By the end of the lesson, students will be able to use the adjectives and adverbs to talk about sport fluently.
- Make students interested in learning English.
B - Teaching aids. 
- Teacher: Textbook, pictures, cards, poster
- Students: Pens, books
C- Technique. Pelmanism, Matching Word cue drill
D - Procedure 
I - Organization (2m)
Greeting
Names of absents students 
II. Warm up (5m) 
1. Act: Pelmanism
- T. ticks the cards on the board so that students can see the numbers (12 cards)
- T. divides the class into 2 groups and named them
- Give instruction: ask students from each group to choose 2 numbers in turns. T. turns over the cards at a time and sees if the match, they will get 1 mark. If not T. turns the cards over again and ask the next group to choose
- T. checks and praises the winners.
slow
safe
quick
clear
good
skillfully
quickly
clearly
slowly
skillful
safely
well
2. Names of checked students:
III - New lesson (32m)
Steps
Activities
Content
I. Pre teaching
- T. elicits vocabulary from students 
I. Vocabulary
- Careful (adj) carefully (adv) cÈn then
- good well giái
- quick quickly nhanh
- safe safely an toµn
Presentation Practice
- Let students copy down.
* Checking: Matching
- T. hangs poster on the board and divides the class into 2 groups
- Ask students to match one adverb with suitable meaning
1. Presentation text A3 - P131
a. Set the scene: 
- T. says: Trong 1 cuéc thi b¬i Hoa lµ ng­êi b¬i vÒ sau cïng. Hoax lµ ng­êi b¬i nhanh hay b¬i chËm
- T. gives model on the board
- T. asks students some questions 
Slow is adverb or adverb?
- T. reminds " slowly"
- Ask students to listen 2 times
 Up or down?
* Word cues drill
- T. shows and runs through all the cues
- T. gives model (cues 1, 2)
- T. speaks sentence 1
 Students - sentence 2
Exchange (cue 3)
- Half - Half (4 -5)
- Open pair (3 cues)
- Close pairs.
* Nought and Crosses 
- T. hangs poster on the board
- T. divides the class into 2 groups 
- skillful skillfully khÐo lÐo
- bad badly tåi
- Slow slowly chËm
A
chËm
khÐo lÐo
tåi
giái
nhanh
an toµn
cÈn thËn
B
carefully
well
quickly
safely
skillfully
badly
slowly
C
khÐo lÐo chËm 
giái
tåi
an toµn
cÈn thËn nhanh
II. Text A3 - P131
Model
1. She is a slow swimmer.
2. She swims slowly.
* Concept checking
- "Slowly" lµ tr¹ng tõ ®­îc thµnh lËp tõ tÝnh tõ b»ng c¸ch thªm ®u«i "ly"
- §©y lµ c¸ch thÇnh lËp cña tr¹ng tõ chØ thÓ c¸ch
- Tr¹ng tõ bæ nghÜa cho ®éng tõ ®õng tr­íc
- Ues: Dïng ®Ó diÔn ®¹t: Ai ®ã lµmviÖc nh­ thÕ nµo?
- Intonation: down
1. She / slow / swimmer
2. She / bad / tennis player
3. He / good / soccer player
4. He / quick / runner
5. He / skillful / volleyball
Example exchange:
1. She is a slow swimmer.
2. She swims slowly.
Further Practice
(one group say 2 sentences)
I/ slow/ swimmer
He/ quick / runner
he/ good/ soccer player
She / skillful/ tennis player
He/ careful/ driver
He/ good volleyball player
I / quick/ runner
She/ safe/ cyclist
She/ bad / tennis player
IV - Summary (2m)
- Repeat the content of the lesson
V- Homework. (5m) 
- Learn vocabulary; do exercise A5- P133.
- Prepare Unit 13 lesson 4 B1- Vocabulary, Model verb: Should + V.
E - Evaluation 
Date of preparing: / /09
Date of teaching:
Period 84
Unit 13 activities
Lesson 4 B1 P134
A - Aim
- Listening to a text about an invitation and practice in "Model verbs" (can/should/ ought to, must).
- Practice listening and speaking skills.
- By the end of the lesson, students will be able to use practice in "Model verbs" (ought to, must, and should).
- Make students interested in learning English.
B - Teaching aids. 
- Teacher: Textbook, poster
- Students: Pens, books
C- Technique. Words square, Matching, ROR
D - Procedure 
I - Organization (2m)
Greeting
Names of absents students 
II. Warm up (5m) 
1. Act: Pelmanism
- T. ticks the poster on the board
- Divide the class into 2 groups and ask students from each group to go to the board and circle the words they find
- Let's do in 3 minutes
* Key:
9 table tennis, ! can, should, eat 
: brush teeth 
"after, before, meals, adult, swim, thin
T
A
E
H
T
E
E
A
F
T
E
R
T
H
B
E
F
O
R
E
H
L
D
L
U
O
H
S
E
M
E
A
L
S
U
T
H
I
N
A
C
R
E
A
D
U
L
T
B
N
N
I
S
W
I
M
2. Names of checked students:
III - New lesson (32m)
Steps
Activities
Content
Presentation Practice
I. Pre teaching
(translation)
(visual)
* Checking: ROR
1. Presentation dialogue
- T. model - Students repeat
- T. elicits model sentences
- T. asks students some question
What comes after "should"
 after" ought to" &" must"
* Word cues drill
- T. runs through all the cues
- T. gives model - students repeat
- Then ask students to practice speaking in pairs
I. Vocabulary
- ought to (v) Ph¶i
- must (v) ph¶i
- table tennis paddle (n) vît bãng bµn
II. Dialogue
Model sentence
P1: What should Nam do before he plays table tennis?
P2: He ought to do his homework.
 He must do his homework.
* Concept check:
- Form:
Ought to + V
Must + V
- Mean: Ai ®ã ph¶i lµm g×
- Use: Ought to, must: can be used as auxiliaries verbs.
1. Nam / before / table tennis
 do homework
2. We / after meals
 brush teeth
3. Children / when swimming
 swim with an adult
 Further practice
Example exchange
P1: What should you do after you have meals?
P2: I should brush my teeth.
- Complete the passage with the modal verbs in the box.
- T. runs through all the modal verbs and asks students to read the passage and complete.
4. Lan / when / very thin
 eat more
III. B4 - P137
Key:
1. Can 
2. Must 
3. must not
4. Should 
5. Can 
6. ought to / should
7. Can / should 
8. should / must
IV - Summary (2m)
- Repeat the content of the lesson
V- Homework. (5m) 
- Learn vocabulary; do exercise A5- P133.
- Prepare Unit 13 lesson 5 B2- Vocabulary, Model verb: Should + V.
E - Evaluation 
Date of preparing: / /09
Date of teaching:
Period 85
Unit 13 activities
Lesson 5 B2 P135
A - Aim
- Further practice in making, accepting and refusing an invitation, using Modal verbs
- Practice speaking skills.
- Make students interested in learning English.
B - Teaching aids. 
- Teacher: Textbook, poster
- Students: Pens, books
C- Technique: Mimi game
D - Procedure 
I - Organization (2m)
Greeting
Names of absents students 
II. Warm up (5m) 
1. Act: Mime game (Language focus 5 2c P163)
- T. mimes, ask students tp give advice
- T. gives example: T - Cold
St: You should / ought to stay inside.
 	 You should not go out.
- T. uses the word "sick"
St: You should go to the doctor.
2. Names of checked students:
III - New lesson (32m)
Steps
Activities
Content
I. Presentation dialogue
- T. presents the dialogue 
- Ask students to listen and read
- Ask students to practice the dialogue using the cues given in the box.
- Runs through all the cues in the box - P135
- T. gives example
- Ask students 
I. B2 - P135
Ba: Come and play basketball, Nam?
Nam: I am sorry. I don't think I can.
Ba: That's too, bad why not?
Nam: Well, I should clean my room.
Ba: Can you play on Friday.
Nam: Yes, I can.
Ba: All right, see you at seven.
Nam: Ok, bye
Nam: Bye
- Ask students to make their own dialogue, using 3 bootom pictures P135
- T.gives example exchange
* Example exchange:
P1: Come and play a game of tennis?
P2: I am sorry. I don't think I can.
P1: Why not?
P2: I must prepare for the test tomorrow.
P1: Can you play on Tuesday?
P2: Yes, I can.
P1: All right, see oyu at 3 o'clock then.
P2: Ok, bye
P1: Bye
IV - Summary (2m)
- Repeat the content of the lesson
V- Homework. (5m) 
- Learn vocabulary; learn all modal verbs.
- Prepare Unit 13 lesson 6 B3- Vocabulary, Do T/ F Statements P137
E - Evaluation 
Date of preparing: / /09
Date of teaching:
Period 86
Unit 13 activities
Lesson 6 B3 P136
A - Aim
- Reading comprehension and using "Couldn't" for part ability. 
- Practice reading and speaking skills.
- Make students interested in learning English.
B - Teaching aids. 
- Teacher: Textbook, poster, grids
- Students: Pens, books
C- Technique: ROR, Grids, Answer given, T/F statements
D - Procedure 
I - Organization (2m)
Greeting
Names of absents students 
II. Warm up (5m) 
1. Act: 
- Ask students to go to the board and write the vocabulary
2. Names of checked students:
III - New lesson (32m)
Steps
Activities
Content
Pre reading While reading
I. Pre teaching
- T. elicits vocabulary from students 
* Checking: ROR
1. Set the scene:
- T. asks students 
Have you ever been under water?
- T. hangs poster on the board and runs through
- Ask students to gues which are T/ F
- Ask students to read the text and check their prediction
- Ask students to read the text again and answer the questions
- T. hangs poster on the board and runs through
- Ask students make questions depending on the answers
- Ask students to work individually
I. Vocabulary
- under water (v) d­íi n­íc
- scuba diving (n) lÆn cã sö dông b×nh d­ìng khÝ
- vessel (n) tµu, thuyÒn
- explore (v) th¸m hiÓm, kh¸m ph¸
- invent (v) ph¸t minh, s¸ng chÕ
- invention (n) sù ph¸t minh
- special breathing equipment (n) dông cô, thiÕt bÞ thë ®Æc biÖt
II. Text B3 - P136
* Poster
1. Most of the world's surface is land.
2. Before the invention of special breathing equipment, man could not swim freely under water.
3. Now, Scuba diving is a popular sport
4. Jacque Cousteau invented the special TV caneras.
5. We can learn more about the under sea world thank to Jacque Cousteau's invention.
* Key: 1F, 2T, 3T, 4F, 5T
* Answer given
a. 2 minutes
b. a long time
c. 1997
d. the early 1940s
e. underwater life
f. with special Tv cameras
* Answer key
a. How long could a peal diver stay underwater?
b. Now, how long can a diver stay underwater?
 Post reading
* Grids: 
- T. draws the table on the board and runs through
c. When did Jacques Cauteau die?
d. When did he invent the deap sea diving vessel?
e. What could he study?
f. How can we explore the oceans now?
Invention
Verbs
Sentences
- Special breating equipment
- Explore the oceans
- Learn about the sea
- Before special breathing equipments, we couldn't explore the oceans. We couldn't learn about the sea.
- Electricity
- Read al right
- Watch TV
- Use computers
- Listen to music
IV - Summary (2m)
- Repeat the content of the lesson
V- Homework. (5m) 
- Learn vocabulary; write question again
- Prepare Unit 14 lesson 1 A1- Vocabulary, Do Multiple choice P140
E - Evaluation