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

Planning date:13/03/2010
Period 79. Unit 13: activities
lesson 1: a1,4. p.129, 130, 132.
I. Aims: 
- To help ss read for comprehension and sports vocabulary.
- To develop ss’skills.
II. Objectives: By the end of the lesson, ss will be able to understand the reading and do all the task.
III. Ways of working; T - WC, individual work.
IV. Materials: Text book, pictures, tape.
V. Anticipated problems: The lesson may take time.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the ss’attendance.
2. Revision:
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE
READING
(13 minutes)
* Preteach:
- T. uses techniques to teach ss new words:
- Checking understanding:
Labelling the pictures A1. P.129
* Prequestions:
I. New words:
skateboarding /s¢keit/ (n): m«n tr­ît v¸n
roller - skating (n): m«n tr­ît Pa - tanh
(sö dông giµy tr­ît cã b¸nh xe ë 4 gãc)
rollerblading /b¢leidih/ (n): m«n tr­ît pa -tanh (giµy cã b¸nh xe n»m däc d­íi ®Õ giµy)
baseball (n): bãng chµy
(to) win the prize: giµnh phÇn th­ëng
a competition: cuéc ®ua, cuéc thi
surprising (adj): ng¹c nhiªn 
II. Prequestions:
1. Which sports do you think are the most popular in the USA?
2. What other sports do you think are also favoured?
WHILE READING
(12 minutes)
* Read: A1. P.129
- Ss read the text and answer the prequestions.
- Ss read the text again and answer the comprehension questions:
III. Read: A1. P.129
1. Answer the prequestions:
1. The most popular sports are:
 baseball, skateboarding, roller - skating, rollerblading, basketball, football, volleyball, tennis, badminton, swimming.
2. Questions:
a) What is the most popular sport in USA?
b) Which sport is at 11th position?
* Answer key to the questions:
a) The most popular sport in USA is baseball.
b) Table tennis is the 11th
PRE
READING
(3 minutes)
* Prediction:
IV. Prediction:
1. What kind of sport in the picture A4. P.132?
2. What does “WFF” mean?
 What does “WTS” mean?
WHILE
READING
(10 minutes)
* Read: A4. P.132
- Ss read and check their predictions.
- Ss read again and do the matching:
- Ss read and answer the comprehension questions: 
V. Read: A4. P.132
1. Checking the predictions:
1. walking
2. Walking For Fun
3. Walk to school
2. Matching: (with answer key)
L10: organised
t×nh nguyÖn
L11: increases
tæ chøc
L14: Volunteer
thay v×
L14: instead of
gia t¨ng
3. Answer the questions: A4. P.132
* Answer key:
a) He takes part in walking (or walking for fun club)
b) Because the writers’ 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 the other is walk to school day.
d) It’s 5 km from school to the beach.
e) Wednesday is the WTS day.
f) Members living near school often take part in the WTS day. 
POSt READING
(5 minutes)
* Find someone who:
E.g:
S1: Which sport do you like best, Tuan?
S2: I like soccer best.
VI. Find someone who:
likes......best
Name
soccer
badminton
walking
table tennis
swimming
Tuan
Ö
Nam
Ö
4. Homework: (1 minute)
- Learn by heart the new words.
- Read A1. P.129. A4. P.132 again.
- Prepare: A3, A5. P.131 - 133 (text book)
Planning date:15/03/2010
Period 80. Unit 13: activities
lesson 2: a3,5. p.131 - 132.
I. Aims: 
- To help ss use adjectives and adverbs to talk about sports.
- To develop ss’skills.
II. Objectives: By the end of the lesson, ss will be able to use adjectives and adverbs to talk about sports.
III. Ways of working: T- W, pair work, individual work.
IV. Materials: Text book, pictures, cards.
V. Anticipated problems:
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the ss’attendance
2. Revision: (2 minutes) T. asks ss some questions:
E.g: Do you play sports?
 Which sports do you play?
 Are you good at it? Are you bad at it?
3/ New lesson:
STAGES
ACTIVITIES
ON BOARD
PRESEN
TATION
(15 minutes)
* Preteach:
- T. uses texhniques to teach ss new words:
+ A lot of adjectives when change into adverds often add suffix “ly”.
- Checking understanding:
Ss put the words into two columns: Adj or Adv.
* Presentation text: A3.P.131
- T. Plays the tape, ss listen and then repeat.
- T. elicits the model sentences:
- Concept checking:
+ Nh÷ng c©u nµy cã nghÜa tiÕng ViÖt lµ g×?
+ Tõ “good” thuéc tõ lo¹i lµ g×? Nã bæ nghÜa cho tõ nµo? Tõ ®ã thuéc tõ lo¹i lµ g×?
+ Tõ “well” thuéc tõ lo¹i lµ g×? Nã bæ nghÜa cho tõ nµo? Tõ ®ã thuéc tõ lo¹i lµ g×?
I VÞ trÝ cña tÝnh tõ vµ tr¹ng tõ (thÓ c¸ch) trong c©u?
(Note: Tr¹ng tõ thÓ c¸ch chØ ph­¬ng thøc, c¸ch thøc hµnh ®éng x¶y ra). 
I. New words:
good (adj) - well (adv): tèt, giái
bad (adj) - badly (adv): tåi, xÊu
skillful (adj) - skillfuly (adv): cã kü n¨ng
quick (adj): nhanh
slow (adj): chËm
careful (adj): cÈn thËn
careless (adj): cÈu th¶
strict (adj): nghiªm ngÆt
ADJ
ADV
good
well
II. Model sentences:
S1: He’s a good soccer player.
 adj N
S2: He plays well.
 V adv
PRACTICE
(10 minutes)
* Word cue drill and picture cue drill: A3. P.131
Example exchange:
S1: She’s a slow swimmer.
S2: She swims slowly.
III. Practice:
 good / well
soccer player
quick / quickly
runner
safe / safely
cyclist
bad / badly
tennis player
slow / slowly
swimmer
skillful / skillfully
volleyball player
FURTHER PRACTICE
(15 minutes)
* Exercises:
- A5. P.133:
Ss change the adjectives in brackets into the adverbs.
- Exercse A3. P.82 (workbook)
(Häc sinh lµm trªn m¸y vi tÝnh)
* Exercise A5. P.133:
Key to the exercise A5:
clearly
carefully
safely
carelessly
strictly
* Exercise: A3. P.82 (work book)
4. Homework: (2 minutes)
- Learn by heart the new words and model sentences.
- Do exercises: A2, A4. P.82 - 83. (workbook)
* T. guides ss to do the exercises:
A2: Hoµn thµnh c©u b»ng c¸ch ®iÒn tr¹ng tõ vµo chç trèng.
A4: ViÕt c©u vÒ b¶n th©n em. Em thùc hiÖn nh÷ng hµnh ®éng ®ã nh­ thÕ nµo? (Dïng tõ trong khung).
Planning date:15/03/2010
Period 81. Unit 13: activities
lesson 3: b1,4. p.134, 137.
I. Aims: 
- To help ss listen to a dialogue and practice the model verbs “can, should, ought to, must”
- To develop ss’skills.
II. Objectivves: BY the end of the lesson, ss will be able to use model verbs “can, should, ought to, must” to practice.
III. Ways of working: T - WC, tea work, individual work.
IV. Materials: Text book, tape, additional board, cards, colour chalk.
V. Anticipated problems: The lesson may take time.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the ss’attendace.
2. Revision: (4 minutes) Word square:
t
a
e
h
t
e
e
a
f
t
e
r
w
t
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
* Key:
9 table tennis
: brush teeth
" after, before, meals, adult, swim, thin
! can, should, eat.
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRESEN
TATION
(17 minutes)
* Preteach:
- T. uses techniques to teach ss new words.
- Checking understanding:
What and where
* Presentation dialogue:B1. P.134
- T. plays the tape, ss listen and repeat.
- T. elicits the model sentences.
- Concept checking:
+Nh÷ng c©u nµy cã nghÜa tiÕng ViÖt lµ g×?
+ “do” thuéc tõ lo¹i lµ g×? (®éng tõ)
+ Sau “ought to / should / must / can” lµ ®éng tõ ë d¹ng nµo?
+Ng÷ ®iÖu cña c©u? 
I. New words:
ought to ~ should
must (Modal verb): ph¶i
a table tennis paddle: vît bãng bµn
II. Model sentences:
S1: What should Nam do before he plays table tennis?
S2: He ought to do his homework.
 He must do his homework first.
* Note:
S +
should
ought to
must
can
+ V + O
PRACTICE
(15 minutes)
* B1. P.134
- Ss answer the questions on page 134
- Word cue drill:
Ss practice, using model verbs: should, ought to, must........
Example exchange:
(As modal sentences)
III. Practice:
1. Answer the questions: B1. P.134
* Key:
a) He ought to do his homework first.
b) He’ll be ready in a few minutes.
c) Ba will wait for Nam.
d) Ba has two paddles.
2. Practice, using modal verbs
 nam / before / table tennis
do homework
children / when / swimming
swim with an adult
we / after meals 
brush teeth
lan / when / very thin
eat more
FURTHER PRACTICE
(6 minutes)
* B4. P.137
- Ss complete the passage with the modal verbs in the box.
3. B4. P.137: * Key:
1. can
5. can
2. must
6. should / ought to
3. must not
7. can / should
4. should
8. should / must
4. Homework: (2 minutes)
- Learn by heart the new words and modal sentences.
- Do exercises: B2, B3. P.84 - 85. (workbook)
* T. guides ss to do the exercises:
B2: Xem lêi nh¾n sau ®ã viÕt c©u xem Ba ph¶i lµm g×.
B3: Hoµn thµnh c¸c mÈu héi tho¹i b»ng c¸ch ®iÒn Can / must vµo chç trèng sao cho thÝch hîp.
Planning date:22/03/2010
Period 82. Unit 13: activities
lesson 4: b2. p.135.
I. Aims: - To help ss further practice in making, accepting and refusing an invitation, using modal verbs.
- To develop ss’skills.
II. Objectives: By the end of the lesson, ss will be able to make, accept and refuse invitation using modal verbs.
III. Ways of working; T - WC, pair work, individual work.
IV. Materials: Text book, pictures, tape.
V. Anticipated problems: The lesson, may take time.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the ss’attendance.
2. Revision: (4 minutes) Language focus 5: 2c. P.163
Example:
T: I am cold
SS: You should stay inside. You shouldn’t go out.
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRESEN
TATION
(7 minutes)
* Presentation dialogue:
B2. P.135
- T. plays the tape, ss listen and repeat.
PRACTICE
(15 minutes)
- T. insists on the underlined words and asks ss to practice by changing the underlined ones by words given in the box.
I. Practice:
S1: Come and play volleyball, Hoa.
S2: I’m sorry, I can’t.
S1: Why not?
S2: Well, I should visit my grandmother.
S1: Can you play on the weekend?
S2: Yes, I can.
S1: All right. See you on Saturday afternoon.
S2: Ok. Bye.
S1: Bye.
PRODUCTION
(15 minutes)
- Ss make their own dialoges, using the three bottom pictures on page 135.
* Language focus 5: 2. P.162 - 163:
- Ss look at the pictures and then make similar dialogues.
* Key:
b) - Can I play badmimton, Mom?
- First, you must clean / tidy your room.
c) - Can I go fishing, Mom?
- First, you must post this letter.
d) - Can I watch TV, Mom?
- First, you must go to the market.
e) - Can I go roller - skating, Mom?
- First, you must go to the library. 
* Language focus 5: 2. P.162 - 163
Example:
a) S1: Can I play soccer, Mom?
 S2: First, you must practice the piano.
4. Homework: (2 minutes)
- Do exercises: B4. P.85 - 86. (workbook)
*T. guides ss to do the execise:
B4: §äc t×nh huèng ë cét A sau ®ã kÕt nèi víi mét lêi khuyªn thÝch hîp ë cét B.
Planning date:22/03/2010
Period 83. Unit 13: activities
lesson 5: b3. p.136 - 137.
I. Aims: 
- To help ss read a text and understand the details of it. Students can also use “could” - the past form of “can” to practice.
- To develop ss’skills.
II. Objectives: BY the end of the lesson, ss will be able to understand the reading.
III. Ways of working: T - WC, individual work.
IV. Materials: Text book, additional board.
V. Anticipated problems: The post reading activities may be difficult for some ss.
VI. Teaching steps:
1. Warm up: (1 minutes) Greet and check the ss’attendance.
2. Revision: (3 minutes) Ss do exercise B5 (homework) on board.
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE
READING
(10 inutes)
* Preteach:
- T. uses techniques to teach ss new words.
* True / False prediction:
I. New words;
(to) explore / iksp¢lo(r)/: th¸m hiÓm, kh¸ ph¸
(to) invent: ph¸t minh
invention (n): sù ph¸t minh
scuba diving / ¢skub¶/ (n): sù lÆn cã sö dông b×nh d­ìng khÝ
a vessel /¢ves¶l/: tµu, thuyÒn
a special breathing equipment: thiÕt bÞ thë ®Æc biÖt
II. True - False prediction:
1. Most of the world’s surface is land.
2. Before the invention of special breathing equipment, man couldn’t swim freely underwater.
3. Now, scuba diving is a popular sport.
4. Jacques Cousteau invented special TV cameras.
5. We can learn more about the undersea world thank to Jacques Cousteau’s invention.
WHILE READING
(15 minutes)
* Read: B3. P.136
- Ss read and check heir predictions.
* Answer given:
- T. gives out some answers. Ss make questions for the answers.
III. Read: B3. P.136
1. Checking T / F prediction:
1. F
2. T
3. T
4. F
5. T
2. Make questions for these answers:
a) 2 minutes.
b) a long time.
c) 1997.
d) the early 1940s.
e) underswater life.
f) with special TV cameras.
* Answer key:
a) How long could a pearl diver stay underwater?
b) Now, how long can a diver stay underwater?
c) When did Jacques Cousteau die?
d) When did he invent the deep sea diving vessel?
e) what could he study?
f) How can we explore the oceans now?
POST READING
(15 minutes)
* Grid:
- Ss look at the grid and talk about the inventions.
(if possible ss can talk about the things they could and couldn’t do when they were small)
3. Grid:
Invention
Verbs
Sentences
special breathing equipment
- explore the oceans
- learn about the sea
- Before we had special breathing equipments, we couldn’t explore the oceans.
electricity
- read all night
- watch TV
- use computers
- listen to music
- Before we had electricity, we couldn’t read books all night.
the motorbike
- travel far
- get home quickly
- visit places
- Before we had the motorbike, we couldn’t travel far.
4. Homework: (1 minute)
- Learn by heart the new words.
- Read b3. P.136 again.
- Do exercise: B5. P.86 (workbook)
* T. guides ss to do the exercise:
B5: §äc t×nh huèng sau ®ã viÕt lêi khuyªn, sö dông tõ gîi ý cho trong ngoÆc.
Bµi tËp: ViÕt 5 c©u nãi vÒ nh÷ng viÖc em cã thÓ / kh«ng thÓ lµm khi em 6 tuæi.
VÝ dô:
When I was 6, I could read. (or: I could read when I was six.)
I couldn’t ride a bike when I was six.