Giáo án Tiếng Anh Lớp 7 - Tiết 55 đến 64

Week 19 – Period 55
Preparing date:. /./......
Teaching date:/../...... 
UNIT 7: TRAFFIC 
Lesson 1: Getting started
I. OBJECTIVES:
1. Knowledge: 
	a. Vocabulary: know some words, phrases related to traffic topic
	b. Grammar: The usage of “How” to ask about means of transport
c. Skills: listening and reading, choosing the best answers, reading and answering, finding the expression in the conversation, making short role play, words completion, matching, making sentences, talking to other, spoken interaction.
	2. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
	3. Behavior: Ss will be more responsible for using means of transport and more aware of taking part in traffic . 
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector, pictures.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
	2. New lesson: 
Teacher’s and students’ activities.
 Contents
1. Warm up- 5’
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Ss answer the questions and talk some words about means of transport.
c, Outcome: SS have more knowledge about means of transport and attract to the lesson.
d, Organization:
T asks some Ss to answer the questions and talk some words about means of transport.
Ss answer the questions and talk some words about means of transport.
T asks Ss to match the means of transport under the right pictures (Ex 2)
Ss match the means of transport under the right pictures
T introduces the lesson
* Questions
- How/ by what means do you go to school every day ?
On foot? By bicycle? By bus? On your parents’ motorbike
- What means of transport do you know?
(plane, bike/ bicycle, bus, boat, ship, 
Train, motorbike, car)
2. Presentation- 10’
a. Aim: Ss can listen and read about topic “traffic ”; ask and answer about distance and give suggestions 
b, Contents: Ss learn some vocabularies and structure“How?” to ask about means of transport.
c, Outcome: SS can know how to read some vocabulary words and its meaning about means of transport and some structure ask about means of transport.
d, Organization: 
T lets Ss listen and read the conversation
Ss listen and read the conversation
T explains some words and gives examples.
Ss listen and remember.
T gives structures with “How?” to ask about means of transort.
Ss copy and give examples
1. Listen and read
* Vocabulary
Hey: to have someone’s attention.
Great idea: when you strongly support or agree with something.
Can’t wait: very excited and keen to do something.
* Structures
- How far is it from .to..?
It is about 
Eg: 
A: How far it it from your house to school?
B: It’s about one kilometer.
- How do/ does + S + V ..?
Eg: 
A: How do you go to school?
B: I go to school on foot.
 - How about + V_ing.?
Eg: 
A: How about cycling to school with me tomorrow?
B: Great idea!
3. Practice- 15’
a. Aim: Ss can understand the conversation and answer the questions and make sentences with phrases related to traffic topic.
b, Contents: Ss do the following tasks:
+ Choose the correct answer.
+ Answer the following questions
+ Match a verb on the left with a means of transport on the right. There may be more than one correct answer.
c, Outcome: SS can understand the conversation and answer the questions and make sentences with phrases related to traffic topic and do the exercises well.
d, Organization: 
T asks Ss to work independently to choose the correct answer to the questions. 
Ss give the results
T checks their answers, and gives explaination if necessary.
T asks Ss to work in pairs. 
T lets them check the answers in pairs or groups, then gives the keys. 
T calls some pairs to read the questions and give answers.
T asks Ss to match a verb on the left with a means of transport on the right.
Ss read the answers. 
T corrects
T asks Ss to make sentences with these phrases.
Ss make sentences
T lets Ss stand up and go round the class and then report their result to the class
Ex a. Choose the correct answer.
1. B 2. A 3. B 4. C
Exb. Answer the following questions.
1. She played with her brother/ stayed at home.
2. It’s about 2 kilometers.
3. She usually goes to school with her dad.
4. Because sometimes there are traffic jams
5. She goes to school by bike.
Ex3. Match a verb on the left with a means of transport on the right. There may be more than one correct answer.
1. ride a bike 
2. drive a car 
3. fly by plane 
4. sail on/ in a boat
5. get on/ get off a bus/ a train/ a bike/ a motorbike.
Eg: My father taught me how to ride a bike. 
4. Application- 9’
a. Aim: Ss can interact with other about the traffic
b, Contents: Ss work in pairs to practice asking and answering the questions about traffic.
c, Outcome: SS can apply in real life and talk about the traffic.
d, Organization:
T asks Ss to practise in pairs asking and answering the questions
Ss practise in pairs
T observes and remarks
* Find someone in your class who never.
- How often do you walk to school/ go to school by bus?
- Do you (often walk to school/ go to school by bus? 
3. Guides for homework
- Learn by heart: The usage of “ How” to ask about means of transport.
- Learn by heart some new words.
- Prepare for A closer look 1: Road signs
- Answer the questions: 
+ What means of transport is faster/ safer? 
+ What means do you like most? Why?
+ Which of the signs can you see on the way to school every day?
----------------------------------------------------/
Week 19 – Period 56
Preparing date:. /./......
Teaching date:/../...... 
UNIT 7: TRAFFIC
Lesson 2: A closer look 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to use the lexical items related to the topic “Traffic”. Pronounce sounds /e/, /ei/ correctly in isolation and in context, know some words, phrases related to traffic topic
	a. Vocabulary: traffic lights, no parking, no right turn, hospital ahead, parking, cycle lane, school ahead, no cycling
	b. Grammar: The usage of “How” to ask about means of transport
	c. Pronunciation: sounds /e/, /ei/
d. Skills: seeing pictures and talking, labeling the signs, discussing, listening and repeating, listening and underline the words, finding words. 
	2. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
	3. Behavior: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety. 
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks, extra-boards
III. PROCEDURE
1. Checking: T calls some Ss write the new words on the board 
	2. New lesson: 
Teacher’s and students’ activities.
 Contents
1. Warm up- 5’
a. Aim: To attract Ss’ attention to the lesson and review some means of transport.
b, Contents: Ss talk about some means of transport.
c, Outcome: SS can attract to the lesson.
d, Organization:
T asks Ss some questions
Ss answer the questions
T introduces the lesson using the road signs
* Questions
- How do you go to school?
- Do you know how I go to work?
- Can you tell me some means of transport you know?
- What means of transport is faster/ safer? 
- What means do you like most? Why?
- Which of the signs can you see on the way to school every day?
2. Presentation- 12’
a. Aim: Ss can know to pronounce sounds /e/, /ei/ correctly in isolation and in context.
b, Contents: Ss learn pronounce sounds /e/, /ei/ and practice pronouncing.
c, Outcome: SS can know pronounce sounds /e/, /ei/ correctly in isolation and in context.
d, Organization:
T explains and gives examples of the sounds /e/, /ei/. Let Ss practise the sounds together. 
T asks Ss to observe the T’s mouth and listen to the teacher for these two sounds carefully. 
T plays the recording and let Ss listen and repeat as many times as required. 
T corrects their pronunciation.
T plays the recording 2 or 3 times.
T helps Ss distinguish the sounds /e/ , /ei/ and recognize all the words with the two sounds, then underlined them as signed.
Ss refer back to the page 8. 
T asks Ss to find all the words having sounds /e/, /ei/
I. Pronunciation
/e/ /ei/
Ex4. Listen and repeat. Pay attention to sounds /e/, /ei/
/e/: left, ahead, present, helicopter, centre, never, seatbelt
/ei/: plane, way, station, train, indicate, mistake, pavement, break.
Ex5. Listen to these sentences carefully. Single-underline the words with sound /e/, and double-underline the words with sound /ei/
/e/:
/ei/:
1. ever 
2. very 
3. 0
4. left, when 
 5. next 
break, way
railway, station
always, obey
UK
They, waiting, train
Ex6. Read a loud
3. Practice- 14’
a. Aim: Help student know some words about road signs.
b, Contents: Ss study some vocabularies about road signs
c, Outcome: SS can use meaning of the road signs correctly to talk about meaning of the road signs .
d, Organization:
- Ss work in pairs to talk about the meaning of the road signs, then write out their answers.
-Ss work individually to label the road signs in 1 with the words/ phrases.
T explains : Look out! There are usually three kinds of signs: Informative. Prohibitive , and warning.
II- Vocabulary
ROAD SIGNS
1. trafic lights. 
2. no parking
3. no right turn 
4. hospital ahead
5. parking 
6. cycle lane
7. school ahead 
8. no cycling
Look out!
- A sign within a red triangle will warn you of something.
- Signs with red circle are mostly prohibitive- that means you can’t do something.
- Signs in blue are usually to give information.
 4. Application- 10’
Aim: Ss can practise about the signs they see on the way to school
b, Contents: Ss work in pairs and talk about the traffic signs they see on the way to school (or else).
c, Outcome: SS can practise using the signs they see on the way to school.
d, Organization:
Let Ss work in pairs and talk about the traffic signs they see on the way to school (or else). T goes around and gives assistance if necessary, and check their answers.
T lets practise about the signs you see on the way to school at the schoolyard.
Ss practise
T observes and remark
* Discuss which of the signs you see on the way to school.
Example: 
A: Which of the signs can you see on the way to school every day?
B: On the way to school, I can see a “ no left turn” sign. Which of the signs can you see on the way to school every da ...  teacher’s book
2. Students: Textbooks, notebooks
C. Procedures
1. Checking: During the lesson.
2. New lesson: 
Teacher’s and students’ activities.
Contents
Warm up (3’)
a, Aims: To warm up the class and lead in the lesson.
b, Contents: Ss work individually to answer the questions.
c, Outcome: Ss can answer some questions related to films.
d, Organization:
- T asks some questions.
- Ss answer the questions.
- T leads in new lessons.
*Questions
+ What kind of film is it?
+Who does it star?
+ What is it about?
 2. Presentation (7’)
a, Aims: Help students know the adjectives which are often used to describe films and how to use –ed and –ing adjectives. They can know how to use -ed and -ing adjectives.
b, Contents: Ss work individually to add some more adjectives.
c, Outcome: Ss can add more adjectives used to describe films. They know how to use -ed and -ing adjectives.
d, Organization:
- Explain the words 
- Read the words
- Ask them to complete the sentences using the adjectives.
-Explain the form adjectives by adding- ed and –ing adjectives.
A - Vocabulary
1. The following are adjectives which are often used to describe films. Can you add some more?
1. hilarious: vui nhộn, hài ước 
2. moving:cảm động
3. boring 
4. gripping: hấp dẫn, thú vị
5. shocking 
6. scary: làm sợ hãi, rùng rợn
7. violent 
8. entertaining
* Structure: - ed and –ing adjectives
+ We use –ed adjectives to describe someone’s feeling.
Eg: The film was long, and I was bored
+ We use – ing adjectives to describe things or people (that cause the feelings)
Eg: The film was long and boring.
Practice (25’)
a, Aims: Ss can do more exercises about –ed and –ing adjectives. Students can pronounce correctly the –ed ending in verbs.
b, Contents: 
+ Ss work individually to complete the -ed and -ing forms of the adjectives.
+ Ss work individually to choose the correct adjectives.
+ Ss work individually to listen and repeat the verbs.
+ Ss work in pairs to ask and answer questions about the picture.
c, Outcome: Ss can do more exercises using the -ed and -ing forms of adjectives. They can pronounce the sound /t/, /d/ and /-id/ correctly.
d, Organization:
- Has Ss complete the table individually. Then has some Ss write their answers on the board before checking with the whole class. 
- Asks Ss to do the exercise individually and then check with the whole class. When checking, asks Ss to refer to the Remember Box to make the meanings of the adjectives clearer to them.
T models the sounds /t/ /d/, and /id/ in different words with the ending –ed. 
- Plays the recording and asks Ss to listen and repeat the words, paying attention to the sounds /t/, /d/, and /id/ at the end of each word. 
- T may play the recording as many times as necessary. Then, ask Ss to put the words in the correct columns while they listen. Ss compare their answers in pairs. T checks.
- Remember: Ask Ss to look at the rules in the remember Box. Tell them the rules of pronunciation.
-First, models this activity with a more able student. Then asks Ss to work in pairs. 
T may go around to help
-T calls some pairs to practice in front of the class. 
-T checks pronunciation.
2. Complete the table with the –ed and –ing forms of the adjectives.
1. interested 
2. embarrassing 
3. exciting 
4. disappointed
5. exhausted 
6. surprising
7. confused 
8. frightening
3. Choose the correct adjectives.
1. moving 
2. frightened 
3. disappointed 
4. amazed
5. terrified
B - Pronunciation
5. Listen and repeat the verbs. Pay attention to the sounds /t/, /d/, and /id/ at the end of each verb.
/t/
/d/
/id/
watched
danced
walked
waited
needed
hated
played
bored
closed
REMEMBER!
6. Ask and answer questions about the pictures. Then listen to the recording.
Example: cry a lot/ laugh a lot
A: He cried a lot, didn’t he?
B: No, he didn’t. He laughed a lot.
 4. Application (8’)
a, Aims: Ss can interact each other using –ed adjectives and –ing adjectives to describe these things and experiences in your life. 
b, Contents: Ss work in pairs to look at the questions and tell how they felt using -ed adjectives. Then, Ss use -ing adjectives to describe things and experiences in their life.
c, Outcome: Ss can use -ed adjectives to describe their feelings and use -ing adjectives to describe things and experiences in their life.
d, Organization:
- First, model this activity with some more Ss. Then, asks Ss to work in pairs.
- T may go around to help weaker Ss. 
- Calls some pairs to practice in front of the class.
4a. Work in pairs. Look at the questions below. Tell your partner how you felt, using –ed adjectives.
Example: 
I felt terrified before my last Maths test.
4b. Now use –ing adjectives to describe these things and experiences in your life.
Example: 
The last film I saw was called Norwegian Wood. It was really moving.
3. Guides for homework (2’)
- Remind the meaning and how to use –ed and –ing adjectives.
- Pronounce correctly the –ed ending in verbs.
- Do exercise A in workbook
- Prepare: Unit 8- A closer look 2.
- Review: Although, despite/ and in spite of and give examples
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Week 22 - Period 64
Date of planning: ././......
Date of teaching: ././......
UNIT 8: FILMS
Lesson 3: A closer look 2
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will use although, despite, and in spite of to express contrast between two prices of information in the same sentence. Use however and nevertheless to express contrast between two sentences.
- Vocabulary: words related to the topic “ film .
- Grammar: Connectors: although, despite / in spite of / however, and nevertheless.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative.
3. Behavior: Students are hardworking and attentive. SS will love watching and appreciate films. 
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book
2. Students: Textbooks, notebooks
C. Procedures
1. Checking: During the lesson.
2. New lesson: 
Teacher’s and students’ activities.
Contents
Warm up (3’)
a, Aims: To warm up the class.
b, Contents: Ss sing a song in English.
c, Outcome: Ss can sing a song in Engish.
d, Organization:
Sing a song in English.
Presentation (7’)
a, Aims: Help students use although, despite, in spite of, however, nevertheless to express contrast between two pieces of information in the same sentences.
b, Contents: Ss study the Grammar Box individually.
c, Outcome: Ss can know how to use although, despite, and in spite of, however and nevertheless.
d, Organization:
-T asks Ss to study the Grammar Box. Draws Ss’ attention to the meaning and use of although, despite, and in spite of by analyzing the examples in the grammar Box. 
-T asks some more able Ss to give some more examples.
-T asks Ss to study the Grammar Box. T: Draws Ss’ attention to the meaning and use of however and nevertheless by analyzing the instruction and examples in the Grammar Box. Then ask some more able Ss to give some more examples.
1. Although, despite/ and in spite of
Eg: 
Although he is so young, he performs excellently.
2. However and nevertheless
Eg:
He is so young, however he performs excellently.
Practice (25’)
a, Aims: Ss can use although, despite, and in spite of, however and nevertheless to do exercises.
b, Contents: 
+ Complete the sentences, using although. 
+ Complete the sentences, using despite/in spite of.
+ Rewrite these sentences using the words in brackets.
 + Complete the sentences using however/nevertheless.
c, Outcome: Ss can do exercises well.
d, Organization:
- For 1, 2and 3, tell Ss what they should do. 
T asks Ss to do the grammar exercises individually. Remind them to look back to the Grammar Box and use a dictionary if necessary. Then have Ss compare answers in pairs before checking with the whole class.
-T tells Ss what they should do. Ask Ss to do the grammar exercise individually. Remind them to look back to the Grammar Box and use a dictionary if necessary. Then Ss compare answers in pairs before checking with the whole class.
1. Complete the sentences. Use although
+ a clause from the box.
1..although few people came to see it
2. Although they spent a lot of money on the film
3. Although the acting is excellent.
4. .although it was a comedy
5. although it is set in modern times.
2. Complete the sentences, using although, despite/ in spite of. Sometimes, two answers are possible.
1. Although 
2. despite/ in spite of
3. although 
4. Despite/ In spite of
5. Although
3. Rewrite these sentences using the words in the brackets. Change other words in the sentence if necessary.
1. I don’t think..although he is
2. Although many, 
3. Despite having to work,..
4. Although he has.,..
5. In spite of (having) a happy ending,
4. Complete the sentences
1. However/ Nevertheless
2. Despite/ In spite of
3. However/ Nevertheless
4. Although
5. Although
Application (8’)
a, Aims: Ss can make sentences using however and nevertheless, although, despite, and in spite of.
b, Contents: Ss work individually to write sentences using however, nevertheless, although, despite, in spite of. Then Ss work in groups to write their own sentences on the board.
c, Outcome: Ss can write their own sentences using the correct structure.
d, Organization:
T asks Ss to do the exercise individually, using their own ideas to write sentences. Then have them work in team, comparing their sentences.
Teamwork
+ Divide the class into two teams
+ Each member in each team go to the board and write a sentence use however and nevertheless, although, despite, and in spite of
+ Time: 3 minutes
+ The team which has more right sentences will win. 
* Write sentences to use however and nevertheless, although, despite, and in spite of.
3. Guides for homework (2’)
- Remind although, despite, and in spite of to express contrast between two prices of information in the same sentence. 
- Use however and nevertheless to express contrast between two sentences.
- Do exercise B in workbook
- Prepare: Unit 8- Communication
- Make survey questions: Survey on favorite actors, Survey on the best films, Survey on action films, Survey on cartoons.