Giáo án Tiếng Anh Lớp 7 theo CV5512 - Chương trình học kì 2

Date of preparation
Date of teaching
Class
 Absentees
28.12.2019
7A
7B
Period 55
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
2. Skills: listening and reading, choosing the best answers, reading and answering, finding the expression in the coversation, making short role play, words completion, matching, making sentences, talking to other, spoken interaction.
	3. Attitude: Ss will be more responsible for using means of transport and more aware of taking part in traffic . 
	4. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
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
Warm up
 Aim: To warm up the class and introduce the lesson.
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
Aim: Ss can listen and read about topic “traffic ”; ask and answer about distance and give suggestions
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. Lisen 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
Aim: Ss can understand the conversation and answer the questions and make sentences with phrases related to traffic topic.
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. Further practice
Aim: Ss can interact with other about the traffic
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?
Date of preparation
Date of teaching
Class
 Absentees
7A
7B
Period 56
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: trafic 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/
2. Skills: seeing pictures and talking, labeling the signs, discussing, listening and repeating, listening and underline the words, finding words. 
	3. Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety. 
	4. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
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
Aim: To warm up the class and lead in the lesson
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
Aim: Pronounce sounds /e/, /ei/ correctly in isolation and in context.
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
Aim: Help student know some words about road signs.
- 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. Further practice
Aim: Ss can practise about the signs you see on the way to school
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 assitance 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 day?
A: On my way to school there is a hospital, so I can see a “hospital ahead” sign.
* Practice in the schoolyard
eg:
A: What does this sign show us?
B: It shows us “no left turn”
3. Guides for homework
Learn road signs by heart.
Ask and answer which of the signs you see on the way to school.
Prepare for A closer look 2.
	Review the structure about:
- Ask and answer questions about distances with “How”
- Form and usage of the structure: Used to
Find activites which children often play in the country or in the city
Date of preparation
Date of teaching
Class
 Absentees
1.1.2020
7A
7B
Period 57
UNIT 7: TRAFFIC 
Lesson 3: A closer look 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to use “it” for distances, use “ used to” to talk about past habit or state.
	a. Vocabulary: related to the topic: “traffic” 
	b. Grammar: use “it” for distances, use “ used to” to talk about past habit or state
2. Skills: writing sentences, spoken interaction, sentences completion, rewriting the sentences, seeing pictures and talking. 
	3. Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety. 
	4. Competence development:  Groupwork and independ ... think Halloween and Ghost day.
3. Guides for homework
- Retell the knowledge they have learnt about the “topic”
- Learn new words and phrases
- Prepare: Unit 9: A closer look 1.
	Prepare: 
+ Find some verbs and change into nouns and adjectives.
Date of preparation
Date of teaching
Class
 Absentees
12.5.2020
7A
7B
Period 70
UNIT 9: FESTIVALS AROUND THE WORLD 
 Lesson 2: A closer look 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can use adverbial phrases correctly and appropriately. The lexical items related to the topic “Festivals around the world”. Pronounce two-syllable words with correct stress in isolation and in context.
	a. Vocabulary: celebratory, parade ,carnival, joyful , adopt ,pumpkin
	b. Grammar: adverbial phrases
	c. Pronunciation: Pronounce two-syllable words
2. Skills: Complete the table, sentences completion, spoken interaction, listening and repeating, listening and reading, listening and checking
	3. Attitude: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world.
	4. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
	2. New lesson: 
Teacher’s and students’ activities.
 Contents
Warm up
Aim: To warm up the class and introduce the lesson.
- T introduces the lesson by asking students to tell some traditional festivals in Viet nam or in the world.
- Ss tell some traditional festivals.
- T asks students about their preparations for Tet.
- Ss tell about their preparations for Tet.
Eg: 
Halloween, Ghost Day, Cannes Film Festival, Tet, Water Festival, Christmas, Easter 
 Presentation
Aim: Help students know some new words.
-T uses some techniques to present some new words.
- Checking the understanding by making sentences with the new words.
I- Vocabulary
celebratory (aj) mang tính kỷ niệm
parade (n) cuộc diễu hành
carnival (n) ngày hội
joyful (aj) vui mừng
adopt (v) kế tục
pumpkin (n) quả bí 
 Practice
Aim: Ss can do vocabulary exercise related to the topic “Festivals around the world” and use adverbial phrases correctly and appropriately and help students pronounce two – syllable words with correct tress
- Ss work individually to complete the table and compare their answers with a partner.T plays the recording for Ss to check their answers.
- Have Ss read all the sentences and guess the part of speech of the word to be filled in each blank.
T comments on and confirms the correct answers.
- T explains the rules about stress in part. Look out!
- T can give some examples to illustrate.
- T asks students to listen to the tape and repeat.Then put them on the correct column according to their stress pattern.
- Ss listen and repeat the words.
- T asks Ss read out the words.
- Tasks students to listen and circle the word with a different stress pattern from the others.Tcorrects.
- Ss do this exercise individually first then compare their answers with a partner.Then listen and check and repeat.
1a. Complete the table. 
Listen and check your answers.
Key: 
1. celebration 
2. festive
3. parade 
4. culture
5. performance
b. Now complete the following sentences with the words from the table.
Key:
1. festival 
2. celebrate 
3. celebrations 
4. culture
5. parade 
6. performers
II. Pronunciation
3. Listen and complete the table.
* Keys
Stress on 1st syllable: gather, picture, artist,
lovely, famous
Stress on 2nd syllable: relax, enjoy, hotel, describe, rename.
4. Circle the word with a different stress pattern from the others. Then listen and check.
Key: 
1. balloon 
2. complete 
3. prepare
4. alone 
 5. tidy
5. Read the following sentences and mark “ ’ ” the stressed syllable in the underlined words.
1. ‘project 
2. ‘dancers
3. a‘ttend 
4. ‘answer 
5. ‘music
 Further practice
Aim: Ss can interact to other student with vocabulary they have learnt.
T lets students play games to make sentences using vocabulary words which they have learnt
Ss work in groups to do the activity. They choose one activity and take turn to lengthen their sentences by adding the activities.
T corrects and mistakes
2. In groups, choose a festival. Take turns to say the festival.
 Example:
A: I am going to Rio Carnival to watch performers dance.
B: I am going to Rio Carnival to watch performers dance, and musicians play samba music.
3. Guides for homework
- Retell the knowledge they have just learnt about the topic.
-Learn new words and phrases
- Prepare A closer look 2.
	Prepare:
	Make sentences with wh_question (who, what, when, where, how, why, how often, how much, how many)
Date of preparation
Date of teaching
Class
 Absentees
7A
7B
Period 90
UNIT 11: TRAVELLING IN THE FUTURE 
 Lesson 3: A closer look 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can: 
- Use will for future prediction
 - Use possessive pronouns
	a. Vocabulary: 
	b. Grammar: will for future prediction, and possessive pronouns
2. Skills: listening and completing dialogue, rearranging the words to make sentences, sentences completion, writing sentences, playing games, making sentences.
	3. Attitude: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement
	4. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: Write the new words.
2. New lesson
Teacher’s and students’ activities
 Contents
Warm up
Aim: To warm up the class and lead in the new lesson
Set up the situation to lead in to the lesson:
T – Sts exchange:
T:How do you go to school everyday?
Ss:I go to school by..(by bike)
T: What color is your bike?
Ss: My bike/ It is red/..
T: Mine is white.
 And how will you travel when you are 25?
Ss: I will ..
Lead in to the objectives of the lesson are use will for future prediction and use possessive pronouns.
Presentation
Aim: Help students use “will”for future prediction then do exercises.
T reminds Ss of Phuc, Veronica, and Mai and the group’s project in Getting Stated
Ask Ss if they are talking about the past , the present , or the future.For more able class elicit from Ss more information about what the group discuss.
 Ss cover the text to listen carefully to pick up any phrases/sentences that contain will.
-Ss work individually then compare their answers with each other.
-Write ‘fortune teller’ on the board.Ask Ss why people want to visit a fortune teller,and what the fortune teller is expected to talk about. If you have experience asking a fortune teller to predict your future (or simi-lar),tell the class what the fortune teller sáy(in direct form).Ask ss if they have ever talked with a fortune teller about the future, and if the predictions have become true or not.
Ss work in pairs to complete the task.
Then T gives feedback to Ss as a class.
If time allows, ask Ss to play roles to predict the future of each other.
I. Grammar.
1. Will for future predition
Key: We often use will to make a prediction about the future.
Prediction
Affirmative
S + will + V
Negative
S + will not (won’t) + V
Interrogative
Will + S + V?
2. Rearange the words to make the sentences.
1. Pepple won’t use flying cars until the year 2050.
2. Do you think the fuel price will increase next month?
3. The mail won’t arrive until next week.
4. I don’t think he will take the new position.
5. We will use more solar energy in the future
3. Complete the sentences with the correct form of will.
Key:	
1. Will I be	
2. will be	
3. Will I be 
4. will be	
5. Will I be 
 6. won’t be	
7. will travel
Practice
Aim: Ss can use possessive pronouns and do exercise
T explains that we use possessive pronouns to avoid repeating information.
Draw Ss’ attention to the table.
The personal pronouns I,you,she,he, it,we, they,correspond the respective possessive adjectives my, your, his, her, its, our, their, and the respective possessive pronouns mine, yours,his, hers,its, ours, theirs.
- Go through the example with Ss.Say the two sentences have the same meaning.Highlight the changes in the possessive in the two sentences.
-Ss work individually to complete task4.Then T calls on some Ss to write the answers on the board and give feedback.
2. Possessive pronouns.
This is your pen “your” is a possessive adjective and it is put before the noun.
This pen is yours. “yours” is a possessive pronouns and stands alone.
Instead of saying:This pen is your pen(Which sounds repetitive)
We say This pen is yours.
Instead of saying:This bike is my bike , not his bike, we say This bike is mine , not his.
4. Complete the sentences with possessive pronouns
1. This computer is theirs.	
2. The black bike is mine
3. These shoes are his.
4. The cat is Veronica’s
5. The picture is ours
4. Further practice
Aim: Ss can talk sentences using the structure they have learnt
Have Ss work in groups of 4 or 5.Each group member writes 5 sentences individually, then the group get together to see how many sentences they have.The group that has the most correct sentences wins.
* Game:
 3. Guides for homework
- Retell the use “will” for future prediction and use possessive pronouns.
Learn new words and phrases
Prepare for Communication.
Write bad experience of yours about using a particular means of transport
Give traffic problems and give solutions
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