Giáo án Tiếng Anh 7 + 9 - Tuần 12

Nội dung tài liệu: Giáo án Tiếng Anh 7 + 9 - Tuần 12

1. Week: 12 Planning date: 19/11/2021 ENGLISH 7 Period: 29 UNIT 5: VIETNAMESE FOOD AND DRINK Lesson 3: A closer look 2 A. AIMS OF THE LESSON I. Knowledge : By the end of the lesson, Ss will be able to : - Distinguish between countable nouns and uncountable nouns. - use phrases or words of quantity such as “a/an/some/any/ a bottle of/ a kilo of/ ” for (un)countable nouns and make questions “How many/How much ? “ with them. II. Ability : - Students can develop their ability to use of language. - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. III. Quality : Students have awareness of self-learning capability, creative capacity, B. TEACHING AIDS : posters, loud speaker, book, pictures - Teacher: book, planning, picture, laptop, projector - Students: books, notebooks C. Procedure: I.Warm up: Brainstorming: Ingredients for cooking meal - Ss work in two teams. * Possible answer: salt; cooking oil; flour; pork; turmeric; pepper; noodles, onion, garlic, fish, egg, rice, pea - T asks Ss which are countable nouns and which are uncountable nouns. II. Presentation: 1. Countable nouns and which are uncountable nouns. - Ask Ss to study the Grammar Box. Draw Ss' attention to the difference between countable nouns and uncountable nouns and the use of measurement phrases, by analysing the examples in the Grammar Box. - Ask some Ss to give some more examples. Remind Ss that they should use a good dictionary to check a noun is countable or uncountable. */ Ex.1: Which of the following nouns are countable and which are uncountable? Which phrases can you use with the uncountable nouns? 1. spinach 2. banana 3. bread 4. beef 5. pepper 6. apple 7. pork 8. turmeric
2. - Show Ss what they should do and give some examples ( banana is a countable noun, so we can say a banana or two bananas; pork is an uncountable noun, we can’t say a pork but we can say some pork or a kilo of pork) - Ask Ss to do the grammar exercise individually. Remind them to refer to the Grammar Box and use a dictionary if necessary. - Have Ss compare their answers in pairs before checking with the whole class. Key: Countable: banana, apple Uncountable: bread, beef, pepper, . 2. A/ An/ Some/ Any - T explain how to use a/ an/ some/ any. - Ask Ss to study the Grammar Box. Draw Ss' attention to the use of a, an, some, and any by analysing the instructions and examples in the Grammar Box. - Then ask some more able Ss to give some more examples. Remind Ss of the special use of some in an offer or a request. “ Would you like some bananas?” */ Game: GIVE ME AN EGG! - One team says words related to food or drink. The other team adds some or a/ an. - Demonstrate the game to the class first. Then when Ss know exactly what to do, ask them to work in groups. */ Ex.3: Fill the blanks with a/ an, some, or any in the following conversation - Ask Ss to read the instruction and retell what they are going to do. - Ask Ss to work individually and share the answers with their partners before checking with the class. Key: 1. Any 2. Some 3. Some 4. Any 5.a 6.an 3. How many? How much? - Ask Ss to study the Grammar Box. Help 5s distinguish the use of How many? and How much? by analysing the instruction and examples in the Grammar Box: “'How many?' and 'How much?' are used to ask about quantity. We use 'How many?' with countable nouns and 'How much?' with uncountable nouns. “ * How many + plural countable nouns How many eggs do we have? * How much + uncountable nouns How much milk do you need? - Ask some more able Ss to give some more examples III. Practice 1. Fill each blank with How many or How much - Ask Ss to read the instruction and tell what they are supposed to do - Ask Ss to work individually and share their answers with their partners before checking with the whole class. Key: 1. How many 2. How much 3. How many 4. How many 5.How much 2. Use the suggested words to make questions with How many/ How much, then interview your partner. - Ask Ss to read the instruction. Use the example to make clear to Ss what they are
3. supposed to do - Have Ss work in pairs: one asks the questions he/ she has made from the suggested words and the other gives the answers. T may go round to help weaker Ss. Key: 1. How much water do you drink every day? 2. How much rice do you eat for dinner? 3. How many vegetables do you eat everyday? 4. How many apples do you eat every day? IV. Production - Make five sentences using some, any, a, an - Make five questions using “How much/ How many” V. Homework: - Do the exercise B5,6,7 page 38(workbook) - Prepare reading Period 30 UNIT 5: VIETNAMESE FOOD AND DRINK Lesson 4: Skills 1 A. AIMS OF THE LESSON. 1. Knowledge: By the end of the lesson, students will be able to: - Read for specific information about typical traditional food and drink. 2. Ability: - Students can improve their reading and vocabulary. - Students know how to learn English in right way. - Ss are interested in doing exercises. - Students can develop their reading skill, creativity, self- studying and problem solving. 3. Quality :
4. - Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Raising Ss’ love about Vietnamese food and drink. B. LANGUAGE CONTENT - Vocabulary: lexical items related to the topic “Vietnamese food and drink”. - Grammar: How much/ how many to ask about quantity/ Instructions: first, then, next.... (review) C. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Teaching aids: Textbook, posters, picture. - Work arrangement: T-WC, group work, pair work. D. PROCEDURE. I. Warm up: 1. Shark attack NOODLE II.Pre-reading: 1. Set the scene. - T asks Ss to look at the picture of a bowl of Pho and work in pairs to answer the questions. - Ss work in pairs to give the answers. - T elicits the topic, then leads in new lesson. What dish do you think it is? Which place is famous for this dish? What are the ingredients for it? When do people often have it? Do you like to have it? Why or Why not? 2. Read Phong’s blog. Find the words from the box in the text and underline them. Use the words around each underlined word to help you understanding.
5. - T asks Ss to work individually to scan the passage to find where the words in the passage. Ss work individually. - T may help Ss work out the meanings of these words in the context. For weak classes, T may ask for a translation to check understanding. - Ss listen and take notes. 3. Vocabulary stew (v) : hầm bone (n): xương broth (n) : nước luộc thịt, nước xuýt boneless (adj) không xương slices (n): lát mỏng III. While reading: 1. Answer the questions. - Individual work. +T ask Ss to scan the passage then read the blog again to answer the questions. - T asks Ss to note where they found the information that help them to answer the questions. 2. Game: Lucky number. - Divide class into 2 Groups LN: 1, 3, 5 2. When can we enjoy Pho? -> We can enjoy Pho for all kind of meals during a day, from breakfast to dinner, and even for a late night snack. 4. What are the noodles made from? -> They are made from the best variety of rice. 6. How is the broth for pho bo ( beef noodle soup)?
6. -> The broth for Pho bo is made by stewing the bones of cows for a long time in a large pot. 7. How is the chicken meat served with pho ga? -> It is boneless and cut into thin slices. 8. What place is famous for this dish? -> Ha noi. IV. Post- reading: 1. Survey: - Groups work. + Ask Ss to survey about the favorite dish in their famil and complete the following table. Name Favorite dish When eating Ingredients - After finishing, Ask some good Ss report. V. Homework - Learn by heart all the words they have learnt. - Self- study speaking skill. - Prepare next lesson. Unit 5. Lesson 5: Skills 2 – Writing.
7. Period 31 UNIT 5: VIETNAMESE FOOD AND DRINK Lesson 5: Skills 2 A. AIMS OF THE LESSON.
8. 1. Knowledge: By the end of the lesson, students will be able to: - Write about some popular foods or drinks. 2. Ability: - Ss can improve their writing skill. - Students can develop their cooperative skill, independent working skill in learning skills. 3. Quality : - Ss will be more aware of and be more responsible for cooking and doing chores. B. LANGUAGE CONTENT - Vocabulary: lexical items related to the topic “Vietnamese food and drink”. - Grammar: Instructions: first, then, next.... C. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan,Ss’book, workbook, loudspeaker, projector/ TV. D. PROCEDURE. I. Warm up. Brainstorming - Brainstorm in groups to give the names of food and places in Vietnam. + Ss work in groups to add as many dishes as possible. + Show your list that they have written. II. Pre-writing. 1. Looking at the ingredients for an omelete and reading instruction how to cook it. Ingredients for an omelette + two eggs + a pinch of salt + two teaspoons of cold water + a half teaspoon of pepper Ingredients for an omelette + two eggs + a pinch of salt + two teaspoons of cold water + a half teaspoon of pepper + two tablespoons of oil
9. + two tablespoons of oil Instruction: + There are five steps. + First, beat eggs together with salt, pepper, and cold water. + Then, heat the oil over high heat in a frying pan. + Next, pour the eggs mixture into the pan and cook for two minutes. + After that, fold the omelette in half. + Finally, put the omelette on a plate and serve it with some vegetables. - Individual work. + Let Ss read carefully. + Ask them some quastions. What are ingredients to make an omelete? What do we do first? Do we need the salt? . III. While- writing: 1. Writing. Ingredients for an omelette - Individual work. + two eggs + Ask Ss to write a paragraph about how to cook an omelete.+ a Startpinch with:of salt To make an omelete, we need/ prepare .. + two teaspoons of cold water IV. Post- Writing: + a half teaspoon of pepper 1. Checking: + two tablespoons of oil - Ask Ss to share each other. - Call one student to write down on the board and Ss to read in front of class to check.
10. - T and Ss correct. 2. Write about popular food. - Pairs work. + Ask Ss to write a paragraph about popular foods or drink in their neighbourhood. + T collects some to give mark. V. Homework: - Self study listening and looking back. - Do exercises. - Get ready for Unit 6: Getting started.
11. ENGLISH 9: Period 31: Unit 5: Wonders of Viet Nam Lesson : Skills 2 A. AIMS OF THE LESSON 1. Knowledge: By the end of the lesson, Ss will be able to: - They will be able to write an article describing a wonder of Viet Nam. 2. Ability: - Students can improve their writing skill ; Sub-skill: Reading - Students can develop the ability to cooperate with their partners, to self-study, to solve problems in real situation . - Students can present some places of interest in the city life. 3. Quality:- Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Wonder of Viet Nam” conducted by the teacher. - Students can show their knowledge about wonder of Viet Nam B. TEACHING AIDS - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector, speakers. C. PROCEDURE I. Warm up + Review: - Chatting with ss by asking some questions relating to wonder of Viet Nam especially Ha Long Bay. - Then introduce the new lesson II. New lesson: * Activity 1: - Chatting with ss to lead to this activity
12. - Ask them to make notes about the place they have visited - Ask them to share their notes with their partners’ - Call some ss to read out their note to the whole class * Activity 2: - First ask ss to study the guidelines on how to write a passage describing the place in the Remember box. - Set up the writing activity - SS should use their notes in 3 to write - T may give them the opening sentence on the board. - Ss work individually - T goes round and provide help if necessary * Activity 3: - Collect some of their work and stick on the board for the others to give comments. Ask Ss to write the first draft. T may go around to comment or provide help. Then have Ss write their final version in class or at home. If they write in class, they can also do it in pairs or groups. T may display all or some of the work on the wall/ noticeboard. Other Ss and T give comments. Ss edit and revise their writing for homework. - Swap articles with a partner and review each other’s drafts. Make revisions and corrections if necessary. Then present your final article to the class. III. Consolidation: Repeat the main things of the lessson IV. Homework: - Revise the new words of the unit - Complete the rest exercises in their exercise notebooks
13. Period 32 UNIT 6: VIET NAM: THEN AND NOW Lesson 1: GETTING STARTED A. Objective: 1. Knowledge: - Know some lexical items related to changes in transport systems, family groups and school life in Viet Nam in the past and present. - Understand the conversation 2 Competence: - Communication, ability to use language (interview teachers about the school in the past) 3.Self-learning capacity( find information about the shool in the past) -Creative capacity ( making a discussion ) -Quality: hardworking, responsible and honest love their own school. 4. Skills: reading, writing and speaking B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs,( TV)Projector - Students’ aids: Student books, notebooks, workbooks. C. Procedures: I. Warm up: chatting II. New lesson: * Set the scene: - Write the word "Past and Present" on the board and ask Ss to give another expression for the phrase. When they have given the phrase Then and Now, ask them to look at the picture and the heading. Our school in the past and ask them some questions: • Who can you see in the picture? • Where do you think they are? • Is there anything in the small pictures on the wall relates to past and present? Ss give their answer as a class. T can write their ideas on the board
14. Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue. 1. Activity 1: a. Matching: - Ss work in pairs to label the pictures with the words given. Allow pairs to share their answers before asking them to discuss as a class. Then ask some Ss to read the words aloud and correct their pronunciation if necessary. Key: 1. trench 2. tiled roof 3. facilities 4. photo exhibition 5. rubber sandals 6. thatched house b. Find a word/phrase in the conversation that means: - Have Ss work independently. Ss find the words/ phrases with the given meaning in the conversation. Then have Ss share their answers with a partner before asking them to discuss as a class. Key: 1. anniversary 2. fascinating 3. missing 4. conditions 5. improved 6. proper c. Read the statements and decide whether the information is T, False or NG - Ss read the dialogue again to do this exercise. Ss exchange their answers with a classmate. Ask for Ss' answers as well as the explanation for their choices. Write the correct answers on the board. Key: 1. F (It was founded in the 1960s) 2. T 3. F (They wore rubber sandals and straw hats) 4. NG 5. T d. Read the conversation again and answer the questions: - Ask Ss to do the exercise without reading the conversation again. Ss compare their answer with a classmate. Now ask them to check their answers by reading the dialogue again. Call on some Ss to give the answers.
15. 1. The conversation takes place on the school's 60th anniversary. 2. Because it explains a lot about how the school was in the past. 3. There were trenches outside the classrooms. 4. The roof was made of tiles and some tiles were broken. The window frames were made of wood and some of them were missing. 5. They can learn that they are lucky to have such great learning facilities nowadays. 2. Activity 2: Complete each sentence with a word from the Look out! box which has the same meaning as the words in brackets: - Have Ss read the REMEMBER! box individually. Then go through the points as a class and see if any Ss can make sentences using these adjectives and adverbs. Afterwards, ask Ss to work individually on the gap-fill exercise. Check the answers as a class. Key: 1. slight 2. dramatically 3. significantly 4. Considerable 5. gradual 3. Activity 3: Interview your teacher about features of your school when he/she started teaching here. - Now ask Ss to think about their own school's history. First, have pairs write a couple of questions about the school in the past that they would like to ask T. Then, as a whole class T can answer questions from Ss about the school when she/ he started teaching. The aim is to generate a short discussion. Now have Ss work in small groups to talk about the changes to the school. Ask them to use the adjectives and adverbs in REMEMBER! box. T can tell Ss that they can talk about. + the school principal and school teachers + the school playground + the library + the computer room + the classroom III. Homework: - Learn by heart all the new words. - Review the lesson.
16. - Do exercises in the WB. - Prepare ‘A closer look 1’. Period 33 UNIT 6: VIET NAM: THEN AND NOW Lesson 2: A CLOSER LOOK 1 A. Objective: By the end of the lesson students will be able to: 1. Knowledge - Use some lexical items related to changes in transport systems, family groups and school life in Viet Nam in the past and present. - Identify in which situations to stress all words in sentences and say these sentences correctly a. Vocabulary: related to means of transport and family b. Grammar: simple tenses. Passive voice c. Pronunciation: stress all words in sentences 2. Skills: matching words, choosing the correct words, making sentences, completing the paragraph, listening and repeating. 3. Attitude: Ss will be more responsible for their life 4. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs,( TV)Projector - Students’ aids: Student books, notebooks, workbooks. C. Procedures: I. Warm up: Networks Adjectives to describe changes - Ss work in 2 teams. - Ss take turn to write the adjectives to describe changes on the board.
17. - Limited time. - Award extra points for team who write more correct adjectives. II. New lesson: VOCABULARY 1. Activity 1: Put one word under each picture: - Have Ss turn to the book and work in pairs to label the pictures. Then ask them to briefly describe those pictures. Check the answers as a class. Then ask Ss: - Have you even tried one of these means of transport or road systems? - How do you feel about using each of these means of transport or road systems? Key: 1. tram2. flyover 3. elevated walkway 4. skytrain 5. underpass 6. tunnel 2. Activity 2: Fill in each blank with a suitable word from 1 making them plural where necessary - Have Ss work individually to fill in the blanks. Allow them to share answers with a partner before checking as a class Key: 1. tunnel 2. elevated walkway 3. flyover 4. skytrain 5. underpass 6. tunnel 3. Activity 3: Match each word/ phrase in the left column with the meaning in the right one: - Give Ss a couple of minutes to work in pairs to do the matching. Then check the answers as a class Key: 1. f 2. b 3. e 4. d 5. c 6. a - Ask the class these questions and ask for a show of hands: - Who lives in an extended family? - Who lives in a nuclear family? - Now ask individual Ss. - Can any of these adjectives be used to describe your father/ mother/sister/brother?
18. - Ask more able Ss to give a quick example to illustrate their answers, e.g. My father is tolerant. He always lets us watch what we like on TV. 4. Activity 4: Fill in each gap with a word/phrase in 3: - Have Ss work individually to complete the sentences. Have them compare their answer in pairs. Afterwards, check Ss' answers as a class Key: 1. extended family 2. sympathetic 3. obedient 4. tolerant 5. nuclear family 6. cooperative III.PRONUNCIATION: Stress on all the words in sentences - Have Ss silently read the information and the examples in the box. Ask some Ss to summarise the rule and read out the examples in the box or to give their own examples. 5. Activity 5: Write each sentence in the box next to its pattern. Then listen, check and repeat. - Ss write the sentences next to the patterns individually, then compare their answers in pairs. Ask some Ss to give the answers and quickly write them on the board. Pay the recording for Ss to check their answers. Have the whole class repeat chorally after the recording or after the T. Key: 1. OO - I know ! That long ? Don't cry ! 2. OoO - Go away ! 3. Ooo - Keep going ! 4. OOO - Don't turn left ! IV PRODUCTION Activity 6: What would you say in each situation? Make a sentence for each picture. Write a stress pattern under the picture. Then practice reading all the sentences aloud - This section can be done with some drama, so encourage Ss to exaggerate a little and have fun. They can also add hand gestures and facial expressions to increase the dramatic element. Have Ss work in pairs to describe the pictures quickly and to fill the bubbles with the utterances as in the example. Then ask some pairs to
19. read out their utterances with the correct stress. Confirm the correct answers. Lastly, have the class read all the sentences chorally. Suggested answers: 1. Be quiet ! OOo Don't talk ! OO 2. Don't turn right ! OOO 3. Wake up ! OO Get up ! OO 4. Smile please ! OO Say cheese ! OO 5. Don't worry ! Ooo Don't cry ! OO 6. Look out ! OO Look ahead ! OoO If time allows, have Ss work in groups and think of some other, surprising or urgent situations. They then decide what to say in those situations. Have them demonstrate the situations and utterances with the whole class. II. Homework: - Review the lesson. - Do the exercises part A and B1 in Workbook. - Prepare: A closer look 2.