Giáo án Tiếng Anh 7 Global Success cả năm

ACTIVITY 1: WARM-UP (3’- GW/PW/IW)

1. Aim:

- To create a friendly and atmosphere in the class before the lesson;

- To give T and Ss a chance to introduce their hobbies.

- To lead into the unit

2. Content:

- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class.

3. Products:

- Interest and concentration of Sts on the class activities.

- Introducing themselves to make more new friends.

4. Implementation:

- Teacher instructs

- Sts do as required

TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Step 1: Task delivering

T may introduce some warm-up activities to create an active atmosphere to inspire Ss to warm up to the subject and new lesson...

- T asks Ss about what they like doing for pleasure in their free time.

Step 2: Task performance

- Ss answer the question individually.

- Ask Ss to guess what the conversation might be about.

Before open their books, T asks Ss what they like doing for pleasure in their free time. Summarise Ss’s answers and ask them what these activities called.

Elicit the word “Hobbies”.

Step 3: Report and discussion

- T sets the context for the listening and reading text:

- Write the title on the board My favorite hobby.

Step 4: Judgement

- Let Ss open their books and start the lesson.

- Ask Ss to guess what the conversation might be about.

Chatting.

What do you like doing in your free time?

Do you like collecting dolls?

Do you like collecting glass bottles?

Do you enjoy mountain climbing?

ACTIVITY 2: KNOWLEDGE FORMATION (15'- PW/IW)

1. Aim:

- To set the context for the introductory conversation; to provide Ss with vocabulary.

- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.

- To help Ss well-prepared for the listening and reading tasks.

2. Content:

- Learn some new words in context. Read the conversation and find out new words.

3. Products:

- Practice reading the conversation Knowing more new words. Understanding the conversation; topic of the lesson, grammar points...

4. Implementation:

- Teacher instructs

- Sts do as required

Step 1: Task delivering

- Teacher introduces the vocabulary.

+ Teacher uses different techniques to teach vocab (situation, rcalia, translation.)

Step 2: Task performance

- Have Ss say the words in the text that they think are related to the topic My hobbies.

- Teacher explains the meaning of the new vocabulary by pictures.

Step 3: Report and discussion

- Quickly write the words on one part of the board.

- Teacher checks students’ understanding with the “Rub out and remember” technique.

Step 4: Judgement

- Teacher checks students’ pronunciation and gives feedback. Teacher reveals that these four words will appear in the reading text and asks students to open their textbook to discover further.

* Vocabulary

- unusual (adj)

- creativity (n)

- dollhouse (n)

- cardboard (n)

- glue (n)

- making models

- upstairs

- amazing

- horse riding

Activity 1. Listen and read P₈

Step 1: Task delivering

Ask Ss to look at the pictures on page 8-9 and answer the questions below:

- Can you guess who they are?

- What can you see in the pictures?

- What hobby do they have?

- T introduces the two characters: Trang and Ann. Explain they are friends.

Quickly write Ss' answers to Questions 2 - 4 on the board.

Step 2: Task performance

- Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related to the topic of the unit while they are listening and reading.

Step 3: Report and discussion

- Invite some pairs of Ss to read the conversation aloud.

- Teacher checks Ss’ prediction.

Step 4: Judgement

- Have Ss say the words in the text that they think are related to the topic My hobbies.

- Quickly write the words on one part of the board. Comment on Ss'answers.

1. Listen and read P₈

Activity 2. Write True (T) or False (F). P₉

Step 1: Task delivering

- Teacher tells Ss to read the conversation again and work independently to find the answers. Remind Ss to underline the information and correct the false statements.

Step 2: Task performance

- Ss work independently to find the answers.

Step 3: Report and discussion

- Teacher has Ss compare the answers in pairs before checking with the whole class.

- Ss share their answers with a partner before discussing as a class. Ss may read the conversation again to confirm their answers before giving T the answers.

Step 4: Judgement

- Teacher checks the answers as a class and gives feedback.

2. Write True (T) or False (F). Ex2 P₉

1. F (She made it herself.)

2. T

3. T

4. T

5. F (Her lesson starts at 8 a.m.)

Activity 3. Write the words and phrases from under the pictures (Ex 3, P₉)

Step 1: Task delivering

- T asks Ss to name the pictures.

Step 2: Task performance

- T has Ss work individually to match the words and phrases in the box with the pictures. Have them compare their answers with a partner. Then ask for Ss’ answers. Quickly write their answers on the board without confirming the correct answers.

Step 3: Report and discussion

- T has Ss listen to the recording, check their answers, and repeat the words / phrases. Ask Ss to look at the answers on the board and say if they are right or wrong. Confirm the correct answers.

Step 4: Judgement

- Teacher checks the answers as a class and gives feedback.

3. Write the words and phrases from under the pictures (Ex 3, P₉)

Answer keys:

1. making models

2. riding a horse

3. collecting coins

4. gardening

5. building dollhouses

6. collecting teddy bears

Activity 4. Work in pairs. Write the hobbies from 3 in the suitable columns (Ex 4, P.₉)

Step 1: Task delivering

- Have Ss work in pairs and complete the table.

Step 2: Task performance

- Ss work in pairs and complete the table.

Step 3: Report and discussion

- Teacher allows students to share answers before discussing as a class.

Step 4: Judgement

- Write their answers on the board. Have Ss add more words to the table.

4. Work in pairs. Write the hobbies from 3 in the suitable columns (Ex 4, P.₉)

+ doing things: riding a horse, gardening (others: travelling, skiing, doing yoga, etc.)

+ making things: making models, building dollhouses (others: painting, making pottery, etc.)

+ collecting things: collecting coins, collecting teddy bears (others: collecting toys, collecting books,etc.

ACTIVITY 4: APPLICATION (5' - IW)

1. Aim:

- To help Ss practise using the vocabulary items related to hobbies.

2. Content:

To learn some more words indicating hobbies.

Home assigment

3. Products:

Know more some words about school things

Take note Home assigment

4. Implementation:

TASK 5: GAME: FIND SOMEONE WHO… (Ex 5, p.9)

Step 1: Task delivering

- T lets Ss to move around the class to ask their classmates about their favourite hobbies in 3-5 minutes.

Step 2: Task performance

- Ss write the results into the table.

Step 3: Report and discussion

Then T asks some Ss to report their results. Whoever has the most names wins.

* Home assignment

- T assigns the homework.

- Ss copy their homework.

- T explains it carefully

Step 4: Judgement

- Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed.

Find someone Who (Ex 5, P.₉)

Work in groups. Ask as many classmates as you can about which hobbies they like. Use the question ‘Do you like…?’.

In the table below, write your classmates’ names beside the activities they like.

* Home assignment

- Name a list of cheap hobbies, expensive hobbies, easy and difficult hobbies.

- Do exercises in the workbook.

- Prepare for Lesson 2 - A closer look 1

- Start preparing for the Project of the unit.

Activity 1. WARM UP (5’-IW, GW)

* Aim:

- To activate students’ knowledge on the topic of the unit

- To enhance students’ skills of cooperating with team mates

* Content: Miming game

* Product: Having a chance to speak English and focus on the topic of the lesson.

* Implementation: Teacher’s instructions…

Teacher’s & Student’s activities

Content

Miming game

* Teacher gives instructions

** In groups, Ss

- One of the students in the group go to the board.

- Teacher secretly show 1 picture of a mean of transport to that student. He/She has to mime the picture and the other has to guess. Of course the other groups will also be allowed to guess.

- take turns go to the board until finish all the pictures.

**** Teacher checks and corrects if Ss pronounce the words incorrectly.

Activity 2. KNOWLEDGE FORMATION (15'- PW, IW)

* Aim:

- To help students use key language more appropriately before they read and listen.

- To get students interested in the topic

- To set the context

- To help Ss understand the main idea of the text

* Content: Teach some new words, some action verbs go with nouns.

* Product: Ss learn how to use them.

* Implementation: Teacher’s instructions…

Activity 1. WARM UP (5’- GW)

* Aim: To remind students the knowledge that they have learnt in Units 7-8-9.

* Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new lesson.

* Product: Having a chance to speak English; Revision.

* Implementation: Teacher’s instructions…...

* Teacher divides class into 3 big groups to draw a mindmap related to the knowledge they have learnt in Unit 7, 8, 9.

** Ss do the task in group.

*** Teacher calls on some students to present their answer based on the mindmap.

**** Other Ss comment and teacher confirms.

Mindmap

Activity 2. KNOWLEDGE FORMATION (5'- PW, IW)

* Aim: To help Ss review the pronunciation of the sounds learnt in Unit 7 (/ai/ and /ei/) and Unit 8 (/iə/ and eə/) and the pronunciation of two-syllable words learnt in Unit 9.

* Content: Pronounce (/ai/ and /ei/) and (/iə/ and eə/).

* Product: Listen and choose the word pronounced differently.

* Implementation: Teacher’s instructions…...

1: Choose the word in which the underlined part is pronounced differently.

* Teacher asks Ss to do the task individually.

** Ss do this exercise individually, then share their answers with their partners.

*** Calls some Ss to check their answers.

**** T gives feedback and confirms the answers.

1: Choose the word in which the underlined part is pronounced differently. (Ex 1a, P₁₀₂)

Key: 1. A 2. C 3. A

Activity 3. PRACTICE (30’-IW, PW, GW)

* Aim: To test students’ ability to choose the correct word to be used in a certain context; to help students review the words/phrases learnt; to help students review grammar elements taught in the three units.

* Content: Remind grammar Although, How far…

* Product: Do exercise correctly.

* Implementation: Teacher’s instructions…...

2: Choose the word which has a different stress pattern from that of the others.

* Teacher asks Ss to retell the rules of putting stress in two – syllable words.

** Ss do this exercise individually, then share their answers with their partners.

*** T calls on some Ss to check their answers.

**** Teacher gives feedback and confirms the answers.

3: Write the phrases from the box under the road signs.

* Teacher allows Ss to do this task separately.

** Ss do this exercise individually, then share their answers with their partners.

*** T calls on some Ss to check their answers.

**** Teacher gives feedback and confirms the answers.

4: Fill in each blank with a suitable word from the box. (Ex 3, p. 102)

* Teacher tells Ss to look at Ex 3 and asks them what kind of word can fill in each blank.

** Ss do the task independently.

*** Teacher calls on some Ss to write answer on the board.

**** Teacher gives feedback and confirms the answers.

5: Which of the underlined parts in each question is incorrect? Find and correct it.

* Teacher asks Ss to read the sentences carefully to find the mistakes and correct.

** Ss do the task independently and can share with their partners.

*** Teacher calls on some Ss to give their answers and correct the mistakes.

**** Teacher confirms.

6: Rewrite the sentences so that they have the same meanings as the original ones. Use the words given in brackets.

* Teacher asks Ss to read the sentences, then rewrite them.

** Ss do the task independently.

*** Teacher calls on some Ss to write on the board so that other Ss can comment.

**** Teacher confirms the correct sentences.

2: Choose the word which has a different stress pattern from that of the others. (Ex 1b, P₁₀₂)

Key: 4. C 5. B

3: Write the phrases from the box under the road signs. (Ex 2, P₁₀₂)

Key:

1. No left turn 2. Walking only

3. Turn right ahead 4. Road work

5. School ahead

4: Fill in each blank with a suitable word from the box. (Ex 3, P₁₀₂)

Key:

1. feast 2. shocking 3. Easter

4. fantasy 5. violent

5: Which of the underlined parts in each question is incorrect? Find and correct it. (Ex 4, P₁₀₂)

1. C (do -> did)

2. B (but -> Ø)

3. B (should -> shouldn’t)

4. B (to -> Ø)

5. C (However -> However,)

6: Rewrite the sentences so that they have the same meanings as the original ones. Use the words given in brackets. (Ex 5, P₁₀₂)

1. It’s about five kilometres from my house to my school.

2. How far is it from Ha Noi to Hai Phong?

3. Although he was tired, he still performed the lion dance. /He still performed the lion dance

although he was tired.

4. We / You / They shouldn’t walk here because this lane is for cycling only.

5. Though my sister lives far away, she comes back home every Tet. / My sister comes back home every Tet though she lives far away.

Activity 4. APPLICATION (5’-IW)

* Aim: To consolidate what students have learnt in the lesson; to prepare for the next lesson.

* Content: Give home assignment

* Product: Take note home assignment

* Implementation: Teacher’s instructions…...

Teacher asks students to talk about what they have learnt in the lesson.

* Home assignment

- T assigns the homework.

- Ss copy their homework.

- T explains it carefully

* Home assignment

Prepare for Review 3 – Skills.