Giáo án Tiếng anh lớp 7 - Tiết 14 đến 53 - Năm học 2015-2016

Period: 14- Week: 5
Preparing date: 23/9/2015
Teaching date: 24/9/2015
UNIT 2: HEALTH
Lesson 6: Skills 2
A. Objectives:
	By the end of this lesson, students can listen to get specific information about health problems and advice.
B. Language Focus:
	1. Vocabulary: the lexical items related to the topic health issues.
	2. Structures: 	- Imperatives with more and less
	- Compound sentences
C. Teaching ads: Course book, CD player, poster.
D. Skills: L, W
E. Procedures:
I. Warm up(5’)
- Ask ss to write new words.
II. New lesson
Teacher’s Activities
Time
Ss’ Activities
1. Listening
* Act 1
- Draw the Olympic rings on the board and ask Ss what these represent.
- Brainstorm with Ss as a class different words that come to mind when Ss think of the Olympics.
- Ask Ss to discuss the questions. 
10’
- Group-work
Olympics
- Group-work
& Listening
1. Look at the picture. Discuss the questions with a partner.
What sports do people do in the Olympics?
The Olympic sport below is sometimes called “the Ironman event”. Why?
- Play the recording. Ask Ss to tick the problems an ironman had as a child.
- Allow Ss share their answers before listening to the recording a final time to check.
- Correct their answer.
- Ask Ss to listen again and choose the right response.
*Act 2
- Ask Ss to complete the task individually.
- Check and confirm the correct answer.
- Divide the class into groups and give a time limit for discussion and feedback as a class.
- Make sure Ss understand the word “triathlon” in the listening.
- Ask Ss to work individually to finish this activity.
- Check and confirm the correct answer.
2. Writing
*Act 1
8’
7’
- Individual work
2. Listen to the interview with an ironman. Tick the problems he had as a child.
Key:
Sick, allergy
- Individual work 
3. Listen to the interview again. What advice does he give about preparing for the event?
Key:
Eat more healthy food
Sleep more
Do more exercises 
4.Are the following sentences true or false?
Key: 
T
F
F
F
T 
5. Discuss in groups.
(page 23)
& Writing
6. Look at Dr. Law’s advice page. Can you match the problems with the answers?
Key:
c
b
a
To give advice, you can use:
You should
You can
It will be good if you
Do something more/less
- Ask Ss to work in pair to write a health problems and responses.
- Ask some pairs to share their problems and response with the class.
 10’
* Production:
7. Work in pairs. Choose one of the problems. Student A writes the problem, and student B writes the reply.
III. Cosolidation (1’)
T repeats the main poits of the lesson.
IV. Homework (4’)
learn the lesson.
Do ex
Prepare: Looking back and project
Period: 15- Week: 5
Preparing date: 25/9/2015
Teaching date: 26/9/2015
UNIT 2: HEALTH
Lesson 7: Looking Back & project
A. Objectives:
	By the end of this lesson, students can review all what they have learnt in this unit.
B. Language Focus:
	1. Vocabulary: the lexical items related to the topic health issues.
	2. Structures: 	- Imperatives with more and less
	- Compound sentences
C. Teaching ads: Course book, CD player, pictures.
D. Skills: S, R, W
E. Procedures:
I. Warm up (5’)
- Ask ss to write some health problems
II. New lesson
Teacher’s Activities
Time
Ss’ Activities
1. Vocabulary
*Act 1
- Ask ss to do this activity individually.
- Encourage Ss to write down the answers.
- Correct the exercise on the board to check spelling.
*Act 2
- Ask Ss what they see in each picture.
- After a brief discussion, Ask ss to complete the exercise individually.
- Correct as a class.
5’
5’
 1. What health problems do you think each of these people has? 
Key:
Sunburn
Spots
Put on weight
Stomachache
Flu
 2. Write the health problem below each person.
Key:
Spots
Putting on weight
Sunburn
Stomachache/ sick
Flu
2. Grammar
*Act 1
- Ask Ss to complete the task individually.
- Check and confirm the correct answer.
*Act 2
- Ask Ss to do exercise 4 in pairs.
- Have Ss compare their answers with a partner.
- Check their answers.
3. Communication
- Ask Ss to divide Ss into pairs.
- Ask one pair to come up and role-play the example in the book.
- Ask Ss to create their own role-ply from the sample problems in the book.
5’
5’
5’
3. Complete the health tips below.
Key:
Less
More
More
Go outside
Watch TV
Do exercise.
4. Draw a line to link the sentences and a coordinator to form meaningful sentences.
 Key: 
I want to eat some junk food, but I am putting on weight.
I don’t want to be tired tomorrow, so I should go to bed early.
I have temperature, and I feel tired.
I can exercise every morning, or I can cycle to school.
5. Choose one of the following health problems .Role-play a discussion. Student A is the patient. Student B is the doctor.
Have sunburn
Have toothache
Have a cough and a runny nose
Putting on weight
Have an allergy
* Production:
- Ask Ss to discuss the sentences in 6 in pairs.
- Ask Ss to report back to the class.
- Ask the class decide what’s true and what’s myth.
5’
6. Discuss the following sentences about health with a partner. Do you think they are facts or myths?
	Finished! Now you can
Project
- Explain and ask ss to do at home.
3’
*Homework:
III. Consolidation (2’)
Ask ss to repeat the main content of the lesson.
IV. Homework (5’)
Do exercises
- Prepare next lesson : (Unit 3: Lesson 1: Getting Started)
Period: 16- Week: 6
Preparing date: 28/9/2015
Teaching date: 29/9/2015
UNIT 3: COMMUNITY SERVICE
Lesson 1: Getting Started - A helping hand
A. Objectives:
	By the end of this lesson, students can know the key language and structures to be learnt in this unit.
B. Language Focus:
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures: 	Past simple.
	Present perfect .
C. Teaching ads: Course book, CD player, picture.
D. Skills: R, L
E. Procedures:
I. Warm up(3’)
- Ask ss to Guess what the picture might show or what the conversation might be about.
Ex:
- What can you see in the picture?
- Who so you think they are?
- What are they talking about?
II. New lesson
Teacher’s Activities
Time
Ss’ Activities
1. Act 1
- Ask Ss to open their books .
- Play the recording and have Ss follow along.
- After the first listening, ask Ss to recall information from the listening.
5’
Global Citizen is  (the name of the radio programme).
Hai Ba Trung School is  (the school where Mai and Phuc go to).
Be a Buddy is (the organization that Mai is from).
Go Green is  (the organization that Phuc is from).
2.Act 2
- Ask Ss to work individually to answer the questions.
- Ask them to compare their answers with a partner then discuss as the class.
- Write the correct answers on the board.
- Ask Ss to think about how books and clothes can help to better the children’s lives.
3. Act 3
- Have Ss work individually to so the task then compare their answers with a partner.
- Tell Ss they can put some words in more than one column.
- Write the correct answers on the board.
4. Act 4
- Ask Ss to work individually.
- Check the answers as a class.
5.Act 5
- Tell Ss to look at the list of the verbs Ss have already got from exercise 2.
- Have Ss complete the exercise in pairs.
6.Act 6
- Draw the word webs on the board. Have Ss work in groups to complete the word webs in 5 minutes on the sheets of paper.
- Encourage Ss to think of as many words as possible.
8’
7’
5’
5’
5’
1. Listen and read
a. True or False?
Key: 
T
T
T
F
b. Read the conversation again. Answer the questions.
2. Look at the words in the box. Put them in the right groups.
Key:
- Nouns: help, benefit, volunteer, plant.
- Verbs: donate, help, benefit, volunteer, recycle, plant, provide, clean, encourage.
- Adjectives: clean, environmental.
3. Fill the gaps with the words in the box.
Key:
Volunteer
Homeless people
Donates
Community service
Make a difference
4. Describe the pictures with the verbs in 2.
Key:
Donate
Plant
Help
Clean
Recycle
5. Create word webs.
Key:
- Donate: books, blood, clothes, toys
- Help: children, homeless people, old people, the poor
- Clean: streets, walk, lakes, rivers, beaches,
- Provide: food, attention, life skills, education, houses, help, books
7. Act 7
- Model game with a student.
- Have the class play the game as instructed.
5’
5. Game: Vocabulary ping pong
Example:
A: provide
B: food
A: homeless people
B: help
III. Consolidation (1’)
Ask ss to repeat the main content of the lesson.
IV. Homework (1’)
Do exercises
- Prepare next lesson : (Unit 3: Lesson2)
Period: 17- Week: 6
Preparing date: 30/9/2015
Teaching date: 1/10/2015
UNIT 3: COMMUNITY SERVICE
Lesson 2: A Closer Look 1
A. Objectives:
	By the end of this lesson, students can pronounce correctly the sounds /g/ and /k/ in isolation and in context; use the lexical items related to community service and volunteer work.
B. Language knowledge
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures: 	Past simple.
	Present perfect .
C. Teaching ads: 
Teacher: Course book, CD player, flash cards.
Students: Students’ books, workbooks.
D. Skills: R, S, W
E. Procedures:
I. Warm up (5’)
- Ask ss to write new words
II. New lesson
Teacher’s Activities
Time
Ss’ Activities
1. Vocabulary
*Act 1
- Ask Ss to do the matching individually.
- Write the correct answers on the board then ask Ss to discuss these questions as a class.
5’
1. Choose the phrases that match the pictures below.
Key:
Disabled people
Elderly people
Homeless people
Sick children
People in a flooded area
Questions:
- What do you see in the pictures?
- What are the difficulties they face?
- What do they need?
*Act 2
- Ask Ss about how the people in each of the situation in 1 can be help.
- Divide Ss into pairs to do the task.
- Once Ss have finished, elicit ideas from the whole class.
- Ask Ss to answer the questions.
- Tell Ss the provide words include solutions as well. 
*Act 3
- Ask Ss to work individually to complete the task.
- Have ss work in pairs to work out some solutions for the problems in a. Encourage Ss to add their own ideas in addition to using the words provided.
- Elicit their ideas as a class.
2. Pronunciation /g/ and /k/
*Act 1
- Play the recording and ask Ss to repeat.
- Pause the recording to drill difficult items.
*Act 2
- Play the recording and instruct Ss to circle the word that they hear.
*Act 3
- Play the recording and ask Ss to repeat the sentences.
6’
7’
5’
5’
5’
2. Take turn to describe the people above. Discuss how you can help the people in these situations.
 Example: (page 28)
3. a. Look at the photos. Which problems does each community have to face?
Questions:
- What do you see in the picture?
- Does our community have similar problems?
b. In pairs, talk about the problems in a and the possible solutions. Add your ideas.
4. Listen and repeat (page 29)
community	go
colour	green	garden
glass	give	clothes
5. Listen and circle the words you hear.
Key:
 1. cold 2. green 3. clothes
 4. girl 5. goal 
6. Listen and repeat.
Go Green protects the environment.
The girl with the curls is so cute.
Last year we started a community garden project.
He’s collected clothes for street kids for two years.
She likes the colour gold.
*Act 4
- Model game with 2 students first before dividing Ss into groups.
- Ask Ss to think of other minimal pairs as in the table in 5. 
- Have the class play the game as instructed.
5’
7. Game: 
Stand up, sit down.
III. Consolidation (1’)
Ask ss to repeat the main content of the lesson.
IV. Homework (1’)
- Learn vocabulary by heart.
- Prepare the next lesson 
 (A closer look 2)
Period: 18- Week: 6
Preparing date: 2/10/2015
Teaching date: 3/10/2015
UNIT 3: COMMUNITY SERVICE
Lesson 3: A Closer Look 2
A. Objectives:
	By the end of this lesson, students can use the past simple and present perfect tense.
B. Language Focus
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures: 	Past simple.
	Present perfect
C. Teaching ads:
. Teacher: Course book, CD player, flash cards.
- Students: Students’ books, workbooks.
D. Skills: L, S, R, W
E. Procedures:
I. Warm up (5’)
Ask ss to write new words
II. New lesson
Teacher’s Activities
Time
Ss’ Activities
1. Grammar
The Past simple and Present Perfect
- Ask ss to keep books closed.
- Draw their attention to the difference between sentences (1) and (2) by asking Ss 2 questions.
- Explain and give feedback.
10’
Last year, I went to Hoi An. (1)
Last year, I have been to Hoi An. (2)
- What do you think these actions happened: in the past, at present, or in the future?
- Which sentences tells you exactly when it happened? 
- Ask Ss to open the books and do the exercise 1 individually.
- Ask Ss to identify the difference between the actions they have underlined.
- Show Ss the rule box.
- Ask them to try to work out the rule first.
- Ask them if they know the time expressions that often go with the past simple and the present perfect.
2. Practice
*Act 1
- Tell Ss they will need to use the Past simple and the present perfect to complete this task.
- Go around to monitor to ensure they not just look at the fact sheet and say out the phrases for each other to copy down.
- Take notes of any common errors and correct them as a class later.
Act 2:
- Ask ss to With a partner, write sentences about yourself in the past simple and the present perfect. Use the words from the box.
10’
5’
1. a. Listen again to part of the conversation.
b. When do we use the Past simple? When do we use the Present perfect? Can you think of the rule?
Past Simple
 We use the past simple for an action that started and finished in the past.
Present Perfect
We use the present perfect for an action that happened some time before now. The exact time in not important.
2. Put the verb in brackets in to the correct form.
Key: 
Cleaned
Have collected
Collected
Has flown; went
Have you ever seen; saw
3. Choose the best answer.
Key: 
b
b
c
a
c
b
4. With a partner, write sentences about yourself in the past simple and the present perfect. Use the words from the box.
Act 3: 
- Ask ss to work . In pairs, Student A looks at the fact sheet below and student B looks at the fact sheet on page 33. Each student asks and answer questions about the fact sheet to complete the information.
10’
5. In pairs, Student A looks at the fact sheet below and student B looks at the fact sheet on page 33. Each student asks and answer questions about the fact sheet to complete the information.
Example:
A: What happened in 2011?
B: Be a Buddy was established in 2011. What did Be a Buddy do in 2012?
A: In 2012
III. Consolidation (2’)
Ask ss to repeat the main content of the lesson
IV. Homework (3’)
- Do ex
- Practice more by using The past simple and the present perfect.
- Prepare next lesson (Communication) 
Period: 19- Week: 7
Preparing date: 5/10/2015
Teaching date: 6/10/2015
UNIT 3: COMMUNITY SERVICE
Lesson 4: Communication
A. Objectives:
	By the end of this lesson, students can understand and talk about community service and volunteer work.
B. Language Focus
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures: 	Past simple
	Present perfect
	Use “because” for giving reasons.
C. Teaching ads: 
. Teacher: Course book, CD player, flash cards.
- Students: Students’ books, workbooks.
D. Skills: S, R
E. Procedures:
I. Warm up (7’)
- Ask ss to write the structure and use of the simple past and past perfect tense.
II. New lesson
Teacher’s Activities
Time
Ss’ Activities
*Act 1
- Elicit different volunteer form Ss. 
- Refer to any words in the Extra Vocabulary box. Ask them to guess the meanings, and how that may relate to community services and volunteer work.
10’
Think of the activities both in the local community/ city/ town/ Viet Nam, and from other places that you have read about, or seen in books, or on TV, or on the Internet, etc.
Extra vocabulary:
tutor
nursing home
blanket
shelter
mural
sort
*Act 2
- Ask Ss to look at the photos and describe what they see.
- Tell them to compare their ideas with the provided activities.
*Act 3
- Tell Ss now they will learn about volunteer activities in Viet Nam. Ask ss what they think the volunteers in the photos are doing.
- Ask Ss to do the matching task.
- Ask Ss if they know any other actual information about these volunteer activities, or if they know any other similar activities that take place in Viet Nam.
*Act 4
- Ask Ss to complete the exercise in groups.
- Each group choose one person from the group to report back to the class.
5’
5’
8’
1. Look at the photos and read about the following volunteer activities for teenagers in the United States.
(Page 31)
2. Look at the photos about community service in Viet Nam. Match them with the activities.
- What are the volunteers in the photos doing?
Key:
b
c
e
a
d
3. Work in groups. Discuss the benefits each activity may bring to the community. Share your answers with the class.
*Act 5
- Ask Ss to interview at least three students . Ask them take notes of their classmates’ answers so that they can share the most interesting answers with the class later.
5’
4. Ask each other:
- Have you ever done any of these activities?
- Choose three activities that you want to try.
- Why do you want them?
III. Consolidation (2’)
Ask ss to repeat the main content of the lesson
IV. Homework (3’)
- Do ex
- Prepare next lesson (Skill 1) 
Period: 20- Week: 7
Preparing date: 7/10/2015
Teaching date: 8/10/2015
UNIT 3: COMMUNITY SERVICE
Lesson 5: Skills 1
A. Objectives:
	By the end of this lesson, students can talk and read for specific about community service and volunteer work.
B. Language Focus
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures: 	Past simple
	Present perfect
C. Teaching ads: 
. Teacher: Course book, CD player, flash cards.
- Students: Students’ books, workbooks.
D. Skills: S, R
E. Procedures:
I. Warm up (5’)
- Ask ss to write new words.
II. New lesson
Teacher’s Activities
Time
Ss’ Activities
1. Reading
*Act 1
- Ask Ss to read the text and underline any words they don’t know.
- As a whole class, discuss any unfamiliar words from the text.
10’
1. Read the text about volunteer work in the United States.
*Act 2
- Remind Ss of some of the American volunteer activities they learnt about in the last lesson.
- Call on Ss to read the statements from 2 aloud.
- Ask ss to guess if the statements are true or false.
*Act 3
- Ask Ss to read the passage again and answer the questions.
- Correct the answers as a class.
2. Speaking
*Act 1
- Give 5 minutes for ss to work individually to complete this task. 
- Encourage them to think of all the volunteer activities they have learnt so far in this unit, and any other activities that they know.
- Tell Ss they only need to write in note form and not full sentences.
8’
7’
5’
2. Decide if the following statements are true or false.
Key: 
T
T
F
F
3. Which of the activities below are traditional volunteer activities in the United States?
Key: 
Raising money
Cooking meals
Cleaning streets
Teaching young children
4. Idea bank: Fill in the table with your ideas for volunteer activities. 
To raise money, we could
aTo provide food. We could
To help repair things, we could
To help people with transportation, we could
To tutor young children, we could
*Act 2
- Divide the class into groups of four. Explain that after each person shares his/ her ideas from 4, the group will need to choose one ideas and develop it in more details.
- Ask Ss to give a short presentation about their idea/ bark to the class.
10’
5. Work