Giáo án English 7 - Week 21 - Năm học 2021-2022

Week 21 - Period 61
Date of planning: ./01/ 2021
Date of teaching: ./02/2021
UNIT 7: TRAFFIC
Lesson 7: Looking back and Project
A. Objectives 
1. Knowledge: By the end of the lesson, Ss can use what they have learnt during the unit to help them answer the questions. Ss need to see how they have progressed, and which areas need further practice.
- Grammar: Review: used to; ‘it’ to indicate distance and some common structures 
- Vocabulary: (review: road signs and means of transport) 
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.
3. Behavior: Students are hard-working and attentive. SS will obey the road signs/ traffic rules to travel safely.
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 and lead in the lesson. 
b, Contents: Ss work individually to sing a song.
c, Outcome: Ss can sing a song about means of transport.
d, Organization:
- T lets Ss review means of transport by singing a song.
- Ss sing a song about means of transport.
- T introduces the lesson.
*Song: Transportation song
Practice (35’)
a, Aims: 
- Help students review some vocabularies about traffic signs and means of transport.
- Help students review the structure “used to” and distances.
- Help students review the way to ask and answer about signs and distances.
b, Contents: 
- Ss work individually to write the meaning below each sign. Then work in groups to put them into correct box.
- Ss work in pairs to write the name of transport in the world web.
- Ss work in pairs to change the sentences.
- Ss work individually to write the sentences.
- Ss work individually to match. Then work in pairs to role play.
c, Outcome: Ss can review vocabularies about traffic signs and means of transport. They can change the sentences and write sentences about distance. They can also revise the way to ask and answer about signs and distances.
d, Organization:
- Ss do this task individually to write the meaning below each sign. 
- SS share their ideas. T corrects their mistakes and lets them read the words correctly.
- Then let Ss work in groups and put the signs into the correct boxes.
- Groups give their answer. T corrects. 
- Let Ss work in pairs. Tell Ss to write the answers in their notebooks. T checks their answers.
- SS retell the form and the meaning of “used to”.
- Have Ss work in pairs or in groups and write their answers in their notebooks. T checks their answers.
- Ss work individually first to write the sentences. Then they work in pairs to swap their sentences. 
- Ask SS to write their answer on the board. 
- T gives correction. 
- SS read the questions and answer once or twice, then match them.
- SS share their answer.
- T corrects.
- SS work in pairs and role-play the questions and answers, then write all the sentences in their notebook. 
- Finally ask SS to complete the self-assessment. Identify any difficulties and weak areas and provide further practice if necessary.
I. Vocabulary
1. What do these signs mean? Write the meaning below each sign. Then put them into the correct box.
1. Traffic lights 2. School ahead
3. Hospital ahead 4. Cycle lane
5. Parking 6. No parking
7. left turn only 8. No cycling
- Prohibition signs: 6, 8
- Warning signs: 1, 2, 7
- Information signs: 3, 4, 5
2. Write the names of means of transport in the word web below. Then draw lines joining the correct verbs to the transport.
- Suggestion: bicycle, motorbike, car, bus, taxi, train, plane, boat, ship 
II. Grammar
3. Change the sentences according to the prompts in brackets.
1. Did you use to go to school on foot?
2. Mr. Van didn’t use to ride his motorbike dangerously.
3. Did the streets use to be cleaner and more peaceful?
4. I used to go out on Sundays.
5. They didn’t use go to on holiday together.
4. Write sentences using these cues.
1. It is over 100 km from my home-town to HCM city.
2. It is about 25 km to my grandparents’ house.
3. I used to ride a small bike in the yard before my flat.
4. There used to be a bus station in the city centre, but it was/ has been moved to the suburbs.
5. Children must learn about road safety before they are allowed to ride a bike on the road.
III. Communication
5. Match the questions 1-6 with the answers a-f
1. b 2. a 3. e 4. d 5. f 6. C
Finish! Now I can 
Talk about road signs and means of transport.
Use it to talk about distance.
Use used to to talk about a past habit.
Write a paragraph about traffic problems.
3. Application (5’)
PROJECT: Road sign display
a, Aims: To encourage Ss to understand more about road signs.
b, Contents: Ss work in groups at home.
c, Outcome: Ss can make their own traffic signs and show to class.
d, Organization:
- SS work in groups and brainstorm for creative ideas of traffic signs to use inside and around the school. Encourage SS to give as many as possible. The ideas they put forward may be realistic, or maybe not, but the aim is that SS revise the lesson and practice speaking as well as think and develop their creativeness. 
- SS make their own traffic signs and show to the class. 
PROJECT: Road sign display.
3. Guides for homework (2’)
- Retell the signs and means of transport.
- Make some traffic signs of your own out of paper, cardboard or other materials.
- Prepare: Unit 8- Getting started
Think of a film. (Type of film, Actors/ stars, The plot, Reviews)
Eg: What kind of film is it?
 Who does it star?
 What is it about?
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Week 21 - Period 62
Date of planning: .../01/ 2021
Date of teaching: .../01/2021
UNIT 8: FILMS
Lesson 1: Getting started
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will listen and read about topic “What film shall we see?”. They will use the lexical items related to the topic “Films”.
- Grammar: Questions about ‘Films”
- Vocabulary: Types of films.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.
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 and lead in the lesson.
b, Contents: Ss work individually to answer the questions.
c, Outcome: Ss can answer list some types of films.
d, Organization:
- Asks Ss to work individually to name some types of films on the board. 
- Ss answer the questions.
- Confirms their answers then leads in the new lesson. 
* Types of films:
- Horror
- Comedy
- Tragedy
- Science-fiction
 ..
 2. Presentation (8’)
a, Aims: Help students know some new words related to topic films and understand the conversation.
b, Contents: Learn new word. Then listen and read the dialogue.
c, Outcome: Ss can know more some new words related to the topic films. Then, they can understand the dialogue well after they listen and read.
d, Organization:
- T introduces some new words using examples.
- Ss guess the words, read the words and copy in their notebooks.
- Check: Rub our and Remember.
- Ask Ss questions about the picture. 
? Where are Duong and Mai? 
? What are they doing? 
? What are they talking about?
? Can you guess what kind of films Phong and Mai would like to see. 
- Play the recording. Ss listen and check their answer.
- SS listen again and read.
- SS practice the conversation in pair.
- Calls some pairs to practice. 
2.1. Vocabulary:
- critics (n): nhà phê bình
- frightening (adj): kinh khủng
- entertaining (adj): thú vị
- star (v): đóng vai chính
- science fiction (n): phim khoa hoc viễn tưởng
- thriller (n): phim li kì, giật gân
- animation (n): phim hoạt họa
- horror (n): phim kinh dị
2.2. Presenting the dialogue
3. Practice (22’)
a, Aims: Ss can understand the conversations and do the task well. They can also know the definitions of some types of films.
b, Contents: 
+ Ss work individually to answer the questions.
+ Ss work individually to find the questions.
+ Ss work in pairs to match the types of films with their definitions.
c, Outcome: Ss can understand the conversation well. They can answer the questions and find the questions. Also, they can understand some types of films and their definitions.
d, Organization:
- First, have Ss work independently. Then allow them to share answers before discussing as a class.
- First, ask Ss not to look at the book and try to remember what questions Mai asks Duong about the film they are going to see. Then let Ss open their books and check their answers.
- Have Ss quickly match the types of film with their definitions. Then play the recording for Ss to check their answers.
- SS listen again and repeat. T pauses after each phrase and asks them to repeat chorally. Correct their pronunciation if necessary. 
- SS list more types of films to the list.
1a. Read the conversation again and answer the questions.
1. b 2. a 3.a 4. c 5. B
1b. Find the questions in the conversation that ask about Coconut Crazy. Then listen, check and repeat the question.
a. What kind of film is it?
b. Who does it star?
c. What is it about?
d. What do critics say about it?
2. Match the types of films with their definitions. Then listen, check and repeat. (5’)
1. d 2. f 3. a 4. c 
5. b 6. e 7. h 8. g
 4. Application (10’)
a, Aims: Ss can interview others about the film (type of film, actors/stars/plot/review)
b, Contents: 
+ Ss work individually to fill in the blank.
+ Ss work in pairs to interview to guess the film.
c, Outcome: Ss can ask and answer questions about films.
d, Organization:
- Have Ss work independently, filling in the table with the information of the film they have seen recently. Remind them to use the words and phrases they have learnt in 2 and from the conversation in 1.
- First, model this activity with a more able Ss. Then ask Ss to work in pairs. T may go around and help weaker Ss. Call some pairs to practice in front of the class.
3a. Think of a film. Fill in the blank below.
Type of film .
Actors/ stars .
The plot 
Reviews 
b. In pairs, interview each other and try to guess the film.
Example:
A: What kind of film is it?
B: It’s an action film
A: Who does it star?
B: It stars Daniel Craig.
A: What is it about?
B: It’s about a spy called 007.
A: Is it Skyfall?
B: Yes!
3. Guides for homework (2’)
- Undo the tasks.
- Learn new words.
- Do Ex B1, B4 (P.11) in the workbook.
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Week 21 - Period 63
Date of planning: ./ ../ 2021
Date of teaching: ./ ./2021
UNIT 8: FILMS
Lesson 2: A closer look 1
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will use the lexical items related to the topic “Films” and know the meaning and how to use –ed and –ing adjectives. They will be able to pronounce correctly the –ed ending in verbs.
- Grammar: -ed adjectives and –ing adjectives.
- Vocabulary: ‘Adjectives’ which are used to describe films.
2. Competence: Ss will develop some competences such as being determined, self-studying, creative and communicating. 
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 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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Cao Thắng, ngày 25 tháng 01 năm 2021
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