Giáo án English 7 - Week 32 - Năm học 2021-2022

Week 32 – Period 94
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 12: AN OVERCROWDED WORLD
Lesson 01: Getting started
A. Objectives 
1. Knowledge: By the end of the lesson, Ss can use the words to describe overcrowded places, words about the effects of overcrowding. 
- Vocabulary: lexical items related to the topic “An overcrowded world”.
- Grammar: use comparisons of quantifiers with more, less/ fewer, make tag questions.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Students are hardworking and attentive. They know more about the effect and causes of overpopulation.
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
1. Warm up (3’)
a, Aims: To warm up the class and introduce the lesson.
b, Contents: Ss answer the teacher’s question.
c, Outcome: SS can brainstorm some information about population.
D, Organization:
- Write the word ‘population’ on the board. Make sure Ss know the meaning of this word by either giving the equivalent Vietnamese word or writing.
- Ask Ss if they know the population of any area in the country or in the world. Once the Ss have done it, add the prefix “over” and elicit the meaning of this newly – formed word from Ss à Introduce the lesson.
Eg: 
There are 5 million people in Ha Noi.
->Ha Noi has a population of 5 million.
2. Presentation (12’)
a, Aims: Listen and answer the questions about the conversation.
b, Contents: 
+ Ss answer the teacher’s question and study some new words related to the topic.
+ Ss listen and read the conversation. Then work individually to tick True or False.
+ Ss work individually to find the words or phrase to match the following.
c, Outcome: SS can learn some vocabularies related to the topic and understand the conversation. They also do the exercises related to the conversation correctly.
d, Organization:
- Set the scene: Ask Ss to look at the title of the text and the pictures and ask them prediction question about what they are going to read. The questions may be:
+ What is the conversation about ?
+What do you think Brazil is like ?
+Do you think Phuong kile Brazil?
+ What can you find about Rio/Brazil in this conversation?
Ss guess the answers.
Elicit the new words.
- T plays the recording. 
- Ss listen and read. Ask Ss if their predictions are correct.
- Ss work independently. 
- T asks them to read the sentences and decide if they are true or false. 
- Ss correct the false sentences. 
- T writes the correct answers on the board.
- T asks Ss to read the explanations in the exercise and try to find the words without checking the text. Then ask Ss to refer to the dialogue again for the correct words. Correct the answers as a class. 
1. Listen and read
* New words
Overcrowded (adj): đông nghịt
Slum (n): Khu nhà ổ chuột
Peaceful (adj): thanh bình
Crime (n): tội phạm
Commit crime: phạm tội
Diverse (adj): đa dạng, khác
Spacious (adj): rộng rãi
a. Tick true or false
1. T 2. T 
3. F 4. T 
5. F
b. Find the words or phrase to match the following.
1. diverse 2. wealthy 
3. major 4. slums 
5. crime
 3. Practice (13’)
a, Aims: Listen and match the words with the pictures and describe a person or a place.
b, Contents: 
+ Ss work individually to match the words in the box with the picture.
+ Ss work individually to use some words in 2 to describe a person or a place you know.
c, Outcome: Ss can match the words with the pictures and describe a person or a place well.
d, Organization:
- Make sure Ss know the meaning of the words in the box. Then Ss work independently to label the pictures. Have them compare their answers with a partner.
Play the recording and have Ss repeat the words. T gives correction if necessary.
- Ss complete the exercise independently. 
T calls some Ss to share their sentences with the class. 
T can choose some good sentences and write them on the board for other Ss to learn from. 
Encourage Ss to make as many sentences as possible.
2. Match the words in the box with the picture. 
1. a 2. c 3. b 
4. e 5. d
3. Use some words in 2 to describe a person or a place you know.
I visit my native village every year. I love the peaceful atmosphere there
 4. Application (15’)
a, Aims: Make a list of the problems about an overcrowded area.
b, Contents: Ss work in groups to make a list of problems which you think connected to an overcrowded area. Then share the list with the class. 
c, Outcome: Ss can make a list of the problems about an overcrowded area well.
 d, Organization:
 - In groups, ask Ss to think of the problems and make a list of them.
If Ss have difficulty, suggest that they look for problems in their daily life at their own classes, schools, homes, areas or any other places they know for the answers.
- Call each group to report their list to the class. T may help write the problems on the board. Ask the class if they agree or not. Encourage them to give an explanation to their answers. Then move on to the next group and do the same.
4+ 5. Make a list of problems which you think connected to an overcrowded area. Share your list with the class. 
E.g.:
- There’s not enough space to play in.
- there’s poverty, diseases, poor health, pollution, unemployment, shortage of accommodation 
3. Guides for homework (2’)
- Retell some vocabularies and the problems about an overcrowded area.
- Learn new words and phrases
- Prepare A closer look 1.
-Prepare game: Brainstorming: T asks Ss if they can remember any new words they learn in Getting Started. Categorize them as positive (peaceful, wealthy ) and neg active (poor, slums ). 
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Week 32 – Period 95
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 12: AN OVERCROWDED WORLD
Lesson 02: A closer look 1
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will be able to use the lexical items related to the topic of an overcrowded world. They will be able to mark the stress on two or three – syllable words and pronounce them correctly.
- Vocabulary: lexical items related to the topic “An overcrowded world”.
- Pronunciation: Word stress.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Students are hardworking and attentive. They know more about the effect and causes of overpopulation.
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
1. Warm up (3’)
a, Aims: To warm up the class and introduce the lesson.
b, Contents: Ss answer the teacher’s questions. 
c, Outcome: Ss can remember any new words they learn in Getting Started. Categorize them as positive (peaceful, wealthy ) and negative (poor, slums ).
 d, Organization:
T asks Ss if they can remember any new words they learn in Getting Started. Categorize them as positive (peaceful, wealthy ) and negative (poor, slums ). 
Move on to this lesson which focuses on some problem as a result of overpopulation.
Brainstorming:
2. Presentation (5’)
a, Aims: Know and mark the stress on two-and three –syllable words and pronounce.
b, Contents: Ss answer the teacher’s questions. 
c, Outcome: Ss can remember any new words they learn in Getting Started. Categorize them as positive (peaceful, wealthy ) and negative (poor, slums ).
 d, Organization:
Presentation
- Elicit the new words.
Example 
Situation
Example
Picture
Translation
Picture
- Check: Rub out and Remember.
Vocabulary
- Dense (adj): dày đặc, đông đúc
- ‘shortage (n): sự thiếu hụt
- nu‘trition (n): dinh dưỡng
- malnu‘trition (n): suy dinh dưỡng
- spread (v): lan tràn, phát tán
- ‘poverty (n) sự nghèo nàn
3. Practice (28’)
a, Aims: Know and use the lexical items related to the topic of an overcrowded.
b, Contents: 
+ Ss work individually to listen and number the words in the order they hear.
+ Ss work individually to complete the sentences with some of the words from 1
+ Ss work in pairs to match a cause with its effect.
+ Ss work individually to listen and mark the stress in the words
+ Ss work individually to listen and repeat each pairs. Mark the stress on the words.
c, Outcome: Ss can know to mark word stress and do vocabulary and pronunciation exercises well.
 d, Organization:
- Ss listen to the recording and number the words. 
- SS give their answer.
- Ss listen again and repeat the words.
- T checks the understanding of the words bay asking questions like: ‘Do you think our school has enough space?’; ‘What causes disease?’
- Ss work individually. Then share their answer.
- T checks the answer as a class. Encourage Ss to explain why they choose that word for the sentence.
- T can give an example of causes and effects. Write the example on the board and ask Ss which one is the effect.
- Ss work in pairs. When they have finished, let them exchange their answers with a partner/another pair. T then gives correct answer. T may ask Ss to explain why.
- Ss listen and mark the stressed syllables. T corrects the answers. Have Ss listen again and repeat the words.
Some SS read the words aloud. 
- Have Ss listen and repeat the words. Then mark the stress of the word.
- SS give their ideas.
- Practice the words aloud. 
I. Vocabulary
1. Listen and number the words in the order you hear.
Key
1. crime 2. malnutrition 
3. poverty 4. shortage
5. disease 6. space 
7. dense 8. Healthcare
2. Complete the sentences with some of the words from 1.
Key
1. healthcare 2. crime 
3. Disease 4. Malnutrition 
5. poverty
3. Match a cause with its effect.
E.g:
He drove fast
a. He had an accident. √
b. He felt hungry.
Key
1. b 2. a 3. f 4. d 5. c 6. e
II. PRONUNCIATION: Word stress
5. Listen and mark the stress in the words.
Key 
s’pacious
Po’llution
‘poverty
‘stressful
‘hungry
Nu’trition
In’crease (v)
Su’pport
‘violence
‘shortage
Di’sease
‘healthcare
6. Listen and repeat each pair. Mark the stress on the words. 
Key
As a noun
As a verb
‘record
‘record
‘picture
‘picture
‘answer
‘answer
pa’rade
pa’rade
Su’pport
Su’pport
4. Application (7’)
a, Aims: Ss can write ideas about some problems and discuss for agreement/disagreement.
b, Contents: Ss work in groups to write and share ideas with the class.
c, Outcome: Ss can write and share ideas with the class well.
 d, Organization:
In groups, Ss discuss to fine out which problems each place may have. T collects Ss’ answers and write them on the board.
Then the whole class look at the problems and discuss for agreement/disagreement.
4. Write and share ideas with the class.
a. Lack of entertainment, few opportunities for employment, not enough services.
b. Poverty, slums, disease, pollution, unemployment, poor healthcare.
c. Noise/ air pollution, crime, overcrowded, shortage of accommodation.
3. Guides for homework (2’)
- Retell some vocabularies and the way to mark the stress on two – and three- syllable words and pronounce.
- Learn new words and phrases
- Prepare for A closer look 2.
- Find and give examples: words of quantifiers (many, a little ); countable and uncountable nouns; Imperatives with “more”, “less”, and “fewer”
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Week 32 – Period 96
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 12: AN OVERCROWDED WORLD
Lesson 03: A closer look 2
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will be able to use “more/less/fewer” to talk about comparisons of quantifiers. They will be able to make tag questions.
- Vocabulary: lexical items related to the topic “An overcrowded world”.
- Grammar: Comparisons of quantifiers: more, less/fewer; tag questions.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Ss will be more aware of and be more responsible for protecting our country and world.
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:
 Ss and T’s activities
 Contents
1. Warm up (5’)
a, Aims: To warm up the class and introduce the lesson.
b, Contents: Ss answer the teacher’s questions.
c, Outcome: Ss can answer the teacher’s questions correctly.
d, Organization:
T reminds Ss of items they learnt in the previous lessons
Chatting: 
+ words of quantifiers (many, a little )
+ countable and uncountable nouns.
+ Imperatives with “more”, “less”, and “fewer”
2. Presentation (15’)
a, Aims: Help Ss know to use comparatives of quantifiers and do exercises.
b, Contents: 
+ Ss work individually to read the sentences
+ Ss work individually to look at the information for the two cities below, and compare their data.
+ Ss work individually to decide if they are true. If they are not, correct them.
+ Ss work individually to complete the sentences with more, less or fewer.
c, Outcome: Ss can know to use comparatives of quantifiers and do related exercises correctly.
d, Organization:
- Have Ss read the sentences and the rules in the table. 
- T asks Ss to add more words to the table for each type of comparison. 
-Ss complete the reading independently.
T encourages Ss to observe and recognize that both tables include the same kinds of information. 
- Ss complete exercise 3 by referring to the tables. 
- Have Ss do this exercise independently.
- T checks the answers as a class.
I- Comparisons of quantifiers.
1. Read the sentences.
- more + N/Ns + than 
- less + N + than 
- fewer + Ns + than .
2. Look at the information for the two cities below, and compare their data.
Eg: In Brumba, there are more people per square kilometre than in Crystal .
3. Read the comparisons of the two cities, and decide if they are true. If they are not, correct them.
1. Correct
2. Incorrect. In Brumba, more people live in slums.
3. Incorrect. People in Crystal earn more per day.
4. Correct. 5. Correct.
4. Complete the sentences with more, less or fewer.
1. fewer 2. more
3. more 4. Fewer 5. less
3. Practice (18’)
a, Aims: Help Ss know how to make tag questions and do exercise.
b, Contents: 
+ Ss check if the tags are correct. If they are not, correct them.
+ Ss choose one of the question tags in the box to complete each blank in the interview.
c, Outcome: Ss can know how to make tag questions and do related exercises correctly.
d, Organization:
 Writes 3 questions on the board:
Draw Ss’ attention to how these three questions are formed: the first two types 
Ss have already learnt and the new one tag questions.
Have Ss read the conversation.
- Ss do this exercise independently.
Then they share their answers with a partner. T checks and writes the correct tags on the board.
6.Ss do this exercise independently. T checks the answers as a class.
II- Tag- questions.
+ How can the government improve the life of people in the slums?
+ Do you live in an overcrowded place?
+ They have moved to the city to look for a job, haven’t they?
5. Check if the tags are correct. If they are not, correct them.
1. Incorrect .do you? – don’t you?
2. Incorrect aren’t they?- don’t they?
3. Correct
4. Correct
5. Incorrect can’t they?- can they?
6. Choose one of the question tags in the box to complete each blank in the interview.
1. don’t they 2. isn’t it?
3. can’t we? 4. is it?
4. Application (5’)
a, Aims: Ss can do more about using comparatives of quantifiers, making tag questions.
b, Contents: Ss make sentences with comparatives of quantifiers, and tag questions
c, Outcome: Ss can make sentences with comparatives of quantifiers, and tag questions correctly.
d, Organization:
T asks Ss to make sentences with comparatives of quantifiers, and tag questions
Ss make sentences with comparatives of quantifiers, and tag questions
T corrects and remarks
Make sentences with comparatives of quantifiers, and tag questions
3. Guides for homework (2’)
- Retell the way use comparatives of quantifiers, make tag questions.
-Learn the grammar rules
- Prepare for Communication.
- Review more/less/fewer to make comparison about two areas.