Kế hoạch bài dạy Tiếng Anh 7 - Tuần 4 - Unit 2: Healthy living - Lesson 3

Nội dung text: Kế hoạch bài dạy Tiếng Anh 7 - Tuần 4 - Unit 2: Healthy living - Lesson 3

1. Week 4 Period: 11 UNIT 2: HEALTHY LIVING Lesson 3: A CLOSER LOOK 2 I. OBJECTIVES 1. Knowledge: *Vocabulary: - Vocabulary to talk about health: acne, vegetarian, healthy, pimple, sport centre, cheese cake, clean up, sweetened food, soybean. * Grammar: - use the present simple tense * Pronunciation: Pronouncing the new words correctly: acne, vegetarian, healthy, pimple, sport centre, cheese cake, clean up, sweetened food, soybean. 2. Competencies: a. General competencies: - By the end of the lesson students will be able to know more the form and use the present simple tense; Students can use Simple present tense to talk about daily activities. b. Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Be ready to talk about Healthy living - Know some daily activities whether good or bad for health 3. Qualities: - To teach Ss the love of English; the love of their new school. - The awareness about importance of living healthily. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW) 1. Aim: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. 2. Content: Review the previous lesson or have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new lesson. 3. Products: - Interest and concentration of Sts on the class activities. - A friendly and relaxed atmostphere to the new lesson - Having a chance to speak English and focus on the topic of the lesson.. 4. Implementation: - Teacher instructs - Sts do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - game Step 2: Task performance + Greeting + Game: Guessing game
2. - Invite some Ss complete the sentense. Example: - Introduce the three objectives of the lesson. A: water, grow, flowers, vegetable. Write the objectives in the left corner of the board. B: Is it gardening? - Ask Ss to open their book and introduce what A: Yes, it is. they are going to study . - Ss Open their book and write . Step 3: Report and discussion - Sts join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: -To help Ss identify and remember the uses of the present simple. -To help Ss practise the correct form of the present simple. 2. Content: - To pracice using the present simple in context. - Pair work to put the words in the correct columns 3. Products: - Vocabulary about the topic - Use of the present simple by choosing correct answer. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in A Closer Look 2 Step 2: Task performance Grammar: Simple sentences 1.Grammar Have Ss read the Remember! box about simple a) I read. sentences. S V - Explain to them by writing the first example on b) I science books. S V O the board. Underline the two main parts (I read.). c)I read science books every weekend. - Write the next example under it. Underline the S V O A three parts ( I read science books.). REMEMBER! - Do the same with the last example. Tell Ss that a Simple sentences simple sentence has only one subject and one verb. – Some simple sentences have a subject - Ask them to determine the subject (S), the verb and a verb. Example: I read. (V), the object (O) and the adverb (A) of the – Some simple sentences also have an sentences. object. - Write the letters under the underlined parts like Example: I read science books. this. – Some simple sentences also have an adverb. Example: I read science books every weekend. 2.Practice Task 1. Tick (√) the simple sentences.
3. Task 1. Tick (√) the simple sentences. * Key: Simple sentences: 1,2,4 - Ask Ss to do the exercise individually and then compare their answers with a classmate. - Call on some Ss to explain their choice. - Ss to explain why sentences 3 and 5 are not simple sentences. Write sentences 3 and 5 on the board. Underline the two subjects and predicates. Circle the words ‘and’ and ‘but’. + Students (Ss) listen to the instructions carefully and learn how to do the tasks.- Confirm the correct answers as a class. Task 2. Write S if the subject is missing Task 2. Write S if the subject is missing from from the sentence and V if the verb is. the sentence and V if the verb is. Key: 1.V 2.S 3.V - Have Ss do this exercise individually. 4.S 5.V - Ask them to read each sentence carefully and look for the two main parts. This helps them decide which part is missing in each sentence. - Call on some Ss to give and explain their answers. - Ss Listen carefully and learn how to do. - Ss work individually - Ss Give the answers - T Confirms the correct answers. - If time allows, ask Ss to complete the sentences, adding the missing parts. - Checks Ss' answers as a class. Step 3: Report and discussion - Sts write down the new vocabulary - T asks, Sts answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Sts ACTIVITY 3: PRACTICE (20' - GW/PM/IM) 1. Aim: To help Ss identify the missing part in a simple sentence. To help Ss identify different parts of a simple sentence and put them in the correct order to form a simple sentence. To give Ss further practice on writing out simple sentences from the prompts given. 2. Content: Write S if subject is missing. V if the verb is. Do the filling with the correct form of the verbs in brackets. Rearrange the words and phrases to make simple sentences, using the words given. 3. Products: - Understand more about using the TENSE in contexts. - Ss can do exercises correctly. Further practice with the present simple. - keys to Task 3-4-5 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS
4. Step 1: Task delivering - T let Sts study the examples, consume the rules and do the exercises Step 2: Task performing Task 3. Rearrange the words and phrases to Task 3. Rearrange the words and make simple sentences. phrases to make simple sentences. - Allow Ss to work in pairs or individually. Keys: - Call on 2 - 3 Ss to read aloud the complete 1. My sister never drinks soft drinks. sentences. 2. Acne affects 80% of young people. - Ss to work in pairs 3. He has bread and eggs for breakfast. - Ss do the tasks 4. We don't eat much fast food. - Confirm the correct answers. 5. Fruit and vegetables have a lot of Task 4. Write complete sentences from the vitamins. prompts. You may have to change the words Task 4. Write complete sentences from or add some. the prompts. You may have to change - Have Ss look at the prompts of each sentence the words or add some. and decide the two main parts of the sentence. Key: - Have Ss do this exercise individually before 1. Tofu is healthy. they share their answers with a partner. 2. Many Vietnamese drink green tea. - Ask some Ss to read out their answers. 3. She does not use suncream. - Ss Do the tasks and share the answer 4. My father does not exercise every - Comment and confirm the correct answers. morning. - Check the answers as a class. 5. Most children have chapped lips and skin in winter. Task 5. Work in pairs. Discuss and write a Task 5. Work in pairs. Discuss and write simple sentence from the two given sentences. a simple sentence from the two given - Have Ss work in pairs. sentences. - Guide them to read the two separate sentences, Key: discuss and determine the two main parts for the 1. We avoid sweetened food and soft new sentence. drinks. - Then allow them some time to write the 2. My dad and I love outdoor activities. sentences. 3. You should wear a hat and suncream. - Check the answers as a class. 4. My mother read and downloaded the health tips. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitude of Sts in class. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignment 2. Content:
5. Make sentences using the the present simple and an adverb of frequency. Home assigment 3. Products: Review the old lesson Take note Home assigment 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt. - T asks some Ss to give a sentence about themselves, using the present simple Verb of liking - Home assigment Step 2: Task performance - Teacher summarizes the lesson * Home assigment: - T lets Sts take note the home assignment - Read again the conversation on page 9. - Do more exercises in workbook. - Make more sentences using Simple present tense Step 3: Report and discussion - T asks, Sts answer about leisure activities -Step 4: Judgement T gives feedback and requires Sts do homework. IV. FEED-BACK: .......... .......... ..........