Kế hoạch bài dạy Tiếng Anh 7 - Unit 7: Traffic - Lesson 3

Nội dung text: Kế hoạch bài dạy Tiếng Anh 7 - Unit 7: Traffic - Lesson 3

1. UNIT 7: TRAFFIC Lesson 3: A closer look 2 ( Time: 1 period) I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - Vocabulary: Vocabulary about the verbs to use means of transport and road signs. - Grammar: It to indicate distance; should and shouldn’t. 2. Competencies: a. General competencies: - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities b. Specific competencies: - Ask and answer questions about distances; - Use “should/shouldn't”to give advice; - Develop communication skills and cultural awar 3. Qualities: - Develop awareness of understanding the road signs and obeying the traffic rules. II. PREPARATIONS: - Students: Grade 7 textbook, Unit 7, A closer look 2. - Teacher: Computer connected to the internet, projector/ TV/ small boards, markers. III. PROCEDURES: Activity 1: Warm-up (5’-GW) 1. Aim: -To activate students’ knowledge on the topic of the unit -To enhance students’ skills of cooperating with team mates 2. Content: * Game: Pelmanism 3. Products: Students plays in groups and choose two cards exactly. 4. Organization of implementation: Teacher’s and Ss’activities Content Warm up * Game: Hidden picture Step 1: Task delivering - Teacher divides the class into two teams and gives instructions the game - Teacher turns over each piece of the picture, students of two teams will guess the vocabulary based on the picture. * Answers:
2. - The team that guesses the fastest and 1- Cycle lane answers the most correctly will win 2- School ahead 3- No cycling - Step 2: Task performance 4- No right turn 5- Hospital ahead - Ss play the game into two teams Step 3: Report and discussion - Ss recall all the vocabulary about road signs before the class. Step 4: Judgement - T gives comments and feedback Lead in: - Teacher says: “This lesson today is going to tell you about “it indicating distance” Activity 2: Presentation (15’) Task 1 ( PW/ GW) 1. Aim: To introduce students the form of the key grammar and how to use them appropriately 2. Content: How to use “It” to indicate distance 3. Products: know how to use “It” to indicate distance 4. Organization of implementation: Teacher’s and Ss’activities Content T-Ss * IT INDICATING DISTANCE Step 1: Task delivering Teacher draws students’ attention to the grammar point and the example - Teacher asks Ss: Step 2: Task performance Ss read the grammar explicit and study the - What does the sentences tell us about? example. Distance from his/her house to school Step 3: Report and discussion - What is the structure using in the sentence? It be (about) + distance + from A to B. Ss may discuss within groups/pairs before answering. Step 4: Judgement
3. Teacher shows and says the sentences aloud and asks Ss to make similar sentences. * Practice/ Controlled practice Task 1 (IW/PW) 1. Aim: To help Ss use “It” to write correct sentences 2. Content: Write sentences with It. Use these cues. 3.Products: Ss write the correct sentences on the board. 4. Organization of implementation: Teacher’s and Ss’activities Content Task 1. Task 1. Write sentences with It. Use these cues. Step 1: Task delivering EX: 500 metres / my house / nearest shop. Teacher asks Ss to look at the example and → It is about 500 metres from my house to the nearest the task. shop. Step 2: Task performance Ss work out and answer questions individually. Step 3: Report and discussion Ss share their answers in pairs. Step 4: Judgement T asks them to to check their answers. Then tell share them to share their sentences as a whole in class and correct for them. Task 2 (PW) 1. Aims: -To help Ss revise the question How far -To help Ss use It to ask and answer questions about distance in their neighbourhood. 2. Content: Work in pairs. Ask and answer questions about distances in your neighbourhood 3.Products: Ss asks and answer in front of the class. 4. Organization of implementation: Teacher’s and Ss’activities Content Task 2: Task 2: Work in pairs. Ask and answer questions about distances in your neighbourhood Step 1: Task delivering Eg: A: How far is it from your home to the gym?
4. Teacher asks Ss to look at the example and B: It's about 3 kilometers * How far is it from + identify the structure of the question: How far place 1 + to + place 2? is it from to ? It is (+ about) + from + place 1 + to + place 2. A: How far is it from your school to the market? Then work with their partners who sit next to B: It's about 1 kilometer from my school to the them to make similar conversations. market. Step 2: Task performance Ss do exercise 2 in pairs. Step 3: Report and discussion Ss write all conversations down on the notebooks. Step 4: Judgement Teacher corrects their answers as a class. Activity 3: Should / shouldn't Task 3 ( PW) 1. Aims: To help Ss review the first use of the modal verb should/shouldn't 2. Content: Choose the correct option in brackets (should/ shouldn’t) 3. Products: Ss read aloud the sentences. 4.Organization of implementation : Teacher’s and Ss’ activities Content Task 3 Task 3: Choose the correct option in brackets. T : we have already learnt should/shouldn't to *Form: S + should/shouldn’t + Vinf give advice, so you repeat the usage of “should/shouldn't” Step 1: Task delivering Teacher draws students’ attention to the remember box. Teacher asks them to study the examples and identify the structure Step 2: Task performance *Key: Teacher gives suggestions and asks students 1.should 2. should 3. shouldn't 4. should 5. shouldn't to make some similar sentences using the structures. Step 3: Report and discussion
5. Teacher nominates Ss to read aloud the sentences. Step 4: Judgement Teacher checks and gives the corrections if they have mistakes Task 4 (PW) 1. Aims: To help Ss practise the uses of the modal verb should/shouldn't. 2. Content: Complete each sentence, using should / shouldn’t. 3. Products: Complete each sentence exactly 4. Organization of implementation: Teacher’s and Ss’ activities Content Task 4 Task 4: Complete each sentence, using should / shouldn’t. Step 1: Task delivering Teacher gives Ss time to do the exercise * Answers: individually and peer check with their partner. 1- shouldn’t 2- should 3- shouldn’t Step 2: Task performance 4- should 5- should 6- shouldn’t Call on some Ss to read the sentences aloud Step 3: Report and discussion Other Ss comment’ Step 4: Judgement Teacher checks and gives the corrections if they have mistakes. Activity 4: Application/Production (5’) Task 5 ( GW) 1. Aims: To help Ss apply the uses of should / shouldn't in real context by making sentences using pictures and the cues. 2. Content: Look at the pictures. Make sentences, using should / shouldn’t and the cues. 3. Products: Ss write their answers on the board. 4. Organization of implementation: Teacher’s and Ss’activities Content Task 5: Look at the pictures. Make Task 5: Look at the pictures. Make sentences, sentences, using should / shouldn’t and the using should / shouldn’t and the cues cues * Answers: Step 1: Task delivering 1- He shouldn’t waste water.
6. Have Ss look at the pictures carefully. Provide 2- They should wear their helmets. the answer for the first item since it has a 3- She should be more careful. when phrase and Ss may not realise this. 4- They shouldn’t play football on the pavement. Step 2: Task performance 5- They shouldn’t ride their bikes dangerously. Give them some time to work independently and write down the answers. -Then let them work in groups to check and say out the sentences. - T goes round giving help when and where necessary. Step 3: Report and discussion Some Ss may write their answers on the board. Step 4: Judgement Other Ss comment and T makes corrections. Activity 5: Wrap-up (3’-IW) 1. Aim: To consolidate what students have learnt in the lesson. 2. Content: Summarise the main grammar points of the lesson by answering questions. 3. Products: Students say what they have learnt in the lesson 4. Organization of implementation: Teacher’s and Ss’ activities Content Step 1: Task delivering (Home Home assignment assignment) - Revise the structure and make 5 sentences with the - T asks Ss What they have learnt in the lesson structures - Revise Should/ shouldn’t and make 5 sentences with - T gives home assignments Should/ shouldn’t. Step 2: Task performance - Ss copy them down in their notebooks Step 3: Report and discussion - T calls two Ss to demonstrate infront of the class. Step 4: Judgement
7. - T gives feedback and comments IV. FEED-BACK: