Lesson plan English 7 (New) - Period 26 to 33, Unit 4: Music and Arts - School year 2014-2015

* Grammar:

1. Comparisons

(not) as .as / the same as / different from

- as + adjective + as to show that two things are similar.

- not as + adjective + as to mean something is more or less than something else.

- the same as to show similarity.

- different from to show that two or more things are different.

Example: ( in the text book)

Ex1. Put as, than, or from in the gaps.

1. as 2. as 3. as 4. from

 5. as 6. as

Ex2. Put a suitable word in each gap in the following passage.

1. the same as

2. as quiet as

3. different from

4. as narrow as

5. friendly as

6. the same as

Ex3. Work in pairs. Compare the two music clubs in the town. Young talent and Nightingale.

E.g: Young talent is more friendly than Nightingale.

Nightingale is not as friendly as Young Talent, but it is safer.

2. too & either

- too: used to express agreement with a positive statement.

- either: used to express agreement with a negative statement.

 

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6. art gallery 
7. crayons 
8. museum
9. opera 
10. paintbrush
3. Complete these sentences with words from 2.
1. art gallery 
2. paintings
3. museum
4. camera
5. opera.
3. Home work
-Do exercises in Workbook.
-Learn by heart new vocabularies and structures
-Prepare: A closer look 1
1. Warm up.
T writes on the board: Music + Arts
 Then asks: 
- Do you often listen to music? When? How often?
- What kind of music do you like? Why?
- What is art/ are arts? Give example?
+ T asks Ss to look at the title/ the picture and guess what the conversation between Duong and Nick might be about.
Ex1. Ask Ss question about the picture:
a, Have Ss answer the questions individually, then T may let them discuss in groups. 
-Check their answers, and gives explanation.
b.
- Have Ss work individually to fill the gaps in the sentences. 
- let them check the answers in pairs or groups, then give the key. 
-Call some Ss to read the sentences.
c. Colloquial expressions
- Refer back to the conversation to find the phrases. 
-Have Ss practise saying them together. 
-Explain the meaning to the Ss, then give some examples.
d. 
-Divide Ss in pairs
-Ask Ss to practise the short conversations in pairs before creating their short role-plays.
2. – Have Ss write the words/ phrases under the right pictures. 
-Then T plays the recording. Let Ss listen and repeat. 
-Check and correct Ss’ pronunciation. 
-Give them the meaning of the words.
3
- Ask Ss to write the correct words in the spaces. -Allow Ss to check their answers. 
-Give correction.
-Follow T instructions
-Follow T instructions
Do the tasks individually
-Do the tasks individually
Then share with friends
Follow the T instructions
-Role play
Follow the T instructions and do the exercise individually
Listen and repeat
-Work individually
Week: 7
Date of teaching: 29/9/2014
Period: 27	 	 
UNIT 4: Music and Arts
 Lesson 2: A closer look 1
I. Objectives.
By the end of the lesson, Ss will be able to use the lexical items related to the topic Music and Arts. Pronounce sounds / ʃ / and / ʒ / correctly in isolation and in context.
II. Teaching aids:
- A CD and a CD player. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Times
Contents
Teacher’s activities
Ss’ activities
6’
4’
4’
5’
4’
5’
5’
5’
5’
2’
1. Warm up.
Music and arts
2. Activities
VOCABULARY
1. Listen and repeat these words.
painter artist actress musician
puppet dancer singer song writer
2. Match a word in A with a phrase in B
1. e 2. b 3. a 4. d 5. c
3a, Put these letters in order to make musical instruments.
1. drum 2. piano 3. cello 4. guitar 
5. violin 6. saxophone.
3b, Write the type of musical instrument in the box under each picture.
1. a guitar 2. a drum 3. one string guitar
4. a violin 5. a cello 6. a piano
7. a saxophone
4. Put one of these words in each blank to finish the sentences.
1. painter 2. Pop 3. singer 4. draw
5. puppets 6. instrument
PRONUNCIATION
/ ʃ / and / ʒ /
5. Listen and repeat. Pay attention to the sounds / ʃ / and / ʒ /.
Tapescript: 
/ ʃ /: condition ocean shy sugar machine
/ ʒ /: measure pleasure usual vision
 decision
6. Listen to the words and put them into two groups.
/ ʃ /
/ ʒ /
anxious
musician
dishwasher
rubbish
closure
occasion
leisure
version
7. Listen and repeat
1. Can you show me the new machine
2. They sing the song “ Auld Lang Syne” on some occasions
3. The musician is very anxious about the next performance.
4. She wanted to share her pleasure with other people.
5. The new cinema is opposite the bus station.
6. Are you sure this is a modern version of “Romeo and Juliet?”
3. Home work
Do exercises Workbook.
Learn by heart new vocabularies and structures
Prepare: A closer look 2
-Divide class into two groups
- Let them find all the words they know related to music and arts. 
-Within a limited time, the group that has more correct answers is the winner 
VOCABULARY
1. Play the recording and let Ss listen. Play it again with pauses for them to repeat each word. Correct their pronunciation.
2. Ss work individually to match the words with the phrases.
T calls one or two Ss to write the combinations on the board. Then T checks the answers.
3a, T lets Ss work in pairs and put the letters in order to form the correct words. Then check their answers.
3b. Let Ss work in pairs. T checks their answers. Then let them read the words after T checks their answers. Then let them 
talk about these musical instruments.
4. Give Ss enough time to do the task individually. Some Ss may write the answers on the board. Then let class comments. T calls some Ss to read the sentences.
PRONUNCIATION
5. Let Ss practice the sounds / ʃ / and / ʒ / together. Show Ss how to pronounce the two sounds. Play the recording and let Ss listen and repeat. Correct their pronunciation.
6. Plat the recording 2 or 3 times. Help Ss distinguish the two sounds / ʃ / and / ʒ /, and put the words in the right columns. Ask Ss to give more words having two sounds.
7. Play the recording as many times as possible and let Ss repeat the sentences. Correct their pronunciation and help them do the task as directed.
* Sound / ʃ / can be presented by sh/ ch/ s/ t/ c
* Sound / ʒ / can be represented by s
-Brainstorm
-Congratulate the group winner
-Follow the T instructions
Listen and repeat
-Work individually
-Work in pairs
-Work in pairs
-Work individually
-Follow T instructions
-Listen and repeat
-Follow the T instructions
-Do the task individually
-Listen and repeat
Week: 7
Date of teaching: 29/9/2014
Period: 28	 	 
UNIT 4: Music and Arts
 Lesson 3: A closer look 2
I. Objectives.
By the end of the lesson, Ss will be able to use comparisons: (not) as..as / the same as / different from. Express agreement using too & either.
II. Teaching aids:
- A CD and a CD player. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
	Contents
Teacher’s activities
Ss’ activities
2’
4’
5’
5’
10’
5’
7’
6’
2’
1. Warm up
- Set the sence: We are going to learn: 
+Comparisons: (not) as..as / the same as / different from. 
+Express agreement using too & either.
2. Activities.
* Grammar:
1. Comparisons
(not) as..as / the same as / different from
- as + adjective + as to show that two things are similar.
- not as + adjective + as to mean something is more or less than something else.
- the same as to show similarity.
- different from to show that two or more things are different.
Example: ( in the text book)
Ex1. Put as, than, or from in the gaps.
1. as 2. as 3. as 4. from 
 5. as 6. as
Ex2. Put a suitable word in each gap in the following passage.
1. the same as 
2. as quiet as
3. different from 
4. as narrow as
5. friendly as 
6. the same as
Ex3. Work in pairs. Compare the two music clubs in the town. Young talent and Nightingale.
E.g: Young talent is more friendly than Nightingale.
Nightingale is not as friendly as Young Talent, but it is safer.
2. too & either
- too: used to express agreement with a positive statement.
- either: used to express agreement with a negative statement.
Ex4: Complete the following sentences with “too” or “either”
1. too 2. either 3. either 4. too 5. too
Ex5: What music and arts are you interested, or not interested in? Make a list by completing the sentences below. ( You can use the words given or your own ideas.)
E.g: I’m very interested in..Pop music
Ex6: Work in pairs. Share your list with your partner. Then, report to the class using too/ either.
E.g: Nam is interested in drawing and I am too.
Phong doesn’t like folk music and I don’t either.
3. Homework
-Do exercises in Workbook.
-Learn new vocabularies and structures by heart
-Prepare: Communication
+Comparisons: (not) as..as / the same as / different from. 
- Explain the uses of the three structures to Ss and give some examples.
Ex1: Let Ss work by themselves and write down the missing words. 
-Correct Ss’ mistakes. After that, T asks some Ss to read the sentences.
Ex2: Let Ss do the task individually. First Ss read the text by themselves, then put a suitable word in each gap, and compare their answers with a classmate. T corrects Ss’ answers. T may call some Ss to read out their answers separately. T explains if necessary. Let Ss read in chorus. Correct their pronunciation.
Ex3: Let Ss work in pairs. Help them interpret the table first. Give them instructions on how to do the task.
- Encourage Ss to talk as much as possible with fluency and accuracy.
+Express agreement using too & either.
- T explains to the class the use and location in the sentence of too and either. Let them read the examples. Tell them to give sentences of their own.
Ex4: Ss work independently, writing down the answers. Then let them work in groups to check and read out the sentences. T goes round and corrects mistakes or gives help when and where necessary.
Ex5: Let Ss work independently, writing down their sentences to make a list of the likes and dislikes. They have their choices, so long as their sentences are correct grammatically. Encourage them to give their own ideas.
Ex6: - Have Ss work in pairs to share their lists of ideas. 
-Ask some more able Ss to report their results to the class.
-Follow T instructions
-Take notes
-Work individually
-Work individually
-Work in pairs
-Do the task individually then work in groups to check
Work individually
-Work in pairs then report to the class.
Week: 8
Date of teaching: 6/10/2014
Period: 29	 	 
UNIT 4: Music and Arts
 Lesson 4: Communication
I. Objectives.
By the end of the lesson, Ss will be able to talk/ sing or do other activities related to music and arts.
II. Teaching aids:
- A CD and a CD player. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
Teacher’s activities
Ss’ activities
4’
5’
5’
14’
15’
2’
1. Warm up.
Chatting:Famous artists
2. Activities
 Extra vocabulary.
composer (n): nhà soạn nhạc
originate (v) : bắt đầu, khởi đầu
anthem (n) : bài quốc ca
curriculum (n) : chương trình giảng dạy
academic( adj) : thuộc trường cao đẳng, đại học
compulsory (adj): ép buộc, bắt buộc
unimportant (adj) : không quan trọng
1. Music Quiz: What do you know?
Work in groups and answer the questions.
1. B 2. C 3. A 4. C 5. B 6. B
2. Read the following pasage. In groups, discuss the questions below.
- Do you think music and the arts should be compulsory subjects at schools in Viet Nam? Why or Why not?
3. Look at the different subjects below. In groups, make a list from the most useful to the least useful in the space below. How can the top three subjects on your list help you in other ares of school and life?
- Music
- Dancing
- Singing
- Painting
- Photography.
3. Home work
Do exercises in Workbook.
Learn by heart new vocabularies and structures
Prepare: Skill 1
- Have to give the names of famous musicians, actors, actresses, painters, and music bands they know. 
 -Pre- teach vocabulary
Ex1: -Ss work in groups and find the answers.
-T gives correction
Ex2:
-Give Ss time to read the passage and understand the main ideas
-Divide Ss into groups of four to discuss the questions.
Ex3: Divide Ss into groups of four 
-After the discussion, each group presents their list, and gives a talk to the class. 
- Give comments.
-Follow T instructions
- take note
-Work in groups of four
-Work individually to understand the passage then discuss in groups
-Choose one students to present group’s idea
-Work in groups
Week: 8
Date of teaching: 6/10/2014
Period: 30	 	 
UNIT 4: Music and Arts
 Lesson 5: Skill 1
I. Objectives.
By the end of the lesson, Ss will be able to read for specific information about tradictional arts.
II. Teaching aids:
- A CD and a CD player. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
Teacher’s activities
Ss’ activities
5’
7’
5’
5’
10’
10’
2’
1. Warm up
- Asks Ss to name the art forms they know
2. Activities
1. Reading
+ Discuss the questions below with a partner.
- What kinds of traditional Vietnamese performance do you know about?
- Do you know about water puppetry? Have you been to a water puppet show? If yes, did you like it? Why/ Why not?
1. Find the words in the text which mean:
1. special or different
2. started
3. showed or presented
4. from the countryside
5. events or celebrations
2. Answer the following questions.
1. It began in the 11th century.
2. It takes place in a pool.
3. They are controlled by puppeteers.
4. They are made of wood
5. They are about everyday life in the countryside and about folk tales.
2. Speaking
3. Match the types of music in A with the adjectives to describe them in B
1. e 2. a 3. b 
4. c 5. d
4. Game: Tic Tac Toe
1. Give the names of two Vietnamese musical instruments.
2. Sing a song in English.
3. Who is your favourite singer? Why?
4. Talk for 30 seconds about what you see when you visit an art gallery.
5. How often do you go to a concert? Tell your partner about the last concert you went to.
6. Who is your favourite Vietnamese musician? Why?
7. Talk about 30 seconds about your favourite instrument.
8. Name one of your favourite painters.
9. Who can draw the best in your class? What does he/ she often draw?
Decide which partner is X , which is O and who will go first. The first player chooses a box and calls out a number.
E.g: 
Player 1: “ I want number 2”
Player 2: OK, sing a song in English!
3. Homework
Do exercises in Workbook.
Learn by heart new vocabulary and structures
Prepare: Skill 2
READING
Have Ss work in pairs to discuss some questions given
- Tell Ss to read the passage two or three times. Set a strict time limit to ensure Ss read quickly for specific information.
Ex1: Ss work individually to find the words. Call on some Ss to say the words or write them on the board. T gives correction.
Ex2: Ask Ss to read the passage again, then answer the questions. Then call on some individuals to read aloud to the class. Check their pronunciation and intonation. Explain the new words and clarify anything difficult.
SPEAKING
Ex3: Have Ss work in pairs and match the two columns.
After tha, allow Ss some time to talk about their favourite kind of music: what kind they like best and why, whether they play any musical instruments, when and how often they listen to music, and how music is useful to them.
Ex4: Game: T explains the rules of the game Tic Tac Toe to Ss
Ss work in pairs. Decide which partner is X , which is O and who will go first. The first player chooses a box and calls out a number.
E.g: 
Player 1: “ I want number 2”
Player 2: OK, sing a song in English!
Then he/she has to sing a song in English.
If the first player answers the question for that box correctly he/ she can put an X or an O in the box. The first person to get three Xs or three Os in a row, wins!
- Work in pairs to discuss the questions given.
- Read the passage two or three times
-Work individually
-Work individually
-work in pairs
-Play game
Week: 8
Date of teaching: 6/10/2014
Period: 31	 	 
UNIT 4: Music and Arts
 Lesson 6: Skill 2
I. Objectives.
By the end of the lesson, Ss will be able to listen to get information about an artist, write an informal letter of invitation.
II. Teaching aids:
- A CD and a CD player. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
Teacher’s activities
Ss’ activities
3’
5’
5’
8’
3’
5’
20’
2’
1. Warm up
Listening tip: When you listen, it is very useful to take notes. Try to note down the keywords ( important words). This helps you to remember the main ideas.
2. Activities
Ex1. Listen to the passage about Picasso and circle the words you hear.
1. artists 2. training 4. portrait 
6. paintings.
- Look at the words you’ve circled. Do you know what all of these words mean?
2. Listen to the passage again and choose the correct answers.
1. A 2. B 3. A 4. C
3. Listen to the passage one more time. As a class, discuss how the listening is organized ( according to a timeline, the order of important events, or another way)
2. Writing
Informal letter of invitation.
Writing tip
When you write an informal letter of invitation, you use:
How about + V-ing ?
4. Read the following letter and choose the correct answer.
1. A 2. B
5. Now write a letter to invite a friend to an art exhibition, using the following.
- Event: Exhibition of Modern Art.
- Time: 9 o’clock, Saturday morning
- Place: Arts centre
- Time to meet: 8.15
3. Home work
Do exercises in Workbook.
Learn by heart new vocabularies and structures
Prepare the next lesson.
T explains Listening Tip to Ss, telling them if they are going to apply the listening tip, then they must be given time to take notes.
Then tell Ss to look at the picture and say what they know about Picasso.
Ex1. Ask the Ss to close their books. Tell Ss they should listen and note down the keywords in their notebooks. Play the listening once. Ask Ss what they learned about Picasso. Ask Ss to open their books. Play the recording again and ask Ss to listen carefully and circle the words they hear in the passage.
Ex2:
-Run through the exercise
 -Play the recording again. 
Ex3: 
-Play the recording again once more. 
-Have Ss discuss how the listening is organised.
WRITING
Informal letter of invitation.
Ask Ss why they would write an informal letter of invitation and to whom ( to invite sb to do sthing, and to sb who has close relationship to you)
The focus their attention on the writing tip.
Ex4: Have Ss read the sample letter carefully, and note down the useful expressions (cues) for writing an informal letter of invitation. T writes them on the board. Tell Ss to choose the correct answers.
Ex5: Have Ss read the cues, then practise writing the letter.
Tell Ss to play special attention to spelling and punctuation.
Collect some Ss’ writing papers and mark them, then give comments to the class.
If possible, have Ss write their own letter as homework.
-Follow T instructions
-take notes
-Listen for key words
-Listen and circle the correct answer
-Listen and discuss as a class
-Follow T instructions and take notes
-Read and take notes
- Have Ss read the cues carefully, then practise writing the letter.
Week: 8
Date of teaching: 6/10/2014
Period: 32	 	 
UNIT 4: Music and Arts
 Lesson 7: Looking back and project.
I. Objectives.
By the end of the lesson, Ss will be able to look back the vocabulary, grammar, communication and do project related to the topic music and arts.
II. Teaching aids:
- A CD and a CD player. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
Teacher’s activities
Ss’ activities
3’
5’
5’
5’
5’
5’
8’
2’
5’
2’
1. Warm up
Chatting:
VOCABULARY
1. Match the words in column A with the ones in column B.
1. e 2. c 3. b 4. a 5. d
2. Put a word from the box in each gap to complete the passage.
1. music 2. arts 3. stages 4. go 5. films
GRAMMAR
3. Put the words/ phrases from the box in the gaps to complete the sentences.
1. art gallery 2. artistic 3. films
4. in person 5. sung
4. Rewrite these sentences, using the words in brackets.
1. The photograph is not as big as the paiting.
2. My painting is not as expensive as this painting.
3. This picture is not different from the picture in our room.
4. This film is the same as the one we saw last week.
5. The journey was not as long as we thought at first.
5. Complete the following sentences, using “too” or “ either”
1. too 2. either 3. either 4. too 5. too
COMMUNICATION
6. Match the questions 1-6 with the answers A-F.
1. B 2. A 3. E 4. C 5. D 6. F
Finish! Now I can.

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