Giáo án Tiếng Anh 7 tiết 55 đến 68

ctures.
V. STEPS OF TEACHING:
Teacher’s activities
Students’ activities
Content 
1. Warm up
- lets Ss. play game.
2. Presentation:
- asks Ss. to look at the picture & answer the question: “What can you see in the picture?”
3. Practice:
 3.1 Can you see anything that is dangerous?
- tells Ss to look at the picture and say why it is dangerous.
Example: It is dangerous to ride a motorbike on the pavement.
- checks their results.
 3.2 Match these words to make common expressions.
- Reads exercise 2, lets Ss. finish it in pairs.
- Tells Ss to answer the question, & gives a comment.
- asks Ss.:
? Can you see any of these things in the picture in 1?
 3.3 Answer the following question.
? When you are a road user, what should you Not do?
- may give some cues: not pay attention, not look around, go in red light,.
 3.4+ 3.5 Read the following text, then answer the questions
-Tells Ss to read the passage two or three times. Sets a strict time limit to ensure Ss read quickly for specific information.
- Explains the new words and clarify anything difficult. T may ask questions to see if Ss understand the passage.
-Asks Ss to read the passage again, then they work with a partner to answer the questions.
 3.6 Ask your classmates the question.
- asks Ss to do the class survey. After that calls some Ss to report to the class.
4. Production
- Allows some time for Ss to read individually. Then they work in groups to discuss who is using the raod safely, and who is acting dangerously, and give reasons.
- gets feedback.
5. Homework
- Do exercise part D workbook
- Prepare: Skills 2
- play game in groups.
-listen and answer.
 bike ß
- look at the picture, find out the answer for the question (a lot of cars, motorbikes, people), and say why it is dangerous.
- read & write the answer down on the board.
- work in pairs to do the matching. 
- work in group.Then they make a list to compare with other groups.
- Work in groups & find out the answers.
- take note.
- read the passage two or three times.
- read the passage again, then they work with a partner to answer the questions.
- do the class survey. 
- read individually and work in groups to discuss who is using the raod safely, and who is acting dangerously, and give reasons.
- some give their result.
* Network:
Train plane coach
Means of transport
Car bike bus 
? what type of means of transport doesn’t cause the air pollution? What is the most familiar with the environment?
 READING
1/p.12. Look at the picture. Can you see anything that is dangerous?
à It is dangerous to ride a motorbike on the pavement.
2/p.12 Now match these words to make common expressions.
1. g 2. d 3. b 4. c
5. a 6. h 7. f 8.e
* We can see road users & means of transport
3/p12 Answer the following question.
- not pay attention
- not look around
- not go in red light,..
+ Make a list: 
4/p.12 Read the following text and do the tasks below.
( page 12)
- pedestrian (n)
- pavement (n.) = footpath
- road sign/ traffic sign
- seatbelt (n.)
- obey (v.)
- helmet (n)
5/p.12 Answer these question.
1. We should cross the street at the zebra crossing.
2. He/ She must always fasten the seabelt.
3. No, He/ She shouldn’t. Because it is dangerous.( He/ She may cause an accident.)
4. We must give a signal.
5. Because the other road users can see them clearly and avoid crashing into them.
 Speaking
6/p.12 Class survey. Ask your classmates the question.
How do you go to school every day?
+ Make a list of the means of transport that is used the most, and use the least.
7. Read the following sentences. In groups, discuss who is using the road safely, and who is acting dangerously. Give reasons.
1. safely
2. dangerously ( because he is likely to have an accident)
3. safely
4. dangerously ( it is difficult for him to see the road properly, and to ride)
5. dangerously ( a car or motorbike may crash into him)
6. dangerously ( She may have an accident if something happeneds unexpectedly.)
* COMMENTS:
Week: 21	Preparation date: 30 /12/ 2014
Period: 60 	
UNIT 7 : 
Lesson 6: SKILLS 2
I. OBJECTIVES:
	- Knowledge:By the end of the lesson, Ss will be able to listen to get information about traffic problems in big city, write a paragraph about traffic problems in a city/ an area.
	- Skills: listening and writing.
	- Behavior:- Talking about means of transport.
II. Language content:
	- Voc.: means of transport.
III. Techniques: individual work, pair/ group work.
IV. TEACHING AIDS:
	- CD player, textbook, board and pictures.
V. STEPS OF TEACHING:
Teacher’s activities
Ss’ activities
Content 
1. Warm up.
- Show pictures of traffic problems in big cities.
2. Presentation:
 LISTENING
- asks Ss. to observe the picture (p.13), & tell what happened.
- asks Ss to work in groups. They study the picture and answer the two questions.
- introduces the lesson.
3. Practice:
 3.2 Look at the following headline and check your answers.
-Tells Ss to look at the newspaper headline and check their answers.
 3.3. Now listen to the passage and choose the correct answer.
- Plays the recording one or two times. Asks Ss to listen carefully and circle the correct answers.
 3.4. Tick the traffic problems in big cities in Viet Nam.
- reads exercise 4, explains how to finish it.What do you think about traffic problems in big cities in Viet Nam?
- has Ss look at the pictures, read the phrases and tick the problems
- Calls some Ss to write on the board. Others give comments. T gives corrections.
 3.5 Write a paragraph about the traffic problems where you live
-Tells Ss to study the sentences they have written, then practise writing the paragraph.
- Tell Ss to use proper connector: first/ firstly, second/ secondly, and pay attention to spelling and punctuation.
- Collects some Ss’ writing papers and mark them, then give comments to the class.
4. Production:
- lets Ss. read their writing loudly.
- corrects Ss’mistake.
3. Homework
- Do exercise workbook
- Prepare: ‘Looking back & project’
- look at the picture, tell their opinion.
- look at the picture, & answer. (there is traffic jam)
-work in groups. They study the picture and answer the two questions.
- listen to the T.
- look at the newspaper headline and check their answers.
-listen carefully and circle the correct answers.
- listen and answer.
-look at the pictures, read the phrases and tick the problems
Then Ss write full sentences. 
- study the sentences they have written, then practise writing the paragraph.
- read their writing.
- give their problem.
 LISTENING
 Traffic problems
 in big cities
1/P.13 Work in groups. Where do you think this picture was taken? Why is it special?
- In a big city..
2. Look at the following headline and check your answers.
- In Brazil
- long traffic jam ( very long line of vehicles).
3/p.13 Now listen to the passage and choose the correct answer.
1. B 2. C 3. A 4. C
 WRITING
4/p.13 Tick the traffic problems in big cities in Viet Nam.
Picture: 1,2,3,4,6
Writing: 
- There are too many vehicles ( on the road).
- Many roads are narrow and bumpy
- There are traffic accidents every day.
- Many young children ride their bikes dangerously.
5/p.13 Write a paragraph about the traffic problems where you live, or in a town, or a city you know well. Use the cues above, and the following outline.
Introduction:
Problem1:
Problem 2:
Problem 3:
Conclusion: ( Reason or advice/ suggestion)
* COMMENTS:
Week: 22	Preparation date: 31 /12/ 2014
Period: 61 	
UNIT 7 : 
Lesson 7: LOOKING BACK & PROJECT
I. OBJECTIVES:
	- 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 for they have progressed, and which areas need further practice.
	- Skills: listening, speaking, reading and writing.
	- Behavior:- Talking about means of transport.
II. Language content:
	- Voc.: means of transport.
III. Techniques: individual work, pair/ group work.
IV. TEACHING AIDS:
	- CD player, textbook, board and pictures.
V. STEPS OF TEACHING:
Teacher’s activities
Ss’ activities
Content 
1. Warm up.
- Chatting: What is the topic of Unit 7. 
2. Presentation:
- lets Ss. tell kinds of traffic signs they’ve learnt.
- introduces the lesson.
3. Practice:
 VOCABULARY
 3.1. What do these signs mean? Write the meaning below each sign.
- corrects their mistakes and lets them read the words correctly.
- Then lets Ss work in groups and put the signs into the correct boxes.
 3.2. Write the names of means of transport in the word web below.
- Lets Ss work in pairs. Tells Ss to write the answers in their notebooks. Then checks their answers.
 GRAMMAR
 3.3 Change the sentences according to the prompts in brackets.
- has Ss work in pairs or in groups and write their answers in their notebooks. Then checks their answers.
 3.4. Write sentences using these cues.
- asks Ss to work individually first to write the sentences. Then they work in pairs to swap their sentences. T gives correction and calls some Ss to read the sentences aloud.
 COMMUNICATION
 3.5. Match
- asks Ss to read the questions and answers once or twice ( they can read alound), then match them.
- asks Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice if need be.
4. Production
- asks Ss to work in groups to do Finish! Now I can
- gets feedback.
5. Homework
- Make some traffic signs of your own out of paper, cardboard or other materials.
- Prepare: Unit 8- Getting started
- listen and answer
- tell what they’ve learnt through this period.
- do this task individually to write the meaning below each sign. 
-work in groups and put the signs into the correct boxes.
- work in pairs. 
- work in pairs or in groups and write their answers in their notebooks. 
- work individually first to write the sentences. Then they work in pairs to swap their sentences.
- work in pairs and role- play the questions and answers, then write all sentences in their notebooks.
Finished!
- work in groups.
- take notes.
VOCABULARY
1/p.14 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/p.14 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
 GRAMMAR
3/p.14 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/p.14 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’s 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.
 COMMUNICATION
5/p.14 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.
* COMMENTS:
Week: 22	Preparation date: 1 /1/ 2015
Period: 62 	 
UNIT 8 : 
Lesson 1: GETTING STARTED
What film shall we see?
I. Objectives:
	- Knowledge: By the end of the lesson, Ss will be able to listen for specific information about someone’s review of his/ her favorite film.
	- Skills: listening, reading.
	- Behavior: - Talking about the kinds of films.
II. Language content:
	- Voc.: horror film, frightening, shipwreck, critic, entertain, although
	- Grammar: 
III. Techniques: 
	- individual work, pair/ group work.	
	- matching
IV. TEACHING AIDS:
	- CD player, textbook, board and pictures.
V. STEPS OF TEACHING:
Teacher’s activities
Students’ activities
Content 
1. Warm up.
- lets Ss. ask & answer some questions.
2. Presentation:
- lets Ss. look at the picture (p.16), & answer the question:
? Do you remember who they are? Can you guess what they are talking about?
- sets the scene, introduce the lesson & explains some new words.
3. Practice:
 3.1 Listen & read
- Plays the recording and asks Ss to listen and read.
- lets Ss. translate some difficult sentences.
- gets feedback.
- reads exercise a, helps Ss. to finish it.
- gets feedback.
- leads in exercise b.
- asks Ss to underline the questions in the conversation that ask about Crazy Coconut.
- lets Ss. listen to the tape, check & repeat the questions.
- gets feedback.
 3.2 Match the types of the films with their definition. Then listen, check, & repeat.
- lets Ss. read exercise 2, & guides them to finish it.
- play the tape twice.
- play the tape again, pauses after some long, difficult sentences.
- remarks.
- asks Ss. to translate some difficult sentences into Vietnamese.
 3.3 Practice
- lets Ss. read this exercise, then try to find out the answer.
- checks their answers.
4. Production:
- lets Ss practice in pairs to finish 3b
- remarks. (lets Ss. get marks if necessary) 
5. Homework
- Learn new words and phrases, practice reading the conversation again.
- Prepare ‘A closer look 1’.
- practice.
- look at the picture, & answer the question
à Mai & his friend
à making a plan (they want to watch a film.)
- listen carefully. Guess the meaning, repeat & take note.
- listen to the tape, some pairs read loudly.
- read & translate.
- listen & finish it.
- some give their answer & explain why they choose that.
- read the text again, find out the questions & underline them. (What kind of film is it?; who does it star?; what is it about?; what have critics said about it?)
- listen to the tape, check & repeat the questions.
- read & write the answers down on the board.
- look at the book, read the exercise 2, finish it.
- listen to the tape, check their answer.
- listen again. Read their answer.
- take note.
- read & translate some difficult sentences into Vietnamese.
- read this exercise, then try to find out the answer.
- work in pairs, practice asking & answering these questions.
- some pairs perform before the class.
* Chatting:
? What’s you hobby?
? What do you often do in your free time?
? Do you like watching T.V? What T.V program do you like?
? Do you love watching film? What’s your favorite film?
What film shall we see?
* New words:
- frightening (adj.)
- romantic comedy
- shipwreck (n.)
- deserted island
- critic (n.)
- entertaining (adj.)
1/p.17 Listen & read
 a, Read the conservation again & answer the questions.
b
a
a
c
c
 b, Find the questions in the conversation that ask about Crazy Coconut. Then listen, check & repeat the questions
Key: - What kind of film is it?
 - Who does it star?
 - What is it about?
 - What have critics said about it?
2/p.17 Match the types of the films with their definition. Then listen, check, & repeat.
 1 – d 5 – b
 2 – f 6 – e
 3 – a 7 – h
 4 – c 8 – g 
3/p.17 a, Think of a film. Fill in the blanks below.
- Type of film:
- Actors/ stars:
- The plot:
- Reviews:
b, In pairs, interview each other & try to guess the film.
* COMMENTS:
Week: 22	Preparation date: 5 /1/ 2015
Period: 63 	 
UNIT 8 : 
Lesson 2: A CLOSER LOOK 1
I. Objectives:
	- Knowledge: By the end of the lesson, Ss will be able to know the meaning & how to use –ing and –ed adjectives
	- Skills: writing, reading.
	- Behavior: - Talking about the kinds of films.
II. Language content:
	- Voc.: hilarious, violent, gripping, annoyed, annoying, terrified, terrifying
	- Grammar: –ing and –ed adjectives
III. Techniques: 
	- individual work, pair/ group work.	
	- matching
IV. TEACHING AIDS:
	- CD player, textbook, board and pictures.
V. STEPS OF TEACHING:
Teacher’s activities
Students’ activities
Content 
1. Warm up.
- lets Ss. play game.
- gets feedback.
2. Presentation:
- introduces the content of the lesson, explains some new words & grammar points.
- explains how to finish these exercises.
3. Practice:
 3.1 Complete the sentences
- reads the adjs.
- remarks.
- reads & lets Ss. finish the sentences.
- corrects the answer.
- explains Remember –ed & -ing adjectives
 3.2 Complete the table with –ed & -ing form of the adjectives:
- reads exercise 2, helps Ss. finish the table in this exercise.
- gets feedback.
- asks for translation of each pair of the adjectives to check their understanding.
 3.3 Choose the correct adjectives.
- lets Ss. read this exercise.
- asks Ss. to refer to the Remember box to make the meanings of the adjectives clearer to them.
- checks their answers.
 3.4 Work in pairs.
- reads the sentences.
- models this activity with some more able Ss.
- goes around to help weaker Ss.
 3.5 Listen & repeat.
- give some verbs (watch, learn, complete, laugh, close) lets Ss. give their past form.
- explains Remember –ed ending in verbs are pronounced.
- plays the tape twice.
- lets Ss. listen & repeat.
- gets feedback.
 3.6 Work in pairs.
- explains how to finish it.
- models this activity with a more able student.
- plays the tape.
- corrects Ss’ pronunciation.
4. Production:
- lets Ss. review the grammar points they’ve just learnt.
- corrects Ss’ mistake.
5. Homework
- Learn new words and grammar points
- Prepare ‘A closer look 2’.
- Play game in groups.
- read the words & give their meaning.
- listen to the T.
- repeat, take note.
- listen & repeat.
- listen carefully, tell their meaning, then tell some more they’ve learnt.
- tell some more (romantic, horror, funny
- work in pairs to finish it.
- read & write the answer down on the board.
- listen to the T. carefully.
- complete the exercise.
- read their answer.
- give their meaning.
- read & finish it. (individually), check with the whole class.
- listen carefully, practice.
- some pairs perform before the class.
- read the verbs & give their past form.
- read these verbs in the past.
- listen carefully.
- take note
- listen to the tape carefully. Repeat.
- put the verbs in the correct column. (in pairs)
- remember & answer.
- give some examples using the adjs.
- listen carefully.
- work in pairs, finish.
- Listen to the tape & correct their own sentences.
- listen to the tape again & repeat.
* Network:
Funny entertaining
adjectives
Horror frightening
 VOCABULARY
* New words:
- hilarious (adj.)
- griping
- scary
- violent 
1/p.18 The following are adjectives which are often used to describe films. Can you add some more? Complete the sentences using the adjectives in the list above.
hilarious 5. shocking
moving 6. scary
boring 7. violent
griping 8. Entertaining
* –ed & -ing adjectives:
- –ed adjs. to describe someone’s feelings.
- -ing adjs. to describe things or peole (that cause the feelings.)
2/p.18 Complete the table with –ed & -ing form of the adjectives:
interested
embarrassing 
exciting 
disappointed
exhausted
surprising
confused
frightening
3/p.18 Choose the correct adjectives.
Moving
frightened
disappointed
disappointed
amazed
terrified
4a/p.18 Work in pairs. Look at the questions below. Tell your partner how your felt, using –ed adjs.
4b/p.18 Now, use –ing adjs. to describe these things & experiences in your life.
(Ss’ answer)
 PRONUNCIATION
5. Listen & repeat the verbs. Pay attention to the sounds /t/, /d/, & /id/ at the end of each verb
* Remember –ed ending in verbs are pronounced:
/t/: after an unvoiced consonant
-