Giáo án Tiếng Anh Lớp 7 theo CV5512 - Chương trình học kì 2 - Năm học 2019-2020

cts their pronunciation.
T plays the recording 2 or 3 times.
T helps Ss distinguish the sounds /e/ , /ei/ and recognize all the words with the two sounds, then underlined them as signed.
Ss refer back to the page 8. 
T asks Ss to find all the words having sounds /e/, /ei/
I. Pronunciation
/e/ /ei/
Ex4. Listen and repeat. Pay attention to sounds /e/, /ei/
/e/: left, ahead, present, helicopter, centre, never, seatbelt
/ei/: plane, way, station, train, indicate, mistake, pavement, break.
Ex5. Listen to these sentences carefully. Single-underline the words with sound /e/, and double-underline the words with sound /ei/
/e/:
/ei/:
1. ever 
2. very 
3. 0
4. left, when 
 5. next 
break, way
railway, station
always, obey
UK
They, waiting, train
Ex6. Read a loud
 3. Practice
Aim: Help student know some words about road signs.
- Ss work in pairs to talk about the meaning of the road signs, then write out their answers.
-Ss work individually to label the road signs in 1 with the words/ phrases.
T explains : Look out! There are usually three kinds of signs: Informative. Prohibitive , and warning.
II- Vocabulary
ROAD SIGNS
1. trafic lights. 
2. no parking
3. no right turn 
4. hospital ahead
5. parking 
6. cycle lane
7. school ahead 
8. no cycling
Look out!
- A sign within a red triangle will warn you of something.
- Signs with red circle are mostly prohibitive- that means you can’t do something.
- Signs in blue are usually to give information.
 4. Further practice
Aim: Ss can practise about the signs you see on the way to school
Let Ss work in pairs and talk about the traffic signs they see on the way to school (or else). T goes around and gives assitance if necessary, and check their answers.
T lets practise about the signs you see on the way to school at the schoolyard.
Ss practise
T observes and remark
* Discuss which of the signs you see on the way to school.
Example: 
A: Which of the signs can you see on the way to school every day?
B: On the way to school, I can see a “ no left turn” sign. Which of the signs can you see on the way to school every day?
A: On my way to school there is a hospital, so I can see a “hospital ahead” sign.
* Practice in the schoolyard
eg:
A: What does this sign show us?
B: It shows us “no left turn”
3. Guides for homework
Learn road signs by heart.
Ask and answer which of the signs you see on the way to school.
Prepare for A closer look 2.
	Review the structure about:
- Ask and answer questions about distances with “How”
- Form and usage of the structure: Used to
Find activites which children often play in the country or in the city
Date of preparation
Date of teaching
Class
 Absentees
1.1.2020
7A
7B
Period 57
UNIT 7: TRAFFIC 
Lesson 3: A closer look 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to use “it” for distances, use “ used to” to talk about past habit or state.
	a. Vocabulary: related to the topic: “traffic” 
	b. Grammar: use “it” for distances, use “ used to” to talk about past habit or state
2. Skills: writing sentences, spoken interaction, sentences completion, rewriting the sentences, seeing pictures and talking. 
	3. Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety. 
	4. Competence development:  Groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: T calls some Ss write the road signs on the board 
	2. New lesson: 
Teacher’s and students’ activities.
Contents
Warm up
Aim: To warm up the class.
T asks Ss some questions
Ss answer the questions
T introduces the lesson
* Questions
- How far is it from your house to school?
- How do you go to school?
- How far is it from your house to the market?
- How do you go to the market?
- 
2. Presentation
Aim: Help Ss know how to ask and answer for distances and use “ used to ” to talk about past habit or state
T explains: We can use it in the position of the subject to indicate distance, then gives example
Ss copy and give examples
T explains the way to use “ used to ” and give example.
Ss copy and give examples
I. Ask and answer the distance
* Form:
How far is it from ..to .?
It is ..from .to .
Eg: 
- How far is it from your house to school?
It is about one kilometer from my house toschool.
II- Used to
Example: There used to be many trees on the street, but now there are only shops.
Form: 
(+) S + used to + V
(-) S + didn’t use to + V
(?) Did + S + use to
Watch out: In questions and negative sentences, the final “d” in used is dropped.
3. Practice
Aim: Help students practise about distances and use “ used to ” to talk about past habit or state.
T lets Ss work by themseves and write down the sentences. 
T observes and help when and where necessary. After that ask some Ss to read their sentences. T corrects Ss’ mistakes.
T asks Ss to work in pairs. They ask and answer questions about distances in their neighbourhood, following the example. Encourage them to talk as much as possible. T corrects their answers, and their pronunciation and intonation.
T goes round giving help when and where necessary. T gives corrections.
T asks Ss to complete the sentences with used to or use to and the verbs in the box
Ss work individually
T corrects and remarks
T lets Ss work individually to rewrite the sentences in their notebooks.
While Ss do their task, T goes round to monitor the whole class. When Ss finish their task, call some to read out their sentences. Let others give comments, T corrects mistakes if necessary.
1. Write sentences with it. Use these cues.
1. It is about 700 metres from my house to Youth Club
2. It is about 5 km from my home village to the nearest town.
3. It is about 120 km from Ho Chi Minh to Vung Tau.
4. It is about 384,400 km from the Earth to the Moon.
5. It is not very far from HaNoi to Noi Bai Airport.
2. Practice speaking
3. Complete the sentences with used to or use to and the verbs in the box below.
* Keys
1. used to ride
2. used to be
3. used to go
4. Diduse to play
5. did..not use to feel
4. Rewrite the sentences using used to.
1. My mum used to live in a small village when she was a girl.
2. There did not use to be (as) many vehicles on the road.
3. We used to cycle to school two years ago.
4. Now there are more traffic accidents that there used to be.
5. My uncle used to be a bus driver some year ago, but now he has a desk job
4. Further practice
Aim: Ss can interact to each other using “used to”
* Groupwork
- Divide the class into two groups
- Ask each group to find out activities which children often play. 
- Time: 3 minutes
- The group with the most correct answers will win.
- T remarks
T asks Ss to go around the class to ask and answer the questions.
Ss practise 
T corrects and remarks
* Activites which children often play in the country 
Eg: 
+ Play marbles
+ play football in the street
* Ask and answer using: used to
Example: 
Did you use to play marbles?
Yes, I did
3. Guides for home work
 	- Do exercise part A, B workbook.
	- Make a short conversation using the structures which they have learnt
- Learn the structure by heart and make senteces
- Prepare: Communication.
	- Prepare: flags of some countries (The UK, Australia, India, Thailand, Malaysia)
- Find out some strange rules in Viet Nam or over the world
Date of preparation
Date of teaching
Class
 Absentees
4.1.2020
7A
7B
Period 58
UNIT 7: TRAFFIC 
Lesson 4: Communication
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to listen about driving laws in these countries on the left and know some driving laws in Viet Nam and other countries.
	a. Vocabulary: roof, illegal, Laws, Reverse, Right-handed:
	b. Grammar: review
2. Skills: giving names of countries, listening and writing the answers, deciding true or false, discussion, spoken interaction. 
	3. Attitude: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety. 
	4. Competence development:  Groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: Make a short conversation using the structures which they have learnt
	2. New lesson: 
Teacher’s and students’ activities.
 Contents
1. Warm up
Aim: Help students know name of the countries through the flags.
- T asks Ss to work in groups and look at the flags of some countries and give the names of the five countries.
1. Look at the flags of some countries. Give the names of these countries.
1. The UK
2. Australia
3. India
4. Thailand
5. Malaysia
2. Presentation
Aim: Help students know some vocabulary words.
- Pre- teach vocabulary.
- First, have Ss read the new vocabulary word after the teacher saying that they will appear in the task that follow. Explain their meaning.
I- Extra vocabulary.
roof: nóc, mái nhà
illegal: bất hợp pháp, trái luật
Laws: luật, phép tắc
Reverse: đảo, nghịch, lùi xe
Right-handed: thuận tay phải
3. Practice
Aim: Help students about driving laws in these countries on left.
T plays the recording. 
Ss listen carefully and check their answer to 1. Then T gives the correct answers
T plays the recording again. Let Ss complete the table by themselves, then share their answer with a partner. T goes round the class to give support if necessary.
- Have you ever heard about strange laws in other countries?
- Ss work in pairs, discussing to find one false driving law.
-T may ask the question: Which one do you think seems most unreasonable?
- Ss work in groups and discuss the laws in 3 and put them in order from the strangest (N0) to the least strange (N05).T may ask Ss to explain why.
II. Exercise
2. Listen and check your answers. Complete the blanks. Share your answer with a partner.
Reasons this happened:
1. some countries used the same system as UK.
2. many people are right-handed ( so on the left-hand side, it is easier for them to use a sword or something when they are on horseback – in the past)
3. Find the fasle driving law?
- “In France, you can only reverse your car on Sundays”. This sentence is false!
4. Discuss the laws and put them in order from the trangest (1) to the least strange (5)
The groups may have different results
Eg:
1. The strangest law is “You have wear a shirt or T-shirt while driving in Thailand”. It’s a little weird, because clothes does not influence drivers.
2. The less strange law is “In Spain, people wearing glasses have to carry a spare pair in the car”. This law is so strict and unreasonable.
3. Next, the law” In South Africa, you can have to let animals go first” is a little strange. It shows that the animals are more important than people.
4. Next, it’s illegal for women to drive Saudi Arabia. The law is a little unnormal.
5. Lastly, the law “In Alaska. You are not allowed to drive with a dog on the roof” is rather ok. Because it’s dangerous with the dog on the roof.
 4. Further practice
Aim: Help students know some driving laws or strange rules in Viet Nam and other countries.
T asks Ss to work in groups and discuss about some driving laws or strange rules in Viet Nam.
Ss work in groups and discuss about some driving laws or strange rules in Viet Nam
T corrects and remarks
Eg:
I think there are no strange traffic rules in Viet Nam because every law is discussed very carefully before issuing and is amended after every five years
3. Guides for home work
Do exercise part C workbook
Learn the vocabulary words by heart.
Prepare: Skills 1.
Describe the pictures
Matching words
Read some rules about road safety
Make a list of means of transport that is used the most and used the least with the classmates
Date of preparation
Date of teaching
Class
 Absentees
7A
7B
Period 69
UNIT 9: FESTIVALS AROUND THE WORLD 
 Lesson 1: Getting started
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can use the lexical items related to the topic “Festivals around the world” and read for specific information about an unusual festival.
	a. Vocabulary: fascinating, amazing, religious, firework , make a camp
	b. Grammar: review
2. Skills: listening and reading, reading and answering the questions, reading and deciding true or false, writing words under pictures, matching, spoken interaction.
	3. Attitude: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world.
	4. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
	2. New lesson: 
Teacher’s and students’ activities.
Contents
Warm up
Aim: To warm up the class and introduce the lesson.
- Play games: Solve the crossword.
1.TomHanks is a famous.star.
2.Mr.Bean’s holiday is the ..I like best.
3.That film was so..that I couldn’t sleep after watching it.
4.Tra Giang is one of the most well – knownin Viet Nam.
5. I couldn’t help laughing when watching that film.It’s
6. My brother cried a lot because the film was very
7.films usually have lots of chase and fighting.
8. If a film tells an exciting story about murder or crime,it’s a
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Presentation
Aim: Help students understand the dialogue and answer the questions.
- T uses some techniques to present some new words. Checking the understanding by making sentences with the new words.
- T asks Ss work independently. Allow them to share answers before discussing as a class. 
T then checks their answers, and gives explanation if necessary.
- T asks Ss read the conversation again to do this exercise. Ask for Ss’ answers as well as the explanation for their choices.
1. Listen and read.
* New words.
- fascinating (adj) hấp dẫn
- amazing (adj) đáng ngạc nhiên
- religious (adj) thuộc tôn giáo
- firework (n) pháo hoa
- make a camp (v) cắm trại
a. Answer the following questions.
1. No, she didn’t because she said “ Oh really?” to show her surprise.
2. People light candles and display/ let off fireworks.
3. It’s La Tomatina
4. Because to celebrate the festival people go to the desert, make a camp, and have a party.
5. They should write up reports and hand them in to the teacher. 
b. Tick (v) T (true) or F (false).
1. T 2. T 3. F 4. T
Practice
Aim: Help students know and pronounce correctly the name of festivals and know some festivals with the reasons they are held.
-T tells Ss that in the box are some festivals. Ss do this activity in pairs. 
T plays the recording for Ss to listen, check and repeat their answers. Make sure that Ss pronounce correctly the name of the festivals.
- T explains to Ss that festivals are held for different reasons. 
- T asks Ss if they know the meaning of these words.
Seasonal (adj) relate to or happening a during a period in the year.
Religious (adj) connected with religion or with a particular religion.
Superstitious(adj)based on the belief that particular events happen in a way that can not be explained by reason or science.
2. Write the festivals in the box under the pictures. Then listen and repeat.
1. Water festival 
2. Cannes Film Festival
3. Ghost Day 
4. Tet
5. Rock in Rio 
6. Christmas
7. Halloween 
8. Easter
3. Match the festivals below with the reasons they are held.
Key: 
Religious: Halloween, Ghost Day
Music /Arts: Rock in Rio, Cannes Film Festival
Seasonal: Tet, Water Festival
Religious: Christmas, Easter 
Further practice
Aim: Help students give their opinion about some festival.
- T asks Ss to work with classmate and comparetheir answers. 
T reminds them to follow the model conversation in the box. 
4. Give opinion.
Example: 
A: I think Rock in Rio and the Cannes Film Festival are music or arts festivals.
B: I agree.
A: Which do you think are seasonal festival?
B: I think Christmas and Easter. How about you?
A: I think Halloween and Ghost day.
3. Guides for homework
- Retell the knowledge they have learnt about the “topic”
- Learn new words and phrases
- Prepare: Unit 9: A closer look 1.
	Prepare: 
+ Find some verbs and change into nouns and adjectives.
Date of preparation
Date of teaching
Class
 Absentees
12.5.2020
7A
7B
Period 70
UNIT 9: FESTIVALS AROUND THE WORLD 
 Lesson 2: A closer look 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss can use adverbial phrases correctly and appropriately. The lexical items related to the topic “Festivals around the world”. Pronounce two-syllable words with correct stress in isolation and in context.
	a. Vocabulary: celebratory, parade ,carnival, joyful , adopt ,pumpkin
	b. Grammar: adverbial phrases
	c. Pronunciation: Pronounce two-syllable words
2. Skills: Complete the table, sentences completion, spoken interaction, listening and repeating, listening and reading, listening and checking
	3. Attitude: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world.
	4. Competence development:  Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
	2. New lesson: 
Teacher’s and students’ activities.
 Contents
Warm up
Aim: To warm up the class and introduce the lesson.
- T introduces the lesson by asking students to tell some traditional festivals in Viet nam or in the world.
- Ss tell some traditional festivals.
- T asks students about their preparations for Tet.
- Ss tell about their preparations for Tet.
Eg: 
Halloween, Ghost Day, Cannes Film Festival, Tet, Water Festival, Christmas, Easter 
 Presentation
Aim: Help students know some new words.
-T uses some techniques to present some new words.
- Checking the understanding by making sentences with the new words.
I- Vocabulary
celebratory (aj) mang tính kỷ niệm
parade (n) cuộc diễu hành
carnival (n) ngày hội
joyful (aj) vui mừng
adopt (v) kế tục
pumpkin (n) quả bí 
 Practice
Aim: Ss can do vocabulary exercise related to the topic “Festivals around the world” and use adverbial phrases correctly and appropriately and help students pronounce two – syllable words with correct tress
- Ss work individually to complete the table and compare their answers with a partner.T plays the recording for Ss to check their answers.
- Have Ss read all the sentences and guess the part of speech of the word to be filled in each blank.
T comments on and confirms the correct answers.
- T explains the rules about stress in part. Look out!
- T can give some examples to illustrate.
- T asks students to listen to the tape and repeat.Then put them on the correct column according to their stress pattern.
- Ss listen and repeat the words.
- T asks Ss read out the words.
- Tasks students to listen and circle the word with a different stress pattern from the others.Tcorrects.
- Ss do this exercise individually first then compare their answers with a partner.Then listen and check and repeat.
1a. Complete the table. 
Listen and check your answers.
Key: 
1. celebration 
2. festive
3. parade 
4. culture
5. performance
b. Now complete the following sente