Giáo án Tiếng Anh 7 - Bài 12: English - Speaking countries, Lesson 1: Getting started

Nội dung tài liệu: Giáo án Tiếng Anh 7 - Bài 12: English - Speaking countries, Lesson 1: Getting started

1. UNIT 12: ENGLISH-SPEAKING COUNTRIES Lesson 1: Getting started – A holiday in Australia. I. OBJECTIVES: By the end of this unit, students will be able to gain the following things: 1. Knowledge: - An overview about the topic “English-speaking countries” - Lexical items related to people and places in English-speaking countries + Pronunciation: + Vocabulary: Use the words related to people and places in English-speaking countries. 1. island (n) 2. sunset (n) 3. landscape (n) 4. penguin (n) + Grammar: 2. Competence: a) General competencies: - Students will be able to know more words and phrases about means of transport. - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: The love of country; The awareness about importance of speaking English; Be ready to talk about English speaking countries. - Develop self-study skills. II. PREPARATIONS Teacher: Grade 7 text book, laptop, TV, pictures and realia, Computer connected to the Internet, Sach mem.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE: In each activity, each step will be represented as following: * Task delivering ** Task performance *** Report and discussion **** Judgement Activity 1. WARM UP (5’-IW, GW) * Aim: - To activate students’ knowledge on the topic of the unit - To lead in the topic of the lesson. To set the context for the introductory conversation. * Content: Flags matching * Product: Having a chance to speak English and focus on the topic of the lesson. * Implementation: Teacher’s instructions Teacher’s & Student’s activities Content Flags matching Flags matching * Teacher divides the class into 2 big
2. groups and asks them to match the flag illustrations with names of the countries. ** Students work in groups to discuss and do the matching. *** Teacher allows students to share their answers before discussing as a class and encourages them to pronounce the names of the countries correctly. The **** Teacher asks students to explain Canada The UK their choice, checks the answers as a USA class, gives feedback then introduces the similarity of these countries “English- speaking countries”. Austra New Zealand lia * Teacher draws students’ attention to the picture in the textbook and asks them some questions about it: - What activities are they talking about? surfing penguin watching - In what English-speaking country can they do these activities? Australia ** Students raise hands to answer the questions.*** Students discuss and give comments to their friends’ answers. **** Teacher confirms the correct answers: They are Phong and Mark. They are talking about Phong’s holiday in Australia. They mention Phong’s use of English in real life, his travels, and Australia’s people and landscapes. Activity 2. KNOWLEDGE FORMATION (15'- PW, IW) * Aim: - To provide students with vocabulary. - To help students well-prepared for the listening and reading tasks. * Content: Teach some new words. * Product: Ss learn how to use them. * Implementation: Teacher’s instructions
3. Teacher’s & Student’s activities Content Vocabulary: Vocabulary: * Teacher introduces the vocabulary. 1. island (n) ** Teacher introduces the vocabulary by: 2. sunset (n) - providing the pictures 3. landscape (n) - eliciting the definition of the words 4. penguin (n) *** Teacher rubs out and checks **** Teacher checks students’ pronunciation and gives feedback. Teacher reveals that these four words will appear in the reading text and asks students to open their textbook to discover further. sunset penguin Activity 3. PRACTICE (15’-IW, PW, GW) * Aim: - To have students get to know the topic. - To help students get the main idea of the conversation. - To draw students’ attention to the key information of the text and see how much they can remember about the text. - To introduce some key words related to the topic. * Product: Students’ answers. * Implementation: Teacher’s Student’s activities Content Task 1: Listen and read (p. 124). Task 1: Listen and read (p. 124). * Teacher can play the recording more than once. ** Students listen and read. *** Teacher can invite some pairs of students to read aloud. **** Teacher check students’ pronunciation ad give feedback. Task 2: What are Phong and Mark Task 2: What are Phong and Mark talking about? (p. 125). talking about? (p. 125). * Teacher asks to answer the question without reading the conversation again. Answer key: A ** Students choose the most suitable option A B or C. *** Teacher allows students to share their answers before discussing as a class and encourages them to pronounce the words / phrases correctly. **** Teacher asks students to explain their choice and checks the answers as a class and gives feedback. Task 3: Read again and tick the Task 3: Read again and tick the information you can find in the information you can find in the
4. conversation. (p. 125) conversation. (p. 125) * Teacher asks students to work Answer key: individually to complete tick the 1. In Australia, Phong used English in information they can find in the real life. conversation. 4. Australia is beautiful. ** Students work individually to read the 5. Australians love outdoor activities. sentences and do the task without referring to the text. *** Teacher allows students to share answers before discussing as a class. **** Teacher calls on some students to give the answers and asks them where they find the information. Task 4: Complete the sentences with Task 4: Complete the sentences with the words and phrases from the box. (p. the words and phrases from the box. 125) (p. 125) * Teacher asks students to read the words Answer key: and phrase in the box and work on their 1. landscape meanings. These words have appeared 2. penguin watching somewhere in the previous units (except 3. island the word Australians). 4. sunset ** Students fill in the blanks with the 5. Australians most suitable words/phrases. *** Teacher allows students to share answers before discussing as a class. **** Teacher can ask students to read aloud the full sentences and correct their pronunciation if needed. Activity 4. APPLICATION (7’-IW, PW, GW) * Aim: - To introduce the names of five English-speaking countries and their capital cities through a game. - To create a fun atmosphere in the class. * Content: Matching game: What’s its capital city? * Product: Students’ answer. * Implementation: Teacher’s instructions Task 5: Matching game: What’s its Task 5: Matching game: What’s its capital city? (p. 125) capital city? (p. 125) * Teacher writes the countries and the capital cities on the board (like in the Answer key: book). 1. Washington D.C. ** Students discuss in their groups and do 2. Ottawa the task. 3. London *** Teacher can go around to help weaker 4. Canberra students. 5. Wellington **** Teacher stops the game when time is up. The first group to find all the correct answers wins. * Wrap up * Wrap up - To help Ss memorise the target language - Teacher refers to the unit title again
5. and skills that they have learned. then together with students, orally list the names of English-speaking countries and * Homework: their capital cities in the lesson. - To prepare vocabulary for the next * Homework: lesson: A closer look 1. - Find more English-speaking countries. - Exercises in the workbook