Kế hoạch bài dạy Tiếng Anh Lớp 7 Global Success theo CV5512 - Unit 12: English speaking countries

 Anticipated difficulties Solutions
 1. Students may lack knowledge about facts and cultures of English- - Provide suggestions on vocabularies and structures to describe people 
 speaking countries. and places in English-speaking countries.
 2. Students may may not have sufficient listening, speaking and co- - Play the recording, the replay depends on student’s need.
 operating skills. - Encourage students to work in pairs, in groups so that they can help 
 each other.
 - Provide feedback and help if necessary.
Board Plan
 Date of teaching
 UNIT 12: ENGLISH-SPEAKING COUNTRIES
 Lesson 1: Getting started – A holiday in Australia.
 *Warm-up
 Flags matching
 I. Vocabulary
 1. island (n)
 2. sunset (n)
 3. landscape (n)
 4. penguin (n)
 II. Practice
 Task 1: Listen and read (p. 124).
 Task 2: What are Phong and Mark talking about? (p. 125).
 Task 3: Read again and tick the information you can find in the conversation. (p. 125)
 Task 4: Complete the sentences with the words and phrases from the box. (p. 125)
 Task 5: Matching game: What’s its capital city? (p. 125)
 * Homework
 Find more English-speaking countries. New Zealand Australia
Lead in - To lead in the topic of * Teacher draws students’ attention to the picture in the textbook and asks T-Ss 2 mins
 the lesson. them some questions about it:
 - To set the context for - What activities are they talking 
 the introductory about?
 conversation. surfing
 penguin watching
 - In what English-speaking country 
 can they do these activities?
 Australia
 Ss
 ** Students raise hands to answer the questions.
 Ss-Ss
 *** Students discuss and give comments to their friends’ answers.
 T-Ss
 **** 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. Practice - To have students get to Task 1: Listen and read (p. 124). 15 mins
 know the topic. * Teacher can play the recording more than once. T-Ss
 ** Students listen and read. Ss
 *** Teacher can invite some pairs of students to read aloud. Ss-Ss
 **** Teacher check students’ pronunciation ad give feedback. T-Ss
 Task 2: What are Phong and Mark talking about? (p. 125).
 - To help students get the * Teacher asks to answer the question without reading the conversation T-Ss
 main idea of the again.
 conversation. ** Students choose the most suitable option A B or C. Ss
 *** Teacher allows students to share their answers before discussing as a Ss-Ss
 class and encourages them to pronounce the words / phrases correctly.
 **** Teacher asks students to explain their choice and checks the answers T-Ss
 as a class and gives feedback.
 Answer key: A
 Task 3: Read again and tick the information you can find in the 
 conversation. (p. 125)
 - To draw students’ * Teacher asks students to work individually to complete tick the T-Ss
 attention to the key information they can find in the conversation.
 information of the text and ** Students work individually to read the sentences and do the task without Ss
 see how much they can referring to the text.
 remember about the text. *** Teacher allows students to share answers before discussing as a class. Ss-Ss
 **** Teacher calls on some students to give the answers and asks them T-Ss
 where they find the information.
 Answer key:
 1. In Australia, Phong used English in real life.
 4. Australia is beautiful.
 5. Australians love outdoor activities. Wrap-up To consolidate what - Teacher refers to the unit title again then together with students, orally T-Ss 3 mins
 students have learnt in list the names of English-speaking countries and their capital cities in the 
 the lesson. lesson.
Homework To prepare vocabulary for Find more English-speaking countries. T-Ss 2 
 the next lesson: A closer min
 look 1. Assumptions 
 Anticipated difficulties Solutions
 1. Students may lack knowledge about facts and cultures of English- - Provide suggestions on vocabularies and structures to describe people 
 speaking countries. and places in English-speaking countries.
 2. Students may not have sufficient listening, speaking and co- - Play the recording, the replay depends on student’s need.
 operating skills. - Encourage students to work in pairs, in groups so that they can help 
 each other.
 - Provide feedback and help if necessary.
Board Plan
 Date of teaching
 Unit 12: ENGLISH-SPEAKING COUNTRIES
 Lesson 2: A closer look 1.
 *Warm-up
 Homework checking: How many English-speaking countries can you find?
 I. Vocabulary
 * New words:
 1. native (adj)
 2. amazing (adj)
 3. unique (adj)
 4. local (adj) 
 5. ancient (adj)
 Task 1: Write the words or phrases under the correct pictures. (p. 126)
 Task 2: Use the words in the box to complete the sentences. (p. 126)
 Task 3: Work in pairs. Discuss and write the word or phrase in the box next to its explanation. (p. 126)
 II. Pronunciation
 * Rising and falling intonation for questions
 Task 4: Listen and repeat, paying attention to the intonation of the following questions. (p. 126) Vocabulary To introduce the new Vocabulary pre-teach: 8 mins
 words. * Teacher introduces the vocabulary. T-Ss
 ** Teacher introduces the vocabulary by:
 - providing the pictures
 - providing the definition of the words.
 1. native (adj)
 2. amazing (adj)
 3. unique (adj)
 4. local (adj) 
 5. ancient (adj)
 *** Teacher asks students to repeat. Ss
 *** Teacher rubs out and checks T-Ss
 Task 1: Write the words or phrases under the correct pictures. (p. 126)
 To introduce some key * Teacher has students read aloud the words in the box and and asks them T-Ss
 words (nouns) related to to match the words with the pictures illustrating them within 3 - 4 minutes.
 people and places ** Students read the words and phrases in the box and match them with Ss
 through pictures. the pictures.
 *** Teacher asks them to share their answers in pairs before checking the Ss-Ss
 answers as a class. 
 **** Teacher invites students to take turns to read out their answers and T-Ss
 corrects their pronunciation if needed.
 Answer key: (Chú ý: SGV sai key ở những câu bôi đỏ)
 1. kangaroo 
 2. island country 
 3. tattoo 
 4. Scottish kilt 
 5. castle 
 6. coastline
 Task 2: Use the words in the box to complete the sentences. (p. 126)
 To introduce some key * Teacher asks to read the words in the box first, explains their meanings if T-Ss
 words (adjectives) to needed then allows students 5 minutes to do the task. Pronunciation Pronunciation: Rising and falling intonation for questions
 To help students Task 4: Listen and repeat, paying attention to the intonation of the 
 recognise and practise the following questions. (p. 126)
 rising and falling * Teacher writes two short questions on the board: a yes / no question and T-Ss
 intonation with questions. a wh-question. Have some Ss say aloud the questions first, then ask other 
 students to pay attention to the intonation at the end of the questions. 
 ➢ Can you speak English?
 ➢ What is the capital of Scotland?
 ** Students look at the questions with the rising and falling already Ss
 marked, listen and repeat as a class, a group, and finally as individuals.
 *** Teacher plays the recording for Ss to listen once, then listen and repeat T-Ss
 as a class, a group, and finally as individuals. Teacher can play the recording 
 as many times as necessary.
 **** Teacher elicits the pattern from students: use rising intonation for yes T-Ss
 / no questions and falling intonation for wh-questions.
 Audio script
 Task 5: Circle the correct intonation. Then listen and repeat. (p. 126)
 To provide students with 
 * Teacher has students circle the correct intonation individually, based on 
 more practice in the T-Ss
 what they have learnt in Task 4.
 intonations of questions.
 ** Teacher plays the recording for students to listen and repeat each 
 T-Ss
 question and check their answers. 
 *** Teacher corrects them if needed and calls on some students to read 
 T-Ss
 the questions aloud.
 **** Teacher plays the recording again and ask students to repeat each 
 Ss
 question after the recording. Teacher confirms the answers. Unit 12: ENGLISH-SPEAKING COUNTRIES
 Lesson 3: A closer look 2.
I. Objectives
By the end of this lesson, students will be able to gain:
1. Knowledge: 
- Understand the use of use articles
- Practice using articles correctly
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
- Raise students’ awareness of the need to learn languages
II. MATERIALS
- Grade 12 textbook, Unit 3, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis 
 Form: We use “the”  Examples
 ➢ with superlatives The largest city in Australia is Sydney.
 ➢ with the names of some places My son is studying in the USA.
 ➢ if one of the words in the place name is a common noun (island, 
 The Tower Bridge in London is over one hundred years old.
 bridge, river, tower, ...). II. Practice
 Task 1: Complete the sentences with “a / an” or “the” (p. 127)
 Task 2: Put in "the" where necessary. (p. 127)
 Task 3: Put in “a / an” or “the”. (p. 127)
 Task 4: Complete the sentences with “a / an”, or “the” (p. 128)
 III. Production
 Task 5: Game – Faster detective.
 * Homework
Procedures
Notes
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
 Stage Stage aim Procedure Interaction Time
 Warm-up - To activate students’ Picture describing 5 mins
 prior knowledge related to * Teacher asks students to describe the picture. T-Ss
 the targeted grammar: the 
 past simple.