Giáo án Tiếng Anh 7 (Global Success) - Unit 4: Music and Arts

 UNIT 4: MUSIC AND ARTS
Period: Lesson 1: Getting started – A talk at the school gate
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Have an overview about the topic Music and arts
- Use the vocabulary to talk about Music and arts
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
II. TEACHING AIDS
1. Teacher: 
- Grade 7 textbook, Unit 4, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
2. Students: Text books, notebooks, posters, .
III. PROCEDURES : 
 1. Warm-up (10’)
 * Aim: 
- To create an active atmosphere in the class before the lesson.
- To introduce the topic.
 * Content: CHATTING
 * Products: Students listen to music and answer the questions.
 Teacher’s and Ss’activities Content
* Warm up: T – SS ( Chatting
Individual work) SET THE SCENE: PRE- QUESTIONS about them Music and Arts.”
** Students work out and 
answer questions in pairs. 
*** Students share their 
answers as a whole class.
**** Teacher asks them to read 
and listen to the conversation to 
check their answers
 2. Presentation (8’)
 * Aim: Aim: to introduce new vocabulary
 * Content: learn some vocabularies related to the topic.
 * Products: Students read and understand the meaning of vocab. 
 Teacher’s and Ss’activities Content
- T - Ss. * Vocabulary
* Pre teach vocabulary 1. classical (a): [antonym]
Teacher introduces the 2. spare time (n): [synonym / explanation]
vocabulary by: 3. musical instruments (n): [visual]
+ showing the pictures 4. landscape (n): [explanation]
illustrating the words; 5. art gallery (n): [visual]
+ providing the synonym or 1. 
antonym of the words;
+ providing the definition of the 
words.
** Students say the words.
 2.
*** Other students correct if the 
previous answers are incorrect.
**** Teacher shows and says 
the words aloud and asks 
students to repeat them. more than once.
- Students listen and read.
** Teacher can invite some 
pairs of students to read aloud.
*** Teacher refers to the 
questions previously asked.
**** Then, teacher confirms the 
correct answer: “Trang and 
Nick are going to tell us about 
their hobbies, especially about 
music and arts.
 3. Practice: (20’) 
* Aims:
- To help students understand the main idea of the conversation.
- To help students understand more the text; to acquaint students with the 
grammar points and new vocabulary of the unit.
* Content: 
- Tick the correct asnwers.
- Complete each of the sentence with a suitable word or phrase from the box.
- Write the correct word or phrase under each picture.
 * Products:
- Students answer the questions.
- Students identify the kind of information to fill in the blanks
-Students work in pairs
 Teacher’s and Content
 Ss’activities
Task 1: T-Ss, Ss-Ss TASK 1: TICK THE CORRECT ANSWERS. 
* Teacher asks students to 
answer without reading the Answer key: C
conversation again. *** Teacher plays the 1. paintbrush
recording for students to 2. camera
check and repeat. 3. painting
**** Teacher checks and 4. musical instruments
corrects their pronunciation 5. water puppet show
and gives students the 6. art gallery 
meaning of the words if 
needed.
 4. Production (5’)
* Aim: To help students revise the vocabulary related to the topic Music and 
arts and to evaluate how artistic they are
* Content:. QUIZ HOW ARTISTIC ARE YOU? 
* Products: students answer the questions. 
Task 4 . T-Ss 
 * Teacher asks students to TASK 4: QUIZ HOW ARTISTIC ARE YOU? 
work individually to 
answer all the questions 
and add up their points.
** Students work 
individually to do the task.
*** Students report to their 
groups how artistic they 
are. Then, teacher calls on 
some students to report to 
the whole class.
**** Teacher gives some 
comments.
 5. Homework (2’)
 Teacher’s and Ss’ Content
 activities By the end of this lesson, students will be able to: 
 1. Knowledge 
 - Vocabulary: 
 + use the lexical items related to the topic Music and arts;
 + pronunciation: pronounce and recognize the sounds /ʃ/ and /ʒ/.
 2. Competence
 - Develop communication skills
 - Be collaborative and supportive in pair work and teamwork
 - Actively join in class activities
 3. Qualities
 - Be ready to know the words about music and arts
 - Develop self-study skills
 II. TEACHING AIDS
 1. Teacher: 
 - Grade 7 textbook, Unit 4, A closer look 1
 - Computer connected to the Internet
 - Projector/ TV/ Pictures and cards
 2. Students: Text books, notebooks, posters, .
 III. PROCEDURES : 
 1. Warm-up (6’)
 * Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary, 
and its pronunciation.
 * Content: Game: Guessing game: Kinds of music
 * Products: students play in two groups (Team work)
 Teacher’s and Ss’activities Content 4. composer (n): [visual + explanation]
 5. puppet (n): [visual + explanation]
 6. portrait (n): [visual + explanation]
 7. photography (n): [visual + explanation]
 8. perform (v): [visual + explanation]
*** Teacher rubs out and checks
 3. Practice (16’)
* Aims:
To revise / teach the names of some people and places related to the topic
* Content: *** One student writes the words on the board.
 **** Teacher confirms the correct answers.
 4. Production (12’)
 * Aim: To help students identify how to pronounce the sounds /ʃ/ and /ʒ/.
 * Content: 
 LISTEN AND REPEAT
 LISTEN AND REPEAT, AND SINGLE-UNDERLINE THE WORDS WITH THE SOUND /ʃ/ AND DOUBLE-
 UNDERLINE THE WORDS WITH THE SOUND /Ʒ/. 
 * Products: Students practice saying the word individually.
 PRONUNCIATION
 *Teacher writes on the board two words **** Teacher corrects if needed.
 musician and television. Then, teacher has 
 students focus on the sounds of the two * After that, teacher says “In this lesson we are going to learn 
 underlined letters “c” and “s”. how to pronounce two sounds /ʃ/ and /ʒ/”.
 ** Students practice saying the word 
 individually.
 *** Teacher calls some students to read aloud.
 **Teacher asks students to watch Tiếng Anh 7 
 - Pronunciation video, Unit 4
 (link youtube)
 *** Students imitate and practise the two 
 sounds together. TASK 4: LISTEN AND REPEAT. (Ex 4, p. 42)
 **** Teacher explains if needed.
 TASK 4
 * Teacher has students read out the words first.
 ** Students practice saying the words 
 independently.
***Teacher asks students to listen and try to 
 repeat the words as a class, a group, and 
 individually
 **** Teacher may play the recording as many 
 times as necessary and correct their 
 pronunciation.
 TASK 5
 TASK 5: LISTEN AND REPEAT, AND SINGLE-UNDERLINE I. OBJECTIVES: 
 By the end of the lesson, students will be able to:
 - Know how to recognize and write comparisons with like, different from, (not) as 
 .....as:
 1. Knowledge: 
 * Vocab: music and art lexical items
 * Grammar: Comparisons: like , different from , as + adj + as, not as + adj + as 
 2. Competences: 
 - Develop communication skills 
 - Be collaborative and supportive in pair work and team work
 - Actively join in class activities
 3. Qualities:
 - Be responsible and hard-working 
 II. TEACHING AIDS
 1. Teacher: Text books , pictures, planning , 
 - Grade 7 textbook, Unit 4, A closer look 2
 - Computer connected to the Internet
 - Projector and cards
 2. Students: Text books, notebooks, posters, .
 III. PROCEDURES: 
 1. Warm-up (4’)
* Aim: To activate students’ prior knowledge and vocabulary related to the targeted grammar.
* Content: Game: BRAINSTORMING 
* Products: Students show adjectives
 Teacher’s and Ss’activities Content
* Warm up: T – Ss, Ss, T – Ss, T – Ss * Game: BRAINSTORMING 
-Teacher asks students to work in 2 teams to 
think of as many adjectives to describe as 
possible.
-Students work in 2 teams.
-In 1 minute, students from each team, turn by 
turn, run to the board and write down one Adjectives - Students find out the form and the usage of 
comparisons using “like, different from, (not) 
as  as”
 + Use: ask students to read “Remember box”, 
 Students: The yellow pencil is shorter than the 
then teacher asks students some questions to 
 orange one.
check understanding.
 Teacher: Right! Or I can say: “The yellow pencil 
- Teacher gives comments and writes on the 
 is not as long as the orange one.”
board the form and the usage.
 2. Teacher points to the yellow pencil and the pen 
 and asks students to focus on the length of the 
 two things.
 The pen is as long as the yellow pencil.
 3. Teacher points to the yellow pencil and the pen 
 again and has students focus on their shape.
 The pen is different from the yellow pencil.
 4. Teacher says: “This is Robert’s pencil case 
 and this is Mary’s pencil case” and asks them 
 make comparison with “like”.
 Robert’s pencil case is like Mary’s pencil 
 case.