School: ……………………………………….. Date: …………………………………..

Class: ……………………………..................... Period: ………………………….........

UNIT 9: ENGLISH IN THE WORLD

Lesson 1.3 – Pronunciation and Speaking (page 70)

I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- distinguish and use /ð/ sound correctly.
- ask and answer about holiday plan (where to go, where to stay, what to eat, what to do, where to
visit).
- make holiday plans.
1.2. Competences
- improve listening and speaking skills.
1.3. Attributes
- love studying English, love travelling.
- respect cultures of other countries in the world.

II. TEACHING AIDS AND LEARNING MATERIALS

1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides, handouts.
2. Students’ aids: Student’s book, workbook, notebook, paper.

III. ASSESSMENT EVIDENCE

Performance Tasks Performance Products Assessment Tools
- Listen to the words and focus on - Ss’ performance and - T’s observation.
the underlined letters. answers.
- Listen and cross out the word that - Ss’ answers. - T’s feedback/Peers’ feedback.
doesn’t follow the note in “a”.
- Read the words with the sound - Ss’ performance. - T’s feedback/Peers’ feedback.
noted in “a” with a partner.
- Ask and answer using the - Ss’ performance. - T’s feedback/Peers’ feedback.
questions and the prompts.
- You're talking to your friend - Ss’ performance / - T’s observation, T’s
about your holiday plans. In pairs: Presentation. feedback/Peers’ feedback.
Student B, turn to page 122, File 9.
Student A, answer Student B's
questions about Australia. Swap
roles. Ask about Canada and
complete the table.
- Which city would be more - Ss’ performance / - T’s feedback/Peers’ feedback.
interesting to visit? Why? Answers.

IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the follow-up steps.
b) Content: Introduce /ð/ sound / Introduce London and Los Angeles.
c) Expected outcomes: Ss know some information that is useful for them in other speaking
activities.
d) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

 Option 1: Introduce /ð/ sound: Chinese whisper
- Divide class into 4-5 groups. - Form groups.
- Have Ss in each group stand in a straight line.
- Give a sentence, have the last student in each line. - Work in groups to take part in the game.
whisper this sentence to the student standing before;
continue until the first student in the line can hear the - The first student of each line writes answer
sentence and write it on the board. on the board.
- Check Ss’ answers.
- The group which has the closest sentence to the
original one will be the winner. (T also checks spelling.)
- Announce the winner and give a small present.
- Lead to the new lesson: /ð/ sound. - Listen.
*Suggested sentence: They want their fathers and
mother take them to their fatherland.

Option 2: Introduce: London and Los Angeles

- T introduces London and Los Angeles, using pictures
and questions.
- Have Ss answer the questions to find the hidden cities
behind the questions. There are 4 questions in each
picture. - Find the hidden cities behind the questions
- Have Ss answer the questions one by one to find out
the name of the city.
- Check Ss’ answers.
- The student who has the correct answer from the very
first clue will be the winner.
- Announce the winner and give a small present.
- Lead to the new lesson. - Listen.
*Illustration:
City 1: Answer keys
City 1: London

City 2:
City 2: Los Angeles

B. New lesson (35’)

 Activity 1: Pre-Speaking: Pronunciation (8’)
a) Objective: Introduce: /ð/ sound.
b) Content:
- recognize: /ð/ sound.
- listen and check, cross out the word that doesn’t follow the note in “a”.
- practice.
c) Expected outcomes: Ss distinguish and use /ð/ sound in their speaking.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a + b. Listen to the words and focus on the
underlined letters.
- Play the recording (CD2, track 14) using DCR. - Listen.
- Ask Ss to listen and focus on the underlined letters.
- Play the recording again, have Ss listen and repeat
with a focus on the sound feature. - Listen again and repeat.

Task c + d. Listen and cross out the word that

doesn’t follow the note in “a”.
- Play the recording (CD 2 – Track 15), have Ss listen
and cross out the option that doesn’t follow the note in
“a”.
- Call Ss to give answers.
- Play the recording again and check answers as a - Listen and give answers.
whole class using DCR. Answer keys
- Give feedback and evaluation.
 Activity 2: While-speaking (22’)
a) Objective: Students can talk about plan for a trip (where to go, where to stay, what to eat, what to
do, where to visit, …).
b) Content:
- Ask and answer using the questions and the prompts.
- You're talking to your friend about your holiday plans. In pairs: Student B, turn to page 122, File 9.
Student A, answer Student B's questions about Australia. Swap roles. Ask about Canada and complete
the table.
c) Expected outcomes: Ss produce the new language successfully.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
PRACTICE
* Ask and answer using the questions and the
prompts.
- Demonstrate the activity by practicing the role-play - Observe, listen.
with a student.
- Divide the class into pairs.
- Have pairs practice the conversation. - Work in pairs.
- Swap roles and repeat using the ideas in the table.
- Observe, give help if necessary.
- Have some pairs demonstrate the activity in front of
the class. - Present.
- Give feedback and evaluation.

SPEAKING: What an Amazing Trip!

Task a. You're talking to your friend about your
holiday plans. In pairs: Student B, turn to page
122, File 9. Student A, answer Student B's
questions about Australia. Swap roles. Ask about
Canada and complete the table.
- Demonstrate the activity by practicing the activity
with a student.
- Divide the class into pairs. - Observe and listen.
- Have Student B turn to page 122, File 9.
- Have Student B ask Student A questions and - Work in pairs.
complete the table.
- Have students swap roles and repeat. - Discuss and complete the table.
- Observe, give help if necessary.
- Have Ss pay attention to the tip:
 Activity 3: Production (5’)
a) Objective: Students report the results.
b) Content: Which city would be more interesting to visit? Why?
c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task b. Which city would be more interesting to
visit? Why?
- Have students discuss in pairs which city would be
more interesting to visit. - Discuss in pairs.
- Have some students share their findings with the
class. - Present.
- Give feedback and evaluation.

C. Consolidation and homework assignments (5’)

* Consolidation: Some sords with /ð/ sound: they, them, then, this, that, these, those, father, mother,
weather, breathe, other, either, whether, then, although, brother, southern.
* Homework:
- Practice: reading /ð/ sound.
- Find more words with /ð/ sound.
- Prepare: Unit 9 - Lesson 2.1 – New words and Listening (page 71 – SB).
- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook
(pages 54 & 55).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

D. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………