Giáo án Tiếng Anh 7 - Week 28 - Năm học 2023-2024

Date of planning: 21/03/2024 Date of teaching: 25/03/2024 CORRECTING THE MID-TERM TEST I. OBJECTIVE: By the end of this lesson, students will be able to: - To help Ss stop and test what they have learnt in the Unit 7,8,9. - To recycle the language from the previous sections. To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their performance and provide further practice. Do some practice exercises. - By the end of the lesson, Ss will be able to revise, do exercises. Check how progress they have achieved, what they have learnt in the previous lessons. II. LANGUAGE CONTENTS: * Vocabulary: - use the words related to traffic - use the words for films - use the words for festivals around the world * Grammar: UNIT 7: traffic - It indicating distance - should/shouldn’t UNIT 8: films - connectors: although/though and however UNIT 9: festivals around the world - Yes/No questions * Writing: - write a paragraph about traffic problems - write a paragraph about a film - write an email to describe a festival III. TEACHING AIDS: - Test paper - radio; tape recorder. IV. PROCEDURES: 1. WARM UP & INTRODUCTION (5’) Aims: Introduction - Ask Ss what they have learnt so far in terms of language and skills. Summarise their answers and add some more information if necessary. Teacher’s activities Student’s activities + Greeting + Greeting + Chatting + Chatting - Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to do. them and class. - Open their book and write . - Ask Ss to open their book and introduce what they are going to study . 2. CORRECTING THE TEST (37’) Aim: To help Ss correct their mistakes in their mid- term test and revise what they have learnt so far *. Remark on the tests: -The number of the tests: +Excellent tests: +Good test +Average: +Under average: -The number of the tests: +Excellent tests: +Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge. -There are many excellent and good tests. - Some Ss' skill of doing general test is not good. -The teacher shows some best and worst tests to correct before class: 4. WRAP-UP & HOME WORK (3’) PHÒNG GIÁO DỤC VÀ ĐÀO TẠO HDC ĐỀ KIỂM TRA GIỮA HỌC KÌ II HUYỆN HIỆP HOÀ NĂM HỌC 2023 - 2024 MÔN: TIẾNG ANH LỚP 6 Thời gian làm bài: 60 phút, không kể thời gian giao đề (Đề gồm có 02 trang) (Học sinh làm bài trực tiếp vào tờ đề thi) I.  LISTENING Task 1: Listen and put the tick in the correct picture. TRACK 09 1. A 2. A 3. B 4. A Task 2: Listen to the talk about Angelina Jolie then fill in the gaps below. TRACK 06 1. 1976 2. Hair 3. 1997 4. Fame II. Choose the word in each group that has the underlined part pronounced differently from the rest. (1 pt) 1. C 2. B 3. A 4. A III. Choose the best answer (A, B, C, or D) to complete the following sentences. (2 pts) 1. C 2. D 3. C 4. B 5. D 6. A 7. B 8. B IV. Give the correct form of the verbs in the brackets. (1 pt) 1. Did/cook 2. Is drinking 3. Brush 4. Don’t like V. Read the passage and choose the correct answer (A or B or C) to fill in the gaps. (1 pt) 1. C 2. B 3. A 4. B VI. Read the following passage, then choose the correct answer. (1 pt) 1. B 2. A 3. C 4. C VII. Rearrange the words to make the meaningful sentences. (1 pt) 1. Sam didn’t come to school last week. 2. You should go there by car or by plane. 3. Which color does your mother like? 4. He is a friend of mine. VIII. Write a paragraph (40 – 50 words) about your favorite TV programme. (1 pt) Tiêu chí Mô tả chi tiết các tiêu chí Điểm Đúng cấu trúc của đoạn văn, phù hợp với chủ đề: Có câu chủ đề (Topic sentence); các ý minh họa (Supporting sentences/ Cấu trúc 0.25 ideas, từ 2 supporting sentences/ ideas trở lên); và câu kết luận (Concluding sentence). - Viết đúng chủ đề, các ý minh họa rõ ràng, có tính thuyết Nội dung phục. 0.25 - Viết logic, hợp lí; mạch lạc, rõ ràng - Viết đúng cấu trúc ngữ pháp; sử dụng các liên từ hợp lý để Ngôn liên kết các ý trong đoạn 0.25 ngữ - Sử dụng từ vựng phù hợp, phong phú, hạn chế lặp lại từ vựng Trình - Viết đủ số từ theo quy định 0.25 bày - Không xuống dòng Tổng điểm 1 Cách tính lỗi (trừ điểm) - 2 Mỗi lỗi ngữ pháp, cấu trúc câu, .: 0,25 - 4 Mỗi lỗi từ vựng 0,25 - Viết ít hơn số từ quy định 0.25 Điểm toàn bài: 10 điểm Date of planning: 21/03/2024 Date of teaching: 27/03/2024 Week: 28 UNIT 10: Energy source Period: 74 Lesson 4: Communication I. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge - Everyday English: Asking for explanations - Speaking skill: how well your partner saves energy. 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Ss have the responsibility for themselves, for community and for the country about advantages and disadvantages of different sources of energy. - Develop awareness of saving the energy sources II. MATERIALS: Grade 7 textbook, Unit 10, Communication Computer connected to the internet TV/ Pictures/ Projector sachmem.vn III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) * Aim: To introduce the topic; To lead in the lesson. * Content: * Game: Pass the secret * Products: Ss play in groups by writing the correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up * Game: Pass the secret * Teacher divides class into 2 teams and asks them to play a game “Pass the secret” ** Ss have 1 min to pass the words related to the topic *** Teacher shows the group leader words related to the lesson topic. Then the leader passes it on to the next member of the team. **** Teacher corrects their answers. The team which has more correct words will be the winner → Lead in Teacher leads students into the lesson by telling what they are going to learn: “We are going to learn how to ask and answer for explanations and * Suggested answers: find out how well we save energy”. Solar, hydro, coal, natural gas, oil, wind, Activity 2: Presetation ( 10’) * EVERYDAY ENGLISH Asking for explanation Task 1 + 2 * Aim: To let students know the structure to ask and answer for explanation To help students practise on how to ask and answer for explanations. * Content: Listen and read the conversation. Pay attention to the highlighted questions. Make similar conversations to ask for explanations. * Products: Ss know the way to ask and answer for explanation . * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1: Listen and read the conversation. Pay * Teacher plays the record for SS to listen and attention to the highlighted questions. read the conversation. ** Ss listen and practice saying with their partners. *** Teacher calls some pairs to read aloud. **** Teacher corrects pronunciation if needed. * Teacher asks Ss to pay attention to the ➢ Structure: highlighted parts and asks them some questions to ask: to elicit the new structure: - What do/does + S + mean? - Which tense do we use to ask and answer? to answer: - Which question word and verb do we use? - S + mean(s)/be - .. ** Ss answer teacher’s questions to find out new structure to ask and answer for explanations. Task 2: Work in pairs. Make similar *** Some students give the new structure to the conversations to ask for explanations. teacher. .Suggested answers: **** Teacher corrects and writes on the board A: What does hydro energy mean? B: It’s energy that comes from the sun. What Task 2 does nuclear energy mean? * Teacher has SS look at the phrases in Ex 2 to A: It’s energy that comes from the nuclear make similar dialogue. power. ** Ss work in pairs to make similar dialogue. *** Teacher calls some pairs to present it in front of the class. **** Teacher gives feedback and some comments Activity 3: SAVING ENERGY (10’) Task 3 * Aims: To provide students with more awareness of ways to save energy and help them practice the skill of speaking. * Content: Work in groups. Speech: how well your partner saves energy. * Products: Some pairs ask and answer the questions in front of the class. A few group representatives to perform the task in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Have Ss read the instructions to understand Task 3: Work in pairs. Ask your partner the what they are going to do. following questions and tick his or her answers ** Teach new words (e.g. public transport, in the boxes. low energy light bulbs, .„). Check comprehension. ***Have Ss work in pairs, one student in each pair asks the questions and ticks the other's answers in the boxes. ****Select one or two pairs to ask and answer the questions in front of the class. Praise them when they give the answers. Task 4: Work in groups. Speech: how well your partner saves energy. * Have Ss read the instructions.Then let them read the example to understand how to do the task. ** Teacher gives students time to prepare. Meanwhile, teacher walks around the classroom to help students if they have difficulties find proper words/phrases/structures *** Teacher calls some Ss to read aloud their work **** Teacher let Ss listen and correct mistakes (if needed). Activity 4: Production (8’) * Aims: To help students practicing speaking about saving energy * Content: Speech: how well you save energy * Products: Some students perform the task in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Answer the questions in 3 on your * Teacher allows students time to answer the own. Speech: how well you save energy questions onto their notebooks and prepare. I save lots of energy. I walk to school every day. I ** Ss work individually. always turn off the TV when not watching it . and *** Ss can practicing sharing to their partners my family is using low energy light bulbs at home. **** Teacher calls some students to read aloud their work. Teacher let Ss listen and correct mistakes (if needed). Activity 5: Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Say aloud what they have learnt in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what they - how to ask and answer for explanations have learnt in the lesson. - how well you save energy * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1. * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Do exercise in WB the new lesson. - To prepare for the next lesson: Unit 10- Skills 1. *- Evaluation: . Date of planning: 21/03/2024 Date of teaching: 25/03/2024 Week : 28 UNIT 10: ENERGY SOURCES Period 75 Lesson 5 : Skills 1 I. OBJECTIVES: By the end of this lesson, students will be able to gain: 1. Knowledge + Reading: - read for specific information about renewable and non-renewable sources of energy. + Speaking: talk about advantages and disadvantages of different sources of energy 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop awareness of saving the energy sources II. MATERIALS: Grade 7 textbook, Unit 10, Skills 1 Computer connected to the internet TV/ Pictures, cards sachmem.vn III. PROCEDURES : (STAGES) * Activity 1: Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the topic of reading and To lead in the lesson about Skills 1. * Content: Think of the word which has 9 letters in it related the topic “ENERGY SOURCES”. * Products: Ss give the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Warm up * Warm up: Game: Hangman * Teacher divides class into 2 teams and asks them to think of the word which has 9 letters in it related the topic “ENERGY SOURCES”. ** Ss have 1 min to think of the words related to the topic or they can discuss with their partners. *** Each member from each team turn by turn guesses the letter in the secret word. **** Teacher corrects their answers. R E N E W A B L E The team which can find or guess the secret first will be the winner. → Teacher leads students into the lesson by telling what they are going to learn: “We are going to read a passage about renewable and non-renewable source of energy.” * Activity 2: Reading Presentation vocab. * Aim:. To provide students with some lexical items before reading the text. * Content: Learn some vocab related the topic. * Products: Read and understand the meaning of words. * Organization of implementation: Teacher’s and Ss’activities Content * VOCABULARY - Pre teach vocabulary - produce (v)/prəˈdjuːs/: Sản xuất * Teacher use different techniques to teach = to make things, mostly in large quantity vocab (pictures, situation, explaination ..) Examples: Companies produce many toys for ** Repeat in chorus and individually children before Christmas. *** Copy all the words - limited (a)/ˈlɪmɪtɪd/: bị hạn chế **** Checking vocab: Checking: Call words in = not very great in amount or extent EL Examples: coal, oil, - available (a) /əˈveɪləbl/: có sẵn Hydro energy is available, clean and safe to use. - Electrical appliances /ɪˈlɛktrɪkəl əˈplaɪənsɪz/ (n.phr) Thiết bị điện *Checking: Call words in EL * Pre -reading (5’) Task 1: * Aims: To introduce words related to skin conditions to Ss and help Ss have a general idea of what they are going to read. * Content: Discuss the following questions. * Products: Ss give the answers exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1: Work in pair. Discuss the following * Teacher asks Ss to work in pairs to look at the questions. Picture in Ex1 and discuss to answer the questions. ** Ss work in pairs. *** Teacher calls some Ss to check what they have discussed. **** Teacher corrects → They are hydro energy and energy from coal. →We will use solar energy and wind energy. * While -reading Task 2 + 3 * Aims: To help Ss develop their reading skill for details and specific information. * Content: Read the text and choose the best option (A, B, or C) to complete the sentences. * Products: Ss say aloud the correct answer . * Organization of implementation : Teacher’s and Ss’activities Content Task 2. Task 2. Read the text and choose the best * Teacher gives Ss time to: read each question, option (A, B, or C) to complete the sentences. locate where the information appears in the text, * Suggested answers: read that part carefully and circle the correct 1. B 2. A 3. C 3. A answer. ** Ss do the task independently *** Teacher tells Ss to compare their answers in pairs before calling some of them to check. **** Teacher confirms the correct answer and explains if needed. Task 3. * Teacher asks Ss to do the exercise carefully and individually. ** Ss do the task independently. *** Teachers has Ss compare their answers in pairs and call some Ss to give their ideas. Task 3. Read the text again and answer the **** Teacher checks and confirms the correct questio Answer key: answers. 1. There are two energy sources. They are non-renewable sources and renewable sources. 2. Non-renewable sources are coal, oil and natural gas. 3. Renewable sources are available, clean and safe to use. 4. In the future, we will rely more on renewable energy sources.ns. * Activity 3 : SPEAKING Pre-Speaking Task 4: * Aims: To help students identify the advantages and disadvantages of different energy sources. * Content: Discuss and put the following words or phrases in the appropriate columns. * Products: Students’ correct answers on the posters. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4. Work in groups. Discuss and put the - Have Ss read the instructions to identify how following words or phrases in the the task is done. appropriate columns. - Have Ss work in groups. Ask them to read the * Key: words or phrases provided and discuss which + Advantages: easy to use, cheap, available, ones are advantages and which are safe to use, good for the environment disadvantages. + Disadvantages: run out, limited, expensive - Have Ss put the words and phrases in the appropriate columns. T goes around and corrects mistakes or gives help when necessary. - Call on some Ss to perform the task in front of the class. T and other Ss listen and comment. *While-Speaking Task 5 * Aims: To help Ss talk about different houses in the future. * Content: Tell your partners about your future house. * Products: Some Ss go to the board and tell the class about different houses in the future. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5 : Work in pairs. Ask and answer * Teacher has Ss work in pairs and asks them to questions about the advantages and take turns to ask and answer disadvantages of different energy sources ** Ss work in pairs to do the task. Teacher goes A: What are the advantages of hydro energy? around, listens and gives help if needed. B: It's available, clean and safe to use. *** Teacher calls on some pairs to share their A: What are its disadvantages? answers with the class. B: It's expensive to produce. **** Teacher comments and correct. A: What are the advantages of energy from coal? B: It's cheap and easy to use. A: What are its disadvantages? B: It's limited and not good for the environment. * Activity 4: PRODUCTION * Aims: To help students practice presenting the advantages and disadvantages of different types of energy source * Content: Presentation: Advantages and disadvantages of a source of energy * Products: Some groups share their answers with the class. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher has students work in groups to Presentation: Advantages and disadvantages prepare a presentation (poster/pictures/notes ) of a source of energy *** Teacher calls on some groups to share their answers with the class. **** Teacher comments and corrects if needed. * Activity 5: Consolidation (2’) * Aims: To consolidate what students have learnt in the lesson. * Content: Ss summarise what they have learnt with the two skills. * Products: Students say what they have learnt with the two skills in front of the class. * Organization of implementation: - Teacher asks students to talk about what they - 2 skills ( talk about advantages and have learnt in the lesson. disadvantages of different sources of energy ) * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . * Products: Students’ textbook and workbook * Organization of implementation: - Teacher asks students to prepare the new - Do Ex inWB lesson - Prepare: Skills 2 *- Evaluation: .. 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