Giáo án Tiếng Anh 7 - Week 28, Unit 10: Energy source - Năm học 2023-2024

Date of planning: 21/03/2024 Date of teaching: 25/03/2024 Week: 28 UNIT 10: Energy source Period: 73 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 find out how well we save energy”. * Suggested answers: 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 attention to the highlighted questions. * Teacher plays the record for SS to listen and 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 highlighted parts and asks them some questions to elicit the new structure: - Which tense do we use to ask and answer? ➢ Structure: - Which question word and verb do we use? to ask: - .. - What do/does + S + mean? ** Ss answer teacher’s questions to find out new to answer: structure to ask and answer for explanations. - S + mean(s)/be *** Some students give the new structure to the teacher. **** Teacher corrects and writes on the board Task 2 Task 2: Work in pairs. Make similar * Teacher has SS look at the phrases in Ex 2 to conversations to ask for explanations. make similar dialogue. ** Ss work in pairs to make similar dialogue. .Suggested answers: *** Teacher calls some pairs to present it in A: What does hydro energy mean? front of the class. B: It’s energy that comes from the sun. What **** Teacher gives feedback and some does nuclear energy mean? comments A: It’s energy that comes from the nuclear power. 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. * Have Ss read the instructions.Then let them read the example to understand how to do the Task 4: Work in groups. Speech: how well your task. partner saves energy. ** 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. ** Ss work individually. I save lots of energy. I walk to school every day. I *** Ss can practicing sharing to their partners always turn off the TV when not watching it . and **** Teacher calls some students to read my family is using low energy light bulbs at home. 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 74: 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. The team which can find or guess the secret first R E N E W A B L E 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 - * Teacher use different techniques to teach produce (v)/prəˈdjuːs/: Sản xuất = to make things, mostly in large quantity vocab (pictures, situation, explaination ..) Examples: Companies produce many toys for children before Christmas. ** Repeat in chorus and individually - limited (a)/ˈlɪmɪtɪd/: bị hạn chế *** Copy all the words = not very great in amount or extent Examples: coal, oil, **** Checking vocab: Checking: Call words in - available (a) /əˈveɪləbl/: có sẵn EL 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 option (A, B, or C) to complete the sentences. * Teacher gives Ss time to: read each question, 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. Task 3. Read the text again and answer the * Teacher asks Ss to do the exercise carefully questio Answer key: and individually. ** Ss do the task independently. 1. There are two energy sources. They are non-renewable sources and renewable *** Teachers has Ss compare their answers in sources. pairs and call some Ss to give their ideas. 2. Non-renewable sources are coal, oil **** Teacher checks and confirms the correct and natural gas. answers. 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: .. Date of planning :22/03/2024 Date of teaching: 28/03/2024 Week :28 UNIT 10: ENERGY SOURCES Period 75 Lesson 6: Skills 2 I. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge + Listening use the lexical items related to the topic Energy sources listen for main ideas and specific information about the topic how to save energy at home. + Writing: Write a paragraph of about 70 words about how you save energy at home. 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 will be more aware of saving energy and be more responsiple for protecting the environment. II. MATERIALS: Grade 7 textbook, Unit 10, Skills 2 Computer connected to the internet Pictures sachmem.vn III. PROCEDURES : (STAGES) Activity 1: Warm –up (5’) * Aim: To help students revise the vocabulary items they have learnt in the unit and lead in the next part of the lesson. * Content: Listen a song and answer the question. * Products: Ss play in groups and choose the the pair of number correctly. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher has Ss watch video clip about how * Warm up : listen a song and answer the to save energy at home. question: ** Ss watch and then discuss in groups *** Teacher calls some students to give their What is the song about? answers. **** Teacher listens and give comments. How to save energy at home -Teacher introduces students the content of the Write some ways to save energy in the video lesson: “In the lesson today, we are going to clip listen to a person talking about how to save energy at home.” Activity 2: Listening ( 15’) * Pre-Listening Task 1 * Aim: To help Ss brainstorm the topic and prepare for the listening text. * Content: Look at the pictures and answer some questions. * Products: Ss can get some information the content of the conversation.Choose the correct picture. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: What can you see in this picture? * Teacher asks Ss to work in pairs to answer What is special about it? the questions in the picture. * Suggested answers: 1- solar energy ** Ss work with their partner to do the task. *** Teacher calls on some Ss to answer. 2- turn off the tap while brushing your teeth, **** Teacher gives comments and leads Ss to use paper fan, use low energy light bulbs, turn task off the lights when going out, * While -listening Task 2 * Aims: To help Ss listen for specific information about how to save energy at home. To help students develop their skill of listening for details. * Content: Listen conversation and tick the column * Products: Ss give the answers correctly and correct mistakes where necessary * Organization of implementation: Teacher’s and Ss’activities Content Task 2 Task 2: Listen and circle the phrases you * Ask Ss to read the instructions.** Have Ss hear read the phrases provided and say which one(s) is / are new or difficult. Help them understand the phrases by giving explanations or the Vietnamese equivalents. ***Play the recording once or twice, if necessary, for Ss to listen and circle the phrases they hear. ****Have Ss compare their answers in pairs or groups. Then call on some Ss to read aloud the phrases. T checks their answers. Task 3 Task 3: Listen again and tick T (True) or F (False) for each sentence * Teacher asks Ss to read and underline the key words. ** Ss work independently listen to the recording and tick T or F *** Teacher calls on some students to give the answers the have listened. **** Teacher corrects and give feedback. * Answer key: Key: 1. T 2.F 3.T 4.T 5. F Post-Listening Activity 3 : Pre -writing (15’) * Aims: To help Ss indentify some ways to save energy at home. To help Ss prepare ideas to write a passage. * Content: Read some ways to save energy at home. Choose three ways and write them in your notebook. * Products: Ss answer the Qs correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4: Work in pairs. Read some ways to save energy at home. Choose three ways * Teacher asks Ss to write the methods they and write them in your notebook. use to save energy at home then asks them to give out more if they can. ** Ss think of it and can discuss with their partners. *** Teacher calls on some Ss to raise their ideas. **** Teacher listens and confirms. While - Writing * Aims: To help Ss practise writing a passage about 70 words about how you save energy at home * Content: write a passage about 70 words about how you save energy at home * Products: Students write a passage in their notebooks. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Write a paragraph of about 70 words about how you save energy at * Teacher tells Ss that they are going to write home. a passage about how you save energy at home. ** Teacher reminds Ss of the structure of a passage and steps to make an outline for the passage. ** * Ss work independently to do the task and try to use the notes from the previous tasks. Teacher goes around and help if necessary. Activity 4 : Post-Writing * Aim: To peer check, cross check and final check students’ writing. * Content: Students’ writing and cross check. * Products: Students’ writing. * Organization of implementation: Teacher’s and Ss’activities Content *** Teacher asks Ss to share their writing Task 5: Students’ writing and cross check. with their partners. Then, call on some Ss to We use a lot of energy at home and it costs us show their writing in front of the class. a lot. To save energy, we should use low energy light bulbs in all rooms. We need to turn off electrical appliances such as lights, **** Teacher checks ideas, grammar, TVs, fans when we do not use them. We vocabulary and gives comments. should also put solar panels on the roof of our houses to heat water. Activity 5 : Consolidation (2’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: A student says what she/ he has learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what - Listen a passage about dream house. they have learnt in the lesson. - Write a paragraph of about your dream house. Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson. * 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 asks students to rewrite their writing Rewrite the writing in the notebook. in their books. - Prepare “ Looking back and project” - Teacher asks students to prepare the new lesson. *- Evaluation: . TỔ CHUYÊN MÔN DUYỆT