Giáo án Tiếng Anh 7 - Week 29 - Năm học 2023-2024

Date of planning : 27/03/2024 Date of teaching: 1/4/2024 Week: 29 UNIT 10: ENERGY SOURCES Period: 76 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. 2- turn off the tap while brushing your teeth, *** Teacher calls on some Ss to answer. use paper fan, use low energy light bulbs, turn **** Teacher gives comments and leads Ss to off the lights when going out, task * 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 * Teacher asks Ss to read and underline the (False) for each sentence 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 **** Teacher checks ideas, grammar, energy light bulbs in all rooms. We need to turn off electrical appliances such as lights, vocabulary and gives comments. TVs, fans when we do not use them. We 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: . Date of planning :27/03/2024 Date of teaching: 3/4/2024 Week :29 UNIT 10: ENERGY SOURCES Period: 77 Lesson 7: Looking back and project I. OBJECTIVES: I. Objectives By the end of this lesson, students will be able to: 1. Knowledge review the vocabulary and grammar of Unit 10 apply what they have learnt (vocabulary and grammar) into practice through a project. 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 - Be benevolent and responsible - Develop self-study skills II. MATERIALS: Grade 7 textbook, Unit 10, Looking back & Project Computer connected to the internet TV/ Pictures, A0 cards and colours sachmem.vn III. PROCEDURES : (STAGES) Activity1: Warm up: (5’) * Aim: To revise the vocabulary related to the topic . To enhance students’ skills of cooperating with team mates * Content: * Brainstorming – Write about household appliances. * Products: The group having the most suitable answers is the winner. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up (Team work) * Warm up: * Brainstorming - Teacher divides the board, and divides the How to save energy class into 2 big groups. at home. - Teacher asks students to write some ways - turn off the lights. to save energy at home. - save money. - Members from 2 teams take turns writing - use low energy light bulbs . ways to save energy on the board. - produce electricity . - The group having the most suitable answers - save energy. is the winner. - use solar panels Activity 2: VOCABULARY (5’) * Task 1 * Aim: To help Ss revise the vocabulary items (verbs) they have learnt in the unit. * Content: Match the adjectives in A with the nouns in B to make phrases * Products: Some students read the words aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1: Task 1: Match the adjectives in A with the nouns in B to make phrases * Teacher has Ss work individually. ** Ss do this activity individually, then compare their answers with their partners. *** Teacher asks for Ss’ answers. **** Teacher confirms the correct ones and asks students to make sentences using the phrases. * Answer keys: 1. e 2. a 3. d 4. b 5. c Task 2 * Aims: To help Ss revise the vocabulary items (adjectives) they have learnt in the unit. * Content: Complete the sentences, using the phrases in 1 * Products: Complete the sentences by writing the correct phrases on the boaard. * Organization of implementation: Teacher’s and Ss’activities Content Task 2 Task 2: Complete the sentences, using the phrases in 1 * Teacher has Ss work individually. * Answer keys: ** Ss do this activity then compare their 1. low energy light bulbs answers with their partners. 2. electrical applicances *** Teacher asks for Ss’ answers. 3. renewable energy sources **** Teacher confirms the correct ones 4. solar energy 5. hot water Activity 3: GRAMMAR (10’) Task 3,4 * Aims: To help Ss revise grammar points. * Content: Complete the sentences with will , won’t, might, might not. * Products: Ss read the complete sentences in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3. Task 3: Complete the sentences by using * Teacher asks Ss to recall the structures of the correct form of the present continuous “The present continuous”, and tell them to do or present simple of the verbs in brackets. Ex 3 in the book. * Answer keys: ** Ss do the exercise individually and swap 1- is raining with their partners. 2- start *** Teacher calls some Ss to check their 3- is walking answer. 4- does **** Teacher confirms the correct answer. 5- am writing Task 4 Task 4: Find ONE mistake in each sentence * Teacher asks Ss to do the task. and correct it. ** Ss work individually to do the task. *** Teacher calls Ss to give out their answers. * Answer keys: 1. do -> are doing **** Teacher checks and confirms their 2. explain -> explaining answer. 3. is -> are 4. use -> using 5. look -> are looking Activity 4: Project * Production (5’): * Aims: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project. * Content: * PROJECT: How to save energy in your school * Products: Students’ project on the posters. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5:* PROJECT: Discussion: Which * Have students read the instruction of how to tips can be applied in your schol. do the project. ** Teacher asks Ss to dicuss in groups of 4-6 Teacher also has Ss spend some time to make their brainstorm, narrow down the ideas, make a poster out of these ideas and practise presenting within their groups. *** Some students raise their ideas and explain their answers among groups **** Teacher listens, correct (if needed) and confirms. Task 6 Task 6 * Poster presentation: How to save energy Poster presentation in your school * Teacher asks Ss to work in groups of 4 – 6 to Hello everyone, today our group will talk stick their posters onto the classroom’s wall about some tips to save energy in our school. and present about them. ** Ss work in group to do the task. First, we should turn the lights off when you *** Teacher calls some groups to present their leave the classroom because this saves poster to the class electricity. Second, we should turn off **** Teacher confirms and corrects. electrical appliances when they are not in use. A variety of different electronic devices and appliances can consume electricity even when they're turned off, so it’s important to switch them off after using. Finally, we should check that none of your taps around the school are dripping. This helps saving a large amount of water every day 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 the lesson’s content aloud. * Organization of implementation: Teacher’s and Ss’activities Content - Teacher asks students to talk about what - revise vocabulary and grammar in unit 10 they have learnt in the lesson. - make Project: “How to save energy in your school ” * Homework (2’) * Aim: To revise the knowledge that students have gained in Unit 10 and To prepare for the next 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’s and Ss’ activities Content - Teacher asks students to revise old lesson - Complete the project and to do exercise in workbook. - Prepare for the next lesson: Unit 11 ( - Teacher asks students to complete the project Getting started) and prepare the new lesson. *- Evaluation: Date of planning: 28/03/2024 Date of teaching: 4/4/ 2024 Week: 29 UNIT 11: TRAVELLING IN THE FUTURE. Period: 78 Lesson 1: Getting started I hope we will have a hyperloop soon! I. OBJECTIVES: By the end of this lesson, students will be able to gain: 1. Knowledge - An overview about the topic TRAVELLING IN THE FUTURE. - Vocabulary to talk about future means of transport. 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, - Ss are more aware of means of transport in the future. II. MATERIALS Grade 7 textbook, Unit 11, Getting started Pictures, maps and CD player sachmem.vn III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) * Aim: To set the context for the listening and reading text. To introduce the topic of the unit. * Content: Look at the picture and answer the Qs * Products: Ss’ answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Warm up: * Chitchatting: * Teacher has Ss to look at the picture and talk about it by answering these questions. ** Ss work in pairs to do the task. *** Teacher calls on some Ss to give their ideas + How do you people travel every day? about it. + What do you think about the traffic in the picture? **** Teacher listens, comments, then leads Ss to + How about traffic in the future? the new lesson. → People travel by different means of transport such as cars, motorbikes, bicycles, Teacher says: “In the lesson today we are going to buses or on foot learn a new unit about “Travelling in the future”. → There's too much traffic on the road. This Let’s start to see and find out more information can easily cause traffic congestion ( traffic related to our new topic”. jam) → I think there will be many modern means of transport that will save energy and protect the environment. Activity 2: Presentation (5’) Pre-teach Vocab * Aim: To introduce new vocabulary, To set the context for the introductory conversation; * Content: learn some vocabularies related to the topic. * Products: Students read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content Pre teach vocabulary * Vocabulary * Teacher use different techniques to teach 1. eco – friendly (a) /ˈiː.kəʊˌfrend.li/:thõn thiện vocab (pictures, situation, realia) với mụi trường ** Follow the seven steps of teaching vacab. 2. fume (n) /fjuːm/: khúi *** Repeat in chorus and individually 3. hyperloop (n) /ˈhaɪ.pərluːp/: hệ thống giao **** Copy all the words thụng tốc độ cao * Checking vocab: < Rub out and 4. teleporter (n) /ˈtel.ɪ.pɔː.tər/: phương tiện di remmember> chuyển tức thời 5. campsite (n) /ˈkổmp.saɪt/: địa điểm cắm trại SET THE SCENE: PRE- QUESTIONS * PRE- QUESTIONS * Teacher draws students’ attention to the + Who are they? pictures in the textbook and asks them some + Where are they? + Where are they going? questions about the pictures. Teacher don’t + What can you see outside the coach? confirm whether theirs are right or wrong. + What can you see in the bubble? ** Ss work out and answer questions in pairs. + What could they be talking about? *** Ss share their answers as a whole class. * Suggested answers: **** T asks them to read and listen to the + They are Minh and Ann. conversation to check their answers. + They are on a coach. + They are going to the campsite. + Outside the coach, we can see the crowded street. There is a traffic jam. + In the bubble, there is a system of tubes. Minh is thinking about means of transport. Activity 3: Practice: (20’) Task 1 +Task 2 * Aims: To practice the targeted language and the background knowledge * Content: Listen and read the conversation * Products: Students read and understand the meaning of the conversation Students know how to role play * Organization of implementation: Teacher’s and Ss’activities Content Task 1 + 2 TASK 1: Listen and read. * Teacher plays the recording, asks students to ? What are Ann and Minh talking about? underline the words related to the topic. (Ex 1, 2, p. 114, 115) (Teacher may check the meaning of some words A. Travelling by teleporter if necessary.) B. Future modes of travel Teacher can play the recording more than once. C. Being in a traffic jam Students listen and read. *Answer key: 2B ** Teacher can invite some pairs of students to read aloud. *** Teacher refers to the questions previously asked. **** Then, teacher confirms the correct answer: “Ann and Minh are talking about future modes of travel. Task 3 * Aims: To help Ss read for specific information about Ann and Minh’s conversation. * Content: Read the conversation again and tick T (True) or F (False). * Products: Students give the corect answers * Organization of implementation: Teacher’s and Ss’activities Content Task 3 Task 2: Read the conversation again and tick T (True) or F (False). (Ex 3, p. 115) * Teacher asks Ss to work in pairs to read the conversation again and underline the key words in each sentence. ** Ss work in pairs to do the task. *** Ss answer and point out where in the conversation they find the information for their answers. * Answer keys: 1. T 2. F 3. F 4. T 5. T **** Teacher checks the answers as a class. Task 4 * Aims: To help Ss recognise the words / phrases used to describe means of transport; – To help Ss further understand the text. * Content: Find the words and phrases that describe the means of transport * Products: Ss write them in the correct columns. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4 : Find the words and phrases that describe the means of transport in the * Teacher asks Ss to work in pairs to read the conversation and write them in the correct conversation again and to underline the words / columns. (Ex 4, p. 115) phrases that describe means of transport: * Answer keys: hyperloop and teleporter. ** Ss work in pairs to pick out words / phrases they have found to write down in the correct column. *** Teacher asks some Ss to read out words / phrases they have found in the conversation to put into each column. **** Teacher checks the answers as a class Activity 4: Production:(5’) Task 5 * Aims: – To help Ss review vocabulary related to different means of transport; – To give Ss a chance to develop creative thinking; * Content: Quiz - What vehicle is this? * Products: Practise in pairs and give correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Quiz (Ex 5, p. 115) * Teacher asks Ss to work in pairs to discuss to find out the vehicles in these sentences. What vehicle is this? ** Ss work in pairs to do the task *** Teacher reads out loud each question and * Answer keys: the pairs answer. The pair who correctly 1. bicycle / bike completes its first wins 2. car **** Teacher confirms the answers. 3. train 4. sailing boat 5. rocket / spaceship --:>What do you think these vehicles will be * Then, teacher has Ss work in pairs again to like in 50 years? discuss how the vehicles they have thought of I think people will use some of these vehicles in will be like in 50 years. 50 years. They will be innovated to save more ** Ss work in pairs to do the task. energy and save the environment. *** Teacher calls SS give any description about future means of transport they can imagine. **** Teacher corrects grammar or pronunciation mistakes if needed. Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content:. Summarize the main content what students have learnt in the lesson. * Products: Some Ss say aloud in front of the class. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - Some new words have learnt in the lesson. - Ss work indepently - Read and understand content of the conversation * Homework (2’) * Aim: To revise the lesson and prepare for the next lesson. * Content: Review the lesson and prepare for the next lesson (A closer look 1) * Products: Students’ textbook and workbook. * Organization of implementation Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Read the dialogue again. - Prepare lesson 2 ( A closer look 1). *- Evaluation: . TỔ CHUYấN MễN DUYỆT