Giáo án Tiếng Anh 7 - Week 30 - Năm học 2023-2024

Date of planning : 2/4/ 2024 Date of teaching : / / 2024 Week: 30 UNIT 11: TRAVELLING IN THE FUTURE. Period : 79 Lesson 2: A closer look 1 I. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge - Vocabulary: + use the lexical items related to the topic Travelling in the future. Pronunciation: say sentences with correct stress. 2. Core competence - Develop communication skills . - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. 3. Personal qualities - Be ready to know the words about future means of transport. - Develop self-study skills. II. MATERIALS Grade 7 textbook, Unit 11, A closer look 1 Computer connected to the internet TV/ Projector/ Pictures/ Cards sachmem.vn III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) * Aim: -To activate students’ knowledge on the topic of the lesson - To introduce the new lesson. * Content: Make questions * Products: Students say the answer. * Organization of implementation: Teacher’s and Ss’activities Content - Give Ss a few minutes to play a game. Have * Matching : Match the pictures of some modes of Ss play in two teams. travel with sentences describing them. - Give the teams some pictures of some modes A: hyperloop of travel: hyperloop, flying car, train, and B: flying car sentences that describe these modes of travel: C: train -Ask Ss to write the sentence numbers under the correct pictures. Tell them that they can use 1. It has two wings. some sentences more than once. 2. It is a system of tubes. 3. It travels long distances in just minutes. -The team with most correct answers or 4. It carries many passengers and runs on rails. finishes first is the winner. 5. It makes noise. 6. It is eco-friendly. 7. It is safe and it doesn't have fumes. 8. The driver can turn to fly mode when roads are -Ask Ss to open their books to page 116. congested. * Key: → Teacher leads students into the lesson by telling them that “In today lesson, we are going - Picture of hyperloop: sentences 2, 3, 6,7 to learn more words to talk about Future means - Picture of flying car. sentences 1,6,7, 8 of transport and how to say sentences with - Picture of train: sentences 4,5 correct stress.” Activity 2: Presentation (5’) Pre teach vocabulary * Aim: To enrich students’ vocabulary to talk about the means of transport. * Content: Some new words related the the topic * Products: Read and understand the meaning of words . * Organization of implementation Teacher’s and Ss’activities Content * Teacher introduces the vocabulary by: I/ Vocabulary: Future means of transport + providing the synonym or antonym of the 1. bamboo - copter (n) /bổmˈbuːˈkɒp.tər/: chong words chúng tre + providing the pictures of the words 2. skyTran (n) /skaɪtrổn/: hệ thống tàu điện trờn - Teacher have students read the phrases aloud khụng and correct their pronunciation if needed. 3. solar- powered (a) /ˌsəʊ.lə -ˈpaʊər/: chạy bằng - Teacher asks students for the Vietnamese năng lượng mặt trời meanings of these phrases. 4. (to) sail/seɪl/: lướt buồm ** Ss say the words. *** Other Ss correct if the previous answers are incorrect. **** Teacher shows and says the words aloud and asks Ss to repeat them Checking techniques: “Rub out and remember” Activity 3: Practice (15’) Task 1: * Aims: To introduce some modes of future travel. * Content: Write the words or phrases under the correct pictures. * Products: Students’ correct answers on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 1. Task 1 Write the words or phrases under the * Teacher asks students to choose the words correct pictures. Then listen, check, and repeat. and phrases in the box to write under the (Ex. 1, p. 116) correct pictures with their partners. * Answer keys: ** Ss work in pairs to do the task. 1. solar-powered ship *** Teacher calls on some students to read 2. flying car aloud the words and asks them why they think 3. bamboo-copter a word / phrase should go with a picture 4. hyperloop **** Teacher plays the recording for Ss to 5. skyTran check their answers, has them to repeat chorally and individually, corrects their pronunciation and explain the meaning of these words/ phrases if needed. Task 2: * Aims: To help Ss learn to use the right verbs for the appropriate mode of travel. * Content: Write words or phrases from 1 in the correct columns. * Products: Students write words on the board. * Organization of implementation : Teacher’s and Ss’activities Content Task 2 Task 2: Write words or phrases from 1 in the correct columns. (Ex 2, p. 116) * Teacher asks students to look at Ex 2 to write * Answer keys: words and phrases in 1 in the correct columns ** Ss work independently to do the task. *** Some Ss give their answers. **** Teacher checks students ‘answers as a class. * Suggested answers: * Then, teacher asks Ss work in pair to add more words to each column. ** Ss work in pairs to di the task. *** Teacher calls on some Ss to give their answers. **** Teacher confirms and corrects. Task 3: Task 3: Complete the sentences, using the * Teacher has Ss look at the box, practice words from the box. (Ex 3, p. 116) saying the words, then work individually to * Answer keys: complete the sentence. 1. bamboo-copter ** Ss work individually to do the task. 2. fly *** Some Ss read aloud the complete sentences 3. ride **** Teacher confirms the correct answers 4. hyperloop 5. eco-friendly Activity 4 * PRONUNCIATION * Aims: To help Ss be aware of which words in a sentence should be stressed, which are not; To help Ss say sentences with correct stress * Content: Watch the video to understand about sentence stress. * Products: Ss understand which words in a sentence should be stressed, which are not* * Organization of implementation: Teacher’s and Ss’activities Content * Teacher writes the words “Sentence stress” PRONUNCIATION: SENTENCE STRESS on the board and asks them “What is sentence stress?”. Then, teacher has Ss watch the video to understand more about it. + What are stressed words? ** Ss work independently to do the task. + What are unstressed words? *** Teacher calls some Ss to check their understanding. **** Teacher confirms, then asks them to read “Remember” in 1 minute. Task 4 * Aims: To help students practise pronouncing sentences with correct stress. * Content: Listen to the sentences and repeat. Pay attention to the bold syllables. * Products: Some students to read out the sentences in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher has students read the sentences and Task 4: Listen to the sentences and repeat. Pay underline the stressed words. Then, ask them to attention to the bold syllables. (Ex 4, p. 116) listen to the recording once first and pay attention to the stressed syllables. * Suggested answers: ** SS do the task independently, try to listen and repeat sentences as many times as possible as a class, a group and individually *** Teacher calls some students to read out the sentences. **** Teacher corrects their pronunciation and stress if needed. PRODUCTION Task 5 * Aims: To help Ss be aware of the words they have to stress in a sentence To help Ss practise saying sentences with correct stress * Content: Listen to the sentences and repeat. How many stresses are there in each sentence? * Products: Some Ss read the sentences in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Listen to the sentences and repeat. * Teacher plays the recording for Ss to listen How many stresses are there in each and repeat; then ask Ss to count the number of sentence? (Ex 5, p.116) stresses in each sentence. * Suggested answers: ** Ss do the task individually. *** Teacher calls on some Ss to read the sentences in front of the class. **** Teacher corrects their pronunciation if needed. Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Ask students say what students have learnt in the lesson. * Products: Student say the main content in the lesson * Organization of implementation: Teacher’s and Ss’ activities Content Teacher asks students to talk about what they - Some vocabulary related to the topic “Traveling have learnt in the lesson. in the future” - How to stress in sentences. Homework (2’) * Aim: To review the lesson and 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 - T reminds Ss to do homework and prepare the - Learn by heart all the new words. new lesson. - Create a poem and read it with correct rhythm - Prepare lesson 3 ( A closer look 2).. *- Evaluation: Date of planning : 3/4 / 2024 Date of teaching : 11/4 / 2024 Week: 30 UNIT 11: TRAVELLING IN THE FUTURE Period : 80 Lesson 3: A closer look 2 I. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge know how to recognize “The future simple: Will” a. We use will + V: + to talk about future activities Eg: We will buy an electric scooter soon. + to make predictions Eg: We will probably use electric cars because normal cars cause too much pollution. b. Possessive pronouns + to demonstrate ownership Eg: This is our house. It’s ours. 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities Be responsible and hard working II. MATERIALS Grade 7 textbook, Unit 11, A closer look 2 Computer connected to the internet TV/ Projector/Pictures, sets of word cards sachmem.vn III. PROCEDURES: (STAGES) Activity 1: Warm-up (5’) * Aim: To activate students’ prior knowledge and vocabulary related to articles in lesson. * Content: * Game: pelmanism * Products: Ss answer questions and find the correct key. * Organization of implementation: Teacher’s and Ss’activities Content Warm up: * Game: Pelmanism: Future means of transport * Teacher divides the class into 2 teams. ** The game starts with all the cards face down and players take turns to turn over two cards. If team A choose 2 cards with the picture and the correct word . Team A will get 2 points. *** The team with more points is the winner. **** Teacher checks and gives feedback. Activity 2: Presentation (5’) GRAMMAR 1: THE FUTURE SIMPLE * Aim: To introduce students the form and the usage of the future simple. * Content: Grammar: The Future Simple * Products: Understand and know how to use the Future Simple * Organization of implementation: Teacher’s and Ss’activities Content * GRAMMAR 1: THE FUTURE SIMPLE * GRAMMAR 1: THE FUTURE SIMPLE * Teacher has Ss read “Remember box” in “Do we use The Future Simple to talk about some minutes. past, present or future activities?” ** Ss work independently to read. *** Teacher calls on some Ss to answer EX: People will go to school by solowheel in teacher’s questions to make sure they can 2030” understand how to use and form The Future Simple well. + Usage: to talk about future activities and to + Teacher writes on the board: make predictions. In this situation, what do we use the future tense for? + Form: (+) S + will + V (-) S + will + not (won’t)+ V + “To make a negative form, do we say will (?) Will + S + V ? not or not will?” (Just add NOT behind Will) + “For questions, where we can put Will?” (Before subjects) **** Teacher confirms, and corrects grammar if needed, then write on the board: Activity 3: Practice (20’) Task 1 + Task 2 * Aims: To help Ss use the right verb form to talk about future activities. To help Ss practise making full sentences about future activities using prompts. * Content: Fill each blank with a suitable article. * Products: Students to read their answers aloud. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1 : Complete the sentences with will or won’t. * Teacher asks students to do the exercise * Answer key: individually and then compare their answers 1. won’t with a classmate. 2. will ** Ss do the task individually. 3. will *** Some Ss explain their choices. 4. won’t 5. Will ****Teacher confirms the correct answers. Task 2: Task 2: Rearrange the words and phrases to make sentences. * Teacher has students work individually to * Answer key: rearrange the words to make sentences. 1. We will have driverless cars in 2030. ** Ss do the task individually. 2. Cities won’t allow cars in 2050. 3. Will electric cars be popular? *** Some Ss write their answer on the board. 4. We will use solar-powered buses soon. ****Teacher confirms the correct answers. 5. Will we have enough parking places in ten years? Task 3: Task 3: Use the correct form of the verbs in * Teacher asks Ss to work in pairs to complete brackets to complete the conversation. (Ex 3, the conversation. ** Ss work in pairs to do the task. p. 117) *** Teacher calls on Ss to read aloud the * Suggested answers: complete conversation. 1. will take **** Teacher confirms the correct answers 2. won’t have helps them to correct mistakes if needed. 3. Will ... have 4. won’t drive 5. won’t be Activity 4: GRAMMAR 2 * Aims: To review possessive pronouns. * Content: Complete this table about possessive pronouns. * Products: Complete this table; Ss read aloud their answers on the board * Organization of implementation: Teacher’s and Ss’activities Content * GRAMMAR 2: REVIEW * GRAMMAR 2: REVIEW POSSESSIVE PRONOUNS POSSESSIVE PRONOUNS * Teacher writes on the board an example then Ex: THIS IS YOUR BICYCLE. asks Ss some questions to remind them. THAT BICYCLE IS HER BICYCLE. → + Do we use a possessive pronoun instead of a HERS phrase? (hers = her bicycle) + Does a possessive pronoun come before a Personal Possessive Possessive noun? pronouns adjectives pronouns + Let’s complete this table I my mine You your yours ** Ss work individually to answer teacher’s We our ours questions They their theirs *** Teacher calls on some Ss to give their He his his ideas. She her hers **** Teacher confirms and corrects. It its its Task 4: Task 4: Replace the underlined phrases with * Teacher asks Ss to do the task individually to possessive pronouns. (Ex 5, p. 118) replace the underlined phrases with the correct * Suggested answers: possessive pronouns. 1. theirs 2. mine 3. His ** Ss do the task individually and compare 4. Yours with their partners. 5. Ours *** Some Ss read aloud their answers on the board **** Teacher confirms the correct answers. Activity 5: Production Task 5 * Aims: To help Ss practise talking about some future means of transport To help Ss learn reasoning skills by giving reasons for their choice. * Content: * Products: Some pairs talk about their choices and reasons why they will / won’t use those means of travelling. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Look at the pictures and tell your * Teacher asks Ss to work in pairs to describe partner if you will / won’t travel by these the picture. means of transport. Give reason(s). (Ex 4, p. ** SS work with their partners to do the task. 118) ***Some pairs talk about their choices and * Suggested answers: reasons why they will / won’t use those means - In picture 1, I can see a / an (electric) bus / of coach. I can see many people on this bus / coach. travelling. I think I will go to school by electric coach **** Teacher listens to Ss to correct common because it has no fumes, and it can carry many errors after Ss finish speaking. people at the same time. - In picture 2, I can see a flying car. It is flying over a city. I think I will travel by flying car. It will be fun to fly in one. I will be able to see the city below (or I can fly it when the roads are congested). - In picture 3, I can see a ship. It has solar panels. I will travel on a solar-powered ship to visit some islands. It will be comfortable / fun to travel by solar- powered ship. - In picture 4, I can see a bamboo-copter. I will fly a bamboo-copter to work. It will be fun / fast. (or I won’t use a bamboo-copter to travel from one place to another. It will be dangerous. You might get hurt when it is windy ). - In picture 5, I can see a car with a lot of smoke behind it. I won’t go by car in the future. It pollutes the environment. * Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what they have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’activities Content Teacher asks students to talk about what they + Grammar: 1. The future simple have learnt in the lesson. 2. The possessive pronouns. * Homework (2’) * Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson * Content: Review the lesson and prepare for the next lesson and do exersie in the workbook * Products: Students’ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Do EX in the Textbook. the new lesson. - Prepare lesson 4 ( communication) *- Evaluation: .. Date of planning : 4/4 / 2024 Date of teaching : /4 / 2024 Week: 30 UNIT 11: TRAVELLING IN THE FUTURE Period :81 Lesson 4 : Communication I. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge - learn how to how to make predictions. - practise using some grammar points and vocabulary related to the topic. 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be benevolent and responsible II. MATERIALS Grade 7 textbook, Unit 11, Communication Computer connected to the internet TV/ Pictures/ Projector sachmem.vn III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) * Aim: To review conditional type 1 To lead in the new lesson. * Content: Game: Fun matching ( Write 5 conditional type 1) * Products: Ss from 2 teams read the first conditional aloud. * Organization of implementation: Teacher’s and Ss’activities Content Warm up * GAME: Automatic name calling to check old lessons. * Teacher checks Ss’ knowledge of the previous lessons by asking them to make sentences using The Future Simple or possessive pronouns. ** Ss write the form and give examples; complete the sentences with the Future Simple or possessive pronouns. *** Teacher calls on some Ss to read aloud their sentences. **** Teacher confirms, corrects grammar and pronunciation if needed. - Teacher leads students into the new lesson Activity 2: Presentation ( 5’) * EVERYDAY ENGLISH Task 1 * Aim: To introduce to Ss how to make predictions * Content: Teach some structures to make predictions ; - Listen and read the conversation. * Products: Teach some structures to make predictions - Listen and read the conversation. * Organization of implementation: Teacher’s and Ss’activities Content * Teacher plays the record for SS to listen and I - EVERYDAY ENGLISH read the conversation ** Ss listen and practice saying with their Task 1: Listen and read the conversation. (Ex partners. 1, p. 119) *** 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 ➢ Structure: to make predictions to elicit the new structure - We certainly will/ won’t ** Ss answer teacher’s questions to find out → if you are sure about your predictions. new structure to express preferences. - It probably won’t/ will *** Some students give the new structure to the → if you are not sure about your predictions. teacher. **** Teacher corrects and writes on the board Activity 3: Practice (20’) Task 2+ 3+4 * Aims: - To help Ss practise making predictions. - To help Ss learn more about what information they can discover when talking about a means of transport – To help Ss practise asking and answering questions about a future means of transport. * Contents: - Make similar conversation. - Complete the conversation between Mark and Lan with the questions and answers from the box. - Choose one means of transport below and make a similar conversation as in 3. * Products: - Ss’ correct answers. - Ss’ speakings * Organization of implementation: Teacher’s and Ss’activities Content II . HOW WILL CHILDREN GO TO SCHOOL? Task 2: Make similar conversation Task 2: 1. travelling long distances by hyperloop. 2. travelling to other planets for holidays. Suggested answers: * Teacher has SS look at the situation in Ex 2 Situation 1: to make similar dialogue. A: Do you think we will travel long distances by hyperloop? ** Ss work in pairs to make similar dialogue. B: We certainly / probably will. *** Teacher calls some pairs to present it in A: Will it allow us to travel to other planets? front of the class. B: It probably / certainly won’t. **** Teacher gives feedback and some Situation 2: comments. A: Do you think people will travel to other planets for their holidays? B: They certainly / probably will. A: Will holidays on other planets be expensive / interesting? Task 3: B: They certainly will (be). * Teacher asks Ss to work in pairs to read the conversation and complete it with the Task 3: Complete the conversation between questions and answers from Mark and Lan with the questions and answers the box from the box. ** Ss do the task in pairs Answer key: *** Teacher calls some Ss to give their 1. B answer and explain it. 2. A **** Teacher confirms the correct answers. 3. D Task 4 4. C * Teacher asks Ss to n pairs to ask and answer questions about which means of transport Task 4: Choose one means of transport below and make a similar conversation as in 3. they would like to use to travel to school. Ask them to use the example in 3. Elicit any other questions and answers they can ask and answer about a means of transport. ** Ss work in pairs. *** Teacher invites some pairs to role-play, asking and answering the questions in front of the class **** Teacher confirms and corrects if Suggested answer: needed. 1. So what means of transport will students use to go to school? For the conversation about bamboo-copter, 2. How many fans does it have? for example, T may guide Ss to ask questions: 3. How will it work? 4. What will it run on? 5. Why would you like to go to school by bamboo- copter? – For the Solo wheel, T instructs Ss to ask similar questions. Activity 4 :Production Task 5 * Aims: - To help Ss practise talking about which means of transport they would like to use to travel to school – To help Ss practise giving reasons – To help Ss practise reporting. * Content: - Choose one means of transport that you would like to use to travel to school. Give reasons. * Products: - Ss’ presentations in front of the class * Organization of implementation: Teacher’s and Ss’ activities Content Task 5: Choose one means of transport that you * Teacher asks Ss to work in group to discuss would like to use to travel to school. Give which means of transport they would like to reasons. (Ex 5, p. 119) use to travel to school ** Ss work in groups to take notes several means of transport for Ss to think of such as a bamboo-copter, a solowheel , a scooter or a bicycle and reasons for them to use: + It is safe / fast / green / fun / economical / - Teacher goes round the class to monitor and convenient. give support if necessary. + It doesn’t cause noise or pollution. *** Ss from each group present their ideas to + It doesn’t make fumes. the class. + It doesn’t pollute the environment. **** Teacher comments on their clarify, language, fluency, grammar, etc. Activity 5 : Consolidation (3’) * Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson. * Products: Ss say aloud what they have just learnt . * Organization of implementation: Teacher asks students to talk about what they + Vocabulary of the means of transport have learnt in the lesson. + The present simple + Possessive pronouns 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 - Learn by heart new words the new lesson. - Review some exercises. - To prepare for the next lesson: Unit 11 /Skills 1. *- Evaluation: