Giáo án Tiếng Anh 7 - Week 29 - Năm học 2023-2024
Bạn đang xem nội dung tài liệu Giáo án Tiếng Anh 7 - Week 29 - Năm học 2023-2024, để tải tài liệu về máy bạn click vào nút DOWNLOAD ở trên
Date of planning : 17/03 / 2024 Date of teaching : /03/ 2024 Week: 29 Unit 10: Energy source Period: 71 Lesson 1: Getting started – Types of energy sources I. OBJECTIVES: By the end of this lesson, Ss will be able to gain: 1. Knowledge - An overview about the topic energy sources - Vocabulary to talk about types of different energy sources. 2. Core competence - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - 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 conserving the energy sources II. MATERIALS - Grade 7 textbook, Unit 10, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn III. PROCEDURES : (STAGES) * Activity1: Warm-up (5’) * Aim: To create an active atmosphere in the class before the lesson and To lead in the topic. * Content: Game: Brainstorming ( Write types of energy source) * Products: Students write words exactly. * Organization of implementation: Teacher’s and Ss’activities Content Warm up: * Warm up: Game: Brainstorming * T writes the title of the unit Energy source on the board. Energy source ** T divides the class into 2 teams A and B; and then asks Ss to write types of energy source they know *** Teacher lets students pass the chalk within - Solar energy the team and write things in 2 minutes. - Wind energy **** The team has more correct words will be the - Nuclear energy winner. - Water energy - Before we start the lesson, let‟s get some - Hidro energy vocabulary first. * Activity 2: Presentation (7’) Pre- teach vocabulary * Aim: To introduce new vocabulary * 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 introduces the vocabulary by: 1. energy source (n.phr) /ˈenədʒi sɔːs/: nguồn + Providing the synonym or antonym of the năng lượng words. 2. coal (n) /kəʊl/: than + Providing the pictures of the words. 3. renewable (a) /rɪˈnjuːəbl/: có thể tái tạo + Providing the definition of the words. 4. run out (phr v) /rʌn aʊt/: cạn kiệt ** Ss say the words. 5. replace (v) / rɪˈpleɪs/: thay thế *** Teacher shows and says the words aloud and asks Ss to repeat them. *Checking vocab: < Rub out and **** Teacher asks Ss to translate the word into remmember> Vietnamese - Ss copy all the words * Checking vocab: Lead-in/ pre-read and listen (5’) Task 1 * Aims: To set the context for the introductory text; To introduce the topic of the unit. * 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: T-Ss, Ss-Ss Task 1. Listen and read - Set the context for the listening and reading. 1. Who are they in the conversation. - T has Ss look at the picture and answer some 2. What are they talking about? questions. 3. What these pictures are about? * Suggested answers: 1. They are Lan and her father , Mr Tan 2. They are talking about types of energy source -Teacher plays the recording . 3. These pictures are about coal, water, wind - Students listen and read. energy, . - Teacher checks students‟ prediction. - Teacher calls 2 students to read the conversation aloud. * Activity 3: Practice (20’) Task 2 * Aims: To help Ss understand the main idea of the conversation. * Content: Read for main ideas and answer the question. * Products: Students say the the answer exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 2 Task 2. Read for main ideas: What are Lan * Have Ss read the options given (A, B, C). and her father talking about? ** Explain that they focus on the main idea of A. Energy the conversation (e.g. Energy, Sources and B. Sources Energy sources). C. Energy sources ***Have Ss read the conversation again and * Keys : C circle the correct answer (A, B, or C) individually. **** Check their answers and explain, if necessary. Task 3 * Aims: To help Ss to read for the specific information about the conversation. * Content: Read the conversation again and answer the question * Products: Students give their corect answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3 Task 3: Read the conversation again and * Give Ss time to read the questions answer the question independently and find the information in the 1. What is Lan doing? conversation to answer the questions. 2. What does energy mean? ** Have Ss work in pairs, let them ask and 3. Where does energy come from? answer the questions. 4. What are renewable sources? *** Select one or two pairs to ask and answer the * Answers questions in front of the class. Praise their correct 1. Lan is doing a project on energy sources. answers. 2. It‟s power that we use to provide us with ****Select a few Ss to tell the main ideas of the light, heat or electricity. conversation using the answers to the questions 3. It comes from many different sources like coal, oil, natural gas, and renewable sources 4. Renewable sources are those we can easily replace them such as: water, sun, Task 4 * Aims: - To help Ss gain more knowledge about the topic * Content: Match the words/ phrases in the box with the correct pictures. * Products: Students discuss in groups and order to make a phrase about a place correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4. Match the words/ phrases in the box with the correct pictures. * Have Ss do this exercise individually ** Ss share their answers with their partners. *** Teacher nominates Ss to read their answers *** T checks and confirms the correct answers. * Keys: 1 - d: oil 2 - a: wind energy 3 - b: coal 4 - c: natural gas Task 5: * Aims: To introduce some vocabulary items related to renewable and non-renewable sources. * Content: Complete each of the sentences with the correct word from the conversation * Products: Some groups to perform the task in front of the class confidently. * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5. Complete each of the sentences with - Ask Ss to read the sentences and find the words the correct word from the conversation. to fill in the gaps. If Ss find the task difficult, ask them to read the conversation again and find 1. Energy is ___________that we use to provide appropriate information in it. Go around and us with light, heat or electricity. offer help, if needed. 2. When energy comes from the__________, - Ask them to share their answers in pairs before wind and water, we call it renewable energy. checking as a class. Explain, if necessary. 3. When energy comes from wind, we call it - Call on a few pairs to read the complete __________energy. sentences in front of the class. Praise them when 4. We cannot _________ out of renewable they do the task energy. 5. Some types of energy are _________and easy to use. * Keys 1. power 2. sun 3. renewable 4. run 5. cheap * Activity 4: Production (3’) * Aim: To help Ss practising talking about energy; To practise team working ; To give students authentic practice in using target language * Content: Group discussion ( the questions about :What is the best source of energy? why?) * Products: Ss discuss in groups actively and give the answers correctly. * Organization of implementation: Teacher’s and Ss’ activities Content * Teacher gives Ss clear instructions in order to Group discussion make sure Ss know what to do 1. What is the best source of energy? - ask students to discuss within their groups to 2. Why do you think it is the best one? answer the questions: I think renewable energy( such as the sun, 1. What is the best source of energy? wind, water) is the best because Some types of 2. Why do you think it is the best one? energy are cheap , safe and easy to use. + Students discuss with their partners and take notes - observer Ss while they are talking, note their language errors ** Ss do as instructed. Then present what they have discussed. **** Teacher gives Ss feedback. * Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Summarise briefly the main content in the lesson. * Products: Say aloud what they remember from the lesson. * 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. - Read and understand content of the - Ss work indepently 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: Date of planning : 17/03 / 2024 Date of teaching : /03/ 2024 Week: 29 UNIT 10: Energy source Period : 72 Lesson 2: A closer look 1 I. OBJECTIVES: By the end of this lesson, Ss will be able to gain: 1. Knowledge - Vocabulary about sources of energy. - Pronunciation: Stress in three-syllable words 2. Core competence - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop awareness of energy sources and energy saving. II. MATERIALS: - Grade 7 textbook, Unit 10, A closer look 1. - Computer connected to the internet - Projector/ TV/ small boards, markers. - sachmem.vn III. PROCEDURES : (STAGES) * Activity 1: Warm-up (5’) * Aim: To create an active atmosphere in the class before the lesson and To lead in the topic. * Content: Game - Do the crosswords * Products: Students choose the number and answer the questions exactly. * Organization of implementation: Teacher’s and Ss’activities Content Warm -up Warm –up : Game - CROSSWORDS * Teacher gives instructions ** Ss are divided into 2 groups - Teacher show the crosswords onto the screen with hints/clues and students choose each line and take turn to answer. - take turns to write until finish all the words or find out the key word. **** Teacher checks and corrects if Ss pronounce the words incorrectly. * Activity 2: Presentation (7’) (Vocab- pre-teach) * Aim: To introduce the new words. * Content: Some vocab related to the lesson. * Products: read and understand the meaning of vocab. * Organization of implementation: Teacher’s and Ss’activities Content Pre teach vocabulary * Vocabulary * Teacher introduces the vocabulary by: + Providing the synonym or antonym of the 1. solar energy (n.phr.) /ˈsōlər ˈenədʒi/: năng words. lượng mặt trời + Providing the pictures of the words. 2. hydro energy (n.phr.) /ˈhīdrō ˈenədʒi/: năng + Providing the definition of the words. lượng nước ** Ss say the words. 3. nuclear (n) /njuː.klɪər/: hạt nhân *** Teacher shows and says the words aloud * Checking vocab: < Rub out and and asks Ss to repeat them. remmember> **** Teacher asks Ss to translate the word into Vietnamese * Activity 3: Practice (15’) Task 1 * Aims: To help Ss identify sources of energy by matching the phrases in A with the words in B. * Content: Match the types of energy in A with the energy sources in B * Products: Ss give the correct answers. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1: Match the types of energy in A with * Teacher asks Ss to look at the table and match the energy sources in B. the energy with its source. * Answers: ** Ss work out and answer questions in pairs. 1- D 2 – C 3 – A 4 – B *** Ss share their answers as a whole class. - T asks them to to check their answers. **** Teacher asks students to make full sentences to tell about the sources of different energy. Then tell share them to share their sentences with a partner and correct for them. Task 2 * Aims: To help Ss write the phrases to label the pictures. * Content: Write the phrases to label the pictures * Products: Students write correct words on the board. * Organization of implementation: Teacher’s and Ss’activities Content Task 2 Task 2: Write the phrases to label the * Teacher asks Ss to look at the pictures and use pictures: the knowledge from Task 1 to guess the pictures. Then work and share their answers with their partners who sit next to them. (peer check) ** Ss do exercise 3 in pairs. *** Ss share and discuss with their partners to write all words/ phrases down on the notebooks. **** Teacher corrects their answers as a class. * Answer key: 1. Nuclear energy 2. Hydro energy 3. Solar energy 4. Wind energy Task 3 * Aims: To help Ss complete the sentences about types of energy and energy sources. * Content: Complete the sentences with the words and phrases from 1 or 2. * Products: Some Ss call out their answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3 Task 3: Complete the sentences with the * Ask Ss to read the sentences. Draw their words and phrases from 1 or 2. attention to the gaps they have to fill in and the * Answer key: key words or phrases in the sentences (e.g. sea 1. A good place to change ________ to energy is breezes, solar panels, hydro energy, not safe to near the sea because of the sea breezes. produce,...). Ensure that they know what to do. 2. They are putting solar panels on the roof of ** Give Ss time to do the task individually. Ask our building to produce ______. them to use the key words or phrases they have 3. When energy comes from __________, we learnt in 1 and 2. Go around and offer help, if call it hydro energy. necessary. 4. They are reducing the use of__________ ***Ask Ss to exchange their answers in pairs or because it is not safe to produce. groups. Then call on some Ss to call out their answers in front of the class. **** Check their answers. T explains if necessary. * Activity 4: PRONUNCIATION (10’) STRESS IN THREE-SYLLABLE WORDS Task 4 * Aims: To help Ss practise pronouncing three-syllable words with the correct stress. * Content: Ss understand and know how to pronounce three-syllable words with the correct stress. * Products: Listen and repeat the words exactly. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 PRONUNCIATION Stress in three-syllable words * Give Ss a few minutes to look at the words I. Nhấn trọng âm vào âm tiết thứ nhất individually. Explain that these words have three 1. Khi thêm các hậu tố sau thì trọng âm từ chính syllables. không thay đổi: -ous, -ful, -ed, -ly, -ment, -ness, ... Eg: „dangerous; „plentiful ** Guide Ss how to stress the nouns and the 2. Những từ có 3 âm tiết mà là danh từ, tính từ, trạng adjectives with three syllables từ thì trọng âm thường ở vần đầu. Lưu ý: những từ này không chứa tiền tố và hậu tố Eg: Energy II. Nhấn trọng âm vào âm tiết thứ hai: 1. Các từ có tận cùng là: -tion, -sion, -ity, -ety, -ic, - ical, -ous, -ive, -ian, -al thì trọng âm rơi vào âm tiết trước đó. Eg: e‟normous , ex'pensive 2. Trọng âm thường rơi vào âm tiết thứ hai nếu: âm tiết cuối cùng chứa một nguyên âm ngắn và âm tiết thứ hai chứa một nguyên âm dài hoặc một *** Play the recording & repeat the words nguyên âm đôi hoặc tận cùng bằng hai phụ âm trở paying attention to the correct stress in three- lên. syllable words. Pause the recording to drill Ex: a‟bundant con‟venient difficult words. Task 4: Listen and repeat. Pay attention to the + Have Ss practise saying the words in pairs or stressed syllables in the words. groups until they feel confident. 'energy re'cycle 'dangerous ex'pensive **** Call on some Ss to say the words in front of the class. Correct their pronunciation if 'easily po'lluting necessary. 'government re'sources Task 5 * Aims: To help Ss practise pronouncing three-syllable words with the correct stress in sentences. * Content: Listen and repeat the sentences. Pay attention to the stress of the underlined words * Products: Some Ss to read aloud the sentencesin front of the class * Organization of implementation: Teacher’s and Ss’activities Content Task 5 Task 5: Listen and repeat, paying attention to -Give Ss a few minutes to read the sentences. the stressed syllables in the underlined words. Draw their attention to the underlined words 1.Nuclear 'energy is 'dangerous and ex'pensive. with stress on the first or second syllable. Check comprehension. 2. We should ride a bike when 'travelling -Play the recording, sentence by sentence, for Ss short 'distances. to listen and repeat. Draw their attention to the 3. The word "re'cycle" has three 'syllables. stress of three-syllable words. -Have Ss practise saying the sentences in pairs 4. Burning coal is po'lluting our environment. or groups. Go around to offer help or correct pronunciation, if necessary. 5. Our 'government is looking for new sources -Call on some Ss to read aloud the sentences in of 'energy to replace gas. front of the class. Correct their pronunciation if necessary. * Activity 5: Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: Vocab and how to pronounce the three-syllable words. * Products: Say aloud some words they remember from the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content - Teacher asks students to talk about what they - Vocabulary and how to pronounce the three- have learnt in the lesson syllable words. * Homework (2’) * Aim: To revise 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. - Prepare lesson 3 ( A closer look 2).. *- Evaluation: Date of planning : 17/0/ 2024 Date of teaching : /03/ 2024 Week: 29 UNIT 10: Energy source Period : 73 Lesson 3: A closer look 2 I. OBJECTIVES: By the end of this lesson, Ss will be able to gain: 1. Knowledge Know how to use: THE PRESENT CONTINUOUS Structure Examples 1. Affirmative sentences: S + be + Ving She is playing basketball in the school yard. 2. Negative sentences: S + be not + Ving They are not using solar energy. 3. Y/N questions: Be + S + Ving? Are you working on your Project? 4. W questions: W + S + be + Ving? Where is your brother studying? 2. Core competence - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop awareness of conserving the energy sources II. MATERIALS: - Grade 7 textbook, Unit 10, A closer look 2. - Computer connected to the internet - Projector/ TV/ pictures. - sachmem.vn III. PROCEDURES : (STAGES) Activity 1: Warm-up (5’) * Aim: -To activate students‟ knowledge on the topic of the unit -To enhance students‟ skills of cooperating with team mates * Content: Game: Sentence puzzling. * Products: Ss have to work in groups to create as many correct sentences from the word cards. * Organization of implementation: Teacher’s and Ss’activities Content Warm up (group work) * Warm-up: JUMBLE SENTENCES * Teacher gives instructions ** Teacher divides the class into 4 groups. * Suggested answers: Teacher delivers a set of word cards which are 1. She is learning English now. jumble sentences in present continuous to each 2. They are not using solar energy. group. 3. Are you working on your Project? ** Students will have to work in groups to create 4. Where is your brother studying? as many correct sentences from the word cards as possible. The group with more correct sentences 5. She is playing basketball in the school yard. will be the winner. **** Teacher checks and corrects if Ss make the sentences incorrectly. Lead in Teacher says: “This lesson today we are going to revise how to use the present continuous ” Activity 2: Presentation (5’) * Aim: To help Ss revise the use of the present continuous. * Content: Revise the use of the present continuous. * Products: understand and know how to use of the present continuous. * Organization of implementation: Teacher’s and Ss’activities Content * Pre – grammar * Grammar 1: * T ask Ss look at the Remember on the THE PRESENT CONTINUOUS screen. ** Ss read the usage and study the example. *** Ss may discuss within groups/pairs before answering. **** Teacher shows and says the sentences aloud and asks Ss to make similar sentences. Activity 3: Practice (20’) Task 1+ Task 2 * Aims: - To help Ss revise the use of the present continuous. - To practise using the present continuous. * Content: Work in pairs. Tell your partner what the people in the pictures are doing * Products: Ss write the answers on the board correctly. * Organization of implementation: Teacher’s and Ss’activities Content Task 1 Task 1. Work in pairs. Tell your partner what * Teacher asks Ss to look at the pictures and the people in the pictures are doing work in pairs. Teacher asks them how would they ask and answer (using Present continuous) ** Ss work out and answer questions with a partner. *** Ss share their answers in pairs. **** T asks them to to check their answers. * Answers: a- She is teaching maths/ is writing on the board. -Then tell share them to share their sentences b- They are play football/soccer. as a whole in class and correct for them. c- She is riding her bike/bicycle. d- She is cooking. c- She is singing. f- He is watering the flowers/plans/is doing gardening. Task 2: Complete the sentences, using the present continuous form of the verbs in Task 2 brackets. * Have Ss read the sentences individually. Draw their attention to the words or phrases in each sentence that can be used with the present continuous such as now, today, nowadays, keep quiet, etc. Check comprehension. ** Before doing the task,T may ask Ss how to use the appropriate present continuous form of the verbs in brackets to complete the sentences. *** Get them to swap their answers in pairs or * Answers: groups. Go around and offer help, if 1. is talking necessary. 2. are using **** Call on some Ss write the answers on 3. are taking the board. T and other Ss comment. 4. are developing 5. are reducing Task 3 * Aims: To help Ss distinguish the use of the present continuous from the present simple. * Content: Circle the correct form of the verb in each sentence * Products: Students say aloud their answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 3 Task 3: Circle the correct form of the verb in * Have Ss read the instruction. each sentence ** Give Ss time to do the task individually. 1. Are you still work / working on your project Draw their attention to the words or phrases now? that can be used with the present continuous 2. Nam and Lan do / are doing quite well at (e.g. now, this year, at the moment, right now) school this year. and with the present simple (e.g. three times a 3. Does she study / Is she studying at the school week). Check comprehension. library at the moment? *** Get them to swap their answers in pairs or 4. Hoa studies / is studying for her exam, so she groups. Go around and offer help, if can't come to the party right now. necessary. 5. We have / are having English three times a **** If there is time, have some Ss write the week. answers on the board. T and other Ss comment. * Key: 1. working 2. are doing 3. Is she studying 4. is studying 5. have Task 4 * Aims: To help Ss write the present continuous sentences with the suggestions given. * Content: Write sentences about what the people are doing or not doing, using the suggestions. * Products: Students to say out loud their answers in front of the class. * Organization of implementation: Teacher’s and Ss’activities Content Task 4 Task 4: Write sentences about what the people * Teacher gives Ss time to do the exercise are doing or not doing, using the suggestions. individually and peer check with their partner. * Answers: *** Teacher nominates Ss to read aloud the 1- The students are doing the project now. sentences. Then asks them to underline the 2- Mrs. Lien is teaching us about solar energy at words/phrases that can be found in Present the moment. continuous sentences 3- They are learning about energy this month. **** Teacher checks and gives the 4- She isn‟t swimming in the swimming pool corrections if they have mistakes. right now. 5- Nowadays, people in Iceland aren‟t using energy from coal. * Production (5’) Task 5 * Aim: - To practise speaking using the present continuous * Content: Work in pairs. Ask and answer the following questions. * Products: Some pairs ask and answer the questions in front of the class. * Organization of implementation: Teacher’s and Ss’ activities Content Task 5 Task 5: Work in pairs. Ask and answer the * Have Ss read the questions and think about following questions. what they are doing now, these days, this term, etc. ** Let Ss ask and answer the questions in pairs. *** Select one or two pairs to ask and answer the questions in front of the class. Praise their performance. **** Teacher gives feedback and gives the corrections if they have mistakes. Consolidation (3’) * Aim: To consolidate what students have learnt in the lesson. * Content: summarize the main content in the lesson. * Products: Ss say what students have learnt in the lesson. * Organization of implementation: Teacher’s and Ss’ activities Content Teacher asks students to talk about what they - Grammar: the present continuous tense. have learnt in the lesson. - form and usage. * 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 workbbook * Products: Students‟ textbook and workbook * Organization of implementation: Teacher’s and Ss’ activities Content - T reminds Ss to do homework and prepare - Do exercises in the workbook. the new lesson. - Prepare lesson 4 ( communication) *- Evaluation: ..
File đính kèm:
giao_an_tieng_anh_7_week_29_nam_hoc_2023_2024.pdf
