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

 Date of planning : 24/03 / 2024 
Date of teaching : /03/ 2024 
Week 30 
 Test feedback and correction for the middle second term 
A. The aims: 
- T shows the mistakes which Ss often do in the test 
- Ss recognize and correct the mistakes 
- Help Ss avoid regular mistakes 
B. Contents: 
 I. LISTENING (2 point) 
Task1: 
 1.A 2.B 3.B 4.C 
Task 2: 
 1. chocolate 2. Friday 3. 9: 15(nine fifteen) 4. HURLEY 
II. Choose the word whose underlined part pronounced differently from that of the others (1 pt) 
 1. C 2. C 3. B 4. C 
III. Choose the best option (A, B, C or D) to complete these sentences. (2 pts) 
 1. D 2. C 3. B 4. C 
 5. C 6. A 7. A 8. D 
III. Give the correct form of the verbs in the bracket. (1pt) 
 1. didn’t go 2. was 3. goes 4. playing 
IV. Read the passage and then choose the correct answer to each question. (1 pt) 
 1. C. actress 2. B. went 3. C. awards 4. A. on 
V. Read the passage and choose the correct answer for each question (1.25 point) 
 1. A 2. D 3. C 4. A 
VI. Rewrite the following sentences as directed that the meanings stay the same. (0.5 pt) 
 1. Although the weather was bad, the festival was organized successfully. 
 2. How far is from Ha Noi to Hai Phong? 
VII. Rearrange the words and phrases in the right order to make meaningful sentences.(0.5pt) 
 1. It takes us only half an hour to get to the art gallery. 
 2. You should look right and left when you go across the road. 
Date of planning : 24/03 / 2024 
Date of teaching : /03/ 2024 
Week 30 
Period : 74 
 UNIT 10: Energy source 
 Lesson 4 : Communication 
I. OBJECTIVES: 
 By the end of this lesson, students will be able to: 
1. Knowledge 
- Everyday English: Asking for explanations 
- Speaking skill: how well your partner saves energy. 
2. Core competence 
- Develop communication skills 
- Be collaborative and supportive in pair work and team work 
- Actively join in class activities 
3. Personal qualities 
- Ss have the responsibility for themselves, for community and for the country about advantages and 
 disadvantages of different sources of energy. 
- Develop awareness of saving the energy sources 
II. MATERIALS: 
Grade 7 textbook, Unit 10, Communication 
Computer connected to the internet 
TV/ Pictures/ Projector 
sachmem.vn 
III. PROCEDURES : (STAGES) 
 Activity 1: Warm-up (5’) 
 * Aim: To introduce the topic; To lead in the lesson. 
 * Content: * Game: Pass the secret 
 * Products: Ss play in groups by writing the correct words on the board. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 * Warm up * Game: Pass the secret 
 * Teacher divides class into 2 teams and asks 
 them to play a game “Pass the secret” 
 ** Ss have 1 min to pass the words related to the 
 topic 
 *** Teacher shows the group leader words related 
 to the lesson topic. 
 Then the leader passes it on to the next member 
 of the team. 
 **** Teacher corrects their answers. 
 The team which has more correct words will be 
 the winner 
 Lead in 
 Teacher leads students into the lesson by telling 
what they are going to learn: “We are going to 
learn how to ask and answer for explanations and * Suggested answers: 
find out how well we save energy”. Solar, hydro, coal, natural gas, oil, wind, 
 Activity 2: Presetation ( 10’) 
 * EVERYDAY ENGLISH 
 Asking for explanation 
 Task 1 + 2 
* Aim: To let students know the structure to ask and answer for explanation 
 To help students practise on how to ask and answer for explanations. 
* Content: Listen and read the conversation. Pay attention to the highlighted questions. 
 Make similar conversations to ask for explanations. 
* Products: Ss know the way to ask and answer for explanation . 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1 Task 1: Listen and read the conversation. Pay 
* Teacher plays the record for SS to listen and attention to the highlighted questions. 
read the conversation. 
** Ss listen and practice saying with their 
partners. 
*** Teacher calls some pairs to read aloud. 
**** Teacher corrects pronunciation if needed. 
* Teacher asks Ss to pay attention to the 
highlighted parts and asks them some questions 
to elicit the new structure:  Structure: 
- Which tense do we use to ask and answer? to ask: 
- Which question word and verb do we use? - What do/does + S + mean? 
- .. to answer: 
** Ss answer teacher’s questions to find out new - S + mean(s)/be 
structure to ask and answer for explanations. 
*** Some students give the new structure to the 
teacher. Task 2: Work in pairs. Make similar 
**** Teacher corrects and writes on the board conversations to ask for explanations. 
 .Suggested answers: 
Task 2 A: What does hydro energy mean? 
* Teacher has SS look at the phrases in Ex 2 to B: It’s energy that comes from the sun. What 
make similar dialogue. does nuclear energy mean? 
** Ss work in pairs to make similar dialogue. A: It’s energy that comes from the nuclear 
*** Teacher calls some pairs to present it in power. 
front of the class. 
**** Teacher gives feedback and some comments 
 Activity 3: SAVING ENERGY (10’) 
 Task 3 
* Aims: To provide students with more awareness of ways to save energy and help them practice 
the skill of speaking. 
* Content: Work in groups. Speech: how well your partner saves energy. 
* Products: Some pairs ask and answer the questions in front of the class. 
 A few group representatives to perform the task in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Have Ss read the instructions to understand Task 3: Work in pairs. Ask your partner the 
what they are going to do. following questions and tick his or her answers 
** Teach new words (e.g. public transport, in the boxes. 
low energy light bulbs, .„). Check 
comprehension. 
***Have Ss work in pairs, one student in each 
pair asks the questions and ticks the other's 
answers in the boxes. 
****Select one or two pairs to ask and answer 
the questions in front of the class. Praise them 
when they give the answers. 
 Task 4: Work in groups. Speech: how well your 
* Have Ss read the instructions.Then let them 
 partner saves energy. 
read the example to understand how to do the 
task. 
** Teacher gives students time to prepare. 
Meanwhile, teacher walks around the 
classroom to help students if they have 
difficulties find proper 
words/phrases/structures 
*** Teacher calls some Ss to read aloud their 
work 
**** Teacher let Ss listen and correct mistakes 
(if needed). 
 Activity 4: Production (8’) 
* Aims: To help students practicing speaking about saving energy 
* Content: Speech: how well you save energy 
* Products: Some students perform the task in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 5 Task 5: Answer the questions in 3 on your 
* Teacher allows students time to answer the own. Speech: how well you save energy questions onto their notebooks and prepare. I save lots of energy. I walk to school every day. I 
 ** Ss work individually. always turn off the TV when not watching it . and 
 *** Ss can practicing sharing to their partners my family is using low energy light bulbs at home. 
 **** Teacher calls some students to read 
 aloud their work. Teacher let Ss listen and 
 correct mistakes (if needed). 
 Activity 5: Consolidation (3’) 
 * Aims: To consolidate what students have learnt in the lesson. 
 * Content: Summarize the content of the lesson. 
 * Products: Say aloud what they have learnt in front of the class. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Teacher asks students to talk about what they - how to ask and answer for explanations 
 have learnt in the lesson. - how well you save energy 
 * Homework (2’) 
 * Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next 
 lesson: Skills 1. 
 * Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook 
 * Products: Students’ textbook and workbook 
 * Organization of implementation: 
 Teacher’s and Ss’ activities Content 
 - T reminds Ss to do homework and prepare - Do exercise in WB 
 the new lesson. - To prepare for the next lesson: Unit 10- Skills 1. 
*- Evaluation: 
Date of planning : 24/03 / 2024 
Date of teaching : /03/ 2024 
Week : 30 UNIT 10: ENERGY SOURCES 
 Period : 75 Lesson 5 : Skills 1 
I. OBJECTIVES: 
By the end of this lesson, students will be able to gain: 
1. Knowledge 
+ Reading: 
- read for specific information about renewable and non-renewable sources of energy. 
+ Speaking: 
talk about advantages and disadvantages of different sources of energy 
2. Core competence 
- Develop communication skills 
- Be collaborative and supportive in pair work and team work - Actively join in class activities 
3. Personal qualities 
- Develop awareness of saving the energy sources 
II. MATERIALS: 
Grade 7 textbook, Unit 10, Skills 1 
Computer connected to the internet 
TV/ Pictures, cards 
sachmem.vn 
III. PROCEDURES : (STAGES) 
 * Activity 1: Warm-up (5’) 
 * Aim: To activate students’ prior knowledge and vocabulary related to the topic of reading and 
 To lead in the lesson about Skills 1. 
 * Content: Think of the word which has 9 letters in it related the topic “ENERGY SOURCES”. 
 * Products: Ss give the correct answers. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Warm up * Warm up: Game: Hangman 
 * Teacher divides class into 2 teams and asks 
 them to think of the word which has 9 letters in 
 it related the topic “ENERGY SOURCES”. 
 ** Ss have 1 min to think of the words related to 
 the topic or they can discuss with their partners. 
 *** Each member from each team turn by turn 
 guesses the letter in the secret word. 
 **** Teacher corrects their answers. R E N E W A B L E 
 The team which can find or guess the secret first 
 will be the winner. 
 Teacher leads students into the lesson by 
 telling what they are going to learn: “We are 
 going to read a passage about renewable and 
 non-renewable source of energy.” 
 * Activity 2: Reading 
 Presentation vocab. 
 * Aim:. To provide students with some lexical items before reading the text. 
 * Content: Learn some vocab related the topic. 
 * Products: Read and understand the meaning of words. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 * VOCABULARY 
 - Pre teach vocabulary - produce (v)/prəˈdjuːs/: Sản xuất 
 * Teacher use different techniques to teach = to make things, mostly in large quantity 
 vocab (pictures, situation, explaination ..) Examples: Companies produce many toys for ** Repeat in chorus and individually children before Christmas. 
*** Copy all the words - limited (a)/ˈlɪmɪtɪd/: bị hạn chế 
**** Checking vocab: Checking: Call words in = not very great in amount or extent 
EL Examples: coal, oil, 
 - available (a) /əˈveɪləbl/: có sẵn 
 Hydro energy is available, clean and safe to 
 use. 
 - Electrical appliances /ɪˈlɛktrɪkəl əˈplaɪənsɪz/ 
 (n.phr) Thiết bị điện 
 *Checking: Call words in EL 
 * Pre -reading (5’) 
 Task 1: 
* Aims: To introduce words related to skin conditions to Ss and help Ss have a general idea of 
what they are going to read. 
* Content: Discuss the following questions. 
* Products: Ss give the answers exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1 Task 1: Work in pair. Discuss the following 
* Teacher asks Ss to work in pairs to look at the questions. 
Picture in Ex1 and discuss to answer the 
questions. 
** Ss work in pairs. 
*** Teacher calls some Ss to check what they 
have discussed. 
**** Teacher corrects 
 They are hydro energy and energy from coal. 
 We will use solar energy and wind energy. 
 * While -reading 
 Task 2 + 3 
* Aims: To help Ss develop their reading skill for details and specific information. 
* Content: Read the text and choose the best option (A, B, or C) to complete the sentences. 
* Products: Ss say aloud the correct answer . 
* Organization of implementation : 
 Teacher’s and Ss’activities Content 
Task 2. Task 2. Read the text and choose the best 
* Teacher gives Ss time to: read each question, option (A, B, or C) to complete the sentences. 
locate where the information appears in the text, * Suggested answers: 
read that part carefully and circle the correct 1. B 2. A 3. C 3. A 
answer. ** Ss do the task independently 
*** Teacher tells Ss to compare their answers in 
pairs before calling some of them to check. 
**** Teacher confirms the correct answer and 
explains if needed. 
Task 3. 
* Teacher asks Ss to do the exercise carefully 
and individually. 
** Ss do the task independently. 
*** Teachers has Ss compare their answers in 
pairs and call some Ss to give their ideas. Task 3. Read the text again and answer the 
**** Teacher checks and confirms the correct questio Answer key: 
answers. 1. There are two energy sources. They 
 are non-renewable sources and renewable 
 sources. 
 2. Non-renewable sources are coal, oil 
 and natural gas. 
 3. Renewable sources are available, clean and 
 safe to use. 
 4. In the future, we will rely more on 
 renewable energy sources.ns. 
 * Activity 3 : SPEAKING 
 Pre-Speaking 
 Task 4: 
* Aims: To help students identify the advantages and disadvantages of different energy sources. 
* Content: Discuss and put the following words or phrases in the appropriate columns. 
* Products: Students’ correct answers on the posters. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 4 Task 4. Work in groups. Discuss and put the 
- Have Ss read the instructions to identify how following words or phrases in the 
the task is done. appropriate columns. 
- Have Ss work in groups. Ask them to read the * Key: 
words or phrases provided and discuss which + Advantages: easy to use, cheap, available, 
ones are advantages and which are safe to use, good for the environment 
disadvantages. + Disadvantages: run out, limited, expensive 
- Have Ss put the words and phrases in the 
appropriate columns. T goes around and corrects 
mistakes or gives help when necessary. 
- Call on some Ss to perform the task in front of 
the class. T and other Ss listen and comment. *While-Speaking 
 Task 5 
* Aims: To help Ss talk about different houses in the future. 
* Content: Tell your partners about your future house. 
* Products: Some Ss go to the board and tell the class about different houses in the future. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 5 Task 5 : Work in pairs. Ask and answer 
* Teacher has Ss work in pairs and asks them to questions about the advantages and 
take turns to ask and answer disadvantages of different energy sources 
** Ss work in pairs to do the task. Teacher goes A: What are the advantages of hydro energy? 
around, listens and gives help if needed. B: It's available, clean and safe to use. 
*** Teacher calls on some pairs to share their A: What are its disadvantages? 
answers with the class. B: It's expensive to produce. 
**** Teacher comments and correct. 
 A: What are the advantages of energy from 
 coal? 
 B: It's cheap and easy to use. 
 A: What are its disadvantages? 
 B: It's limited and not good for the environment. 
 * Activity 4: PRODUCTION 
* Aims: To help students practice presenting the advantages and disadvantages of different types of 
energy source 
* Content: Presentation: Advantages and disadvantages of a source of energy 
* Products: Some groups share their answers with the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher has students work in groups to Presentation: Advantages and disadvantages 
prepare a presentation (poster/pictures/notes ) of a source of energy 
*** Teacher calls on some groups to share their 
answers with the class. 
**** Teacher comments and corrects if needed. 
 * Activity 5: Consolidation (2’) 
* Aims: To consolidate what students have learnt in the lesson. 
* Content: Ss summarise what they have learnt with the two skills. 
* Products: Students say what they have learnt with the two skills in front of the class. 
* Organization of implementation: 
- Teacher asks students to talk about what they - 2 skills ( talk about advantages and 
have learnt in the lesson. disadvantages of different sources of energy ) 
 * Homework (2’) 
* Aim: To revise the knowledge that students have gained in this lesson. * Content: Review the lesson and prepare for the next lesson . 
 * Products: Students’ textbook and workbook 
 * Organization of implementation: 
 - Teacher asks students to prepare the new - Do Ex inWB 
 lesson - Prepare: Skills 2 
*- Evaluation: 
 ..