Giáo án Tiếng Anh 7 - Week 31 - Năm học 2023-2024
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Date of planning : 30 /03 / 2024 Date of teaching : /04/ 2024 Week : 31 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: .. Date of planning : 30 /03 / 2024 Date of teaching : /04/ 2024 Week : 31 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 What is the song about? *** Teacher calls some students to give their How to save energy at home answers. Write some ways to save energy in the video **** Teacher listens and give comments. clip -Teacher introduces students the content of the lesson: “In the lesson today, we are going to 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 Task 3: Listen again and tick T (True) or F (False) for each sentence the phrases. T checks their answers. Task 3 * 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 * Teacher asks Ss to write the methods they save energy at home. Choose three ways use to save energy at home then asks them to and write them in your notebook. 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 * Teacher tells Ss that they are going to write words about how you save energy at a passage about how you save energy at home. 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 vocabulary and gives comments. turn off electrical appliances such as lights, 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 : 30 /03 / 2024 Date of teaching : /04/ 2024 Week : UNIT 10: ENERGY SOURCES Period : 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 to save energy at home. -turn off the lights. - Members from 2 teams take turns writing - save money. ways to save energy on the board. - use low energy light bulbs . - The group having the most suitable answers - produce electricity . is the winner. - save energy. - 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 * Teacher has Ss work individually. nouns in B to make phrases ** 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 * Teacher has Ss work individually. phrases in 1 ** Ss do this activity then compare their * Answer keys: answers with their partners. 1. low energy light bulbs *** Teacher asks for Ss’ answers. 2. electrical applicances **** Teacher confirms the correct ones 3. renewable energy sources 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. * Answer keys: *** Teacher calls Ss to give out their answers. 1. do -> are doing 2. explain -> explaining **** Teacher checks and confirms their 3. is -> are answer. 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. Task 6 *** Some students raise their ideas and * Poster presentation: How to save energy explain their answers among groups in your school **** Teacher listens, correct (if needed) and Hello everyone, today our group will talk about some tips to save energy in our school. confirms. First, we should turn the lights off when you Task 6 leave the classroom because this saves Poster presentation electricity. Second, we should turn off * Teacher asks Ss to work in groups of 4 – 6 to electrical appliances when they are not in stick their posters onto the classroom’s wall use. A variety of different electronic devices and present about them. and appliances can consume electricity even ** Ss work in group to do the task. when they're turned off, so it’s important to *** Teacher calls some groups to present their switch them off after using. Finally, we should poster to the class check that none of your taps around the **** Teacher confirms and corrects. 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:
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