Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 05/05/25 15:02
Lượt xem: 1
Dung lượng: 2,234.0kB
Nguồn: Tự soạn, tham khảo
Mô tả: Date of planning : 02.05.2025 Period 97 UNIT 10: ENERGY SOURCES Lesson 2.1 – New words and Reading (Page 79) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know some new words about things relating to energy (wind turbine, power play, solar panel, nuclear power) and adjectives about advantages and disadvantages of energy sources ( renewable, non-renewable, cheap, expensive, polluting, dangerous, clean, noisy). - talk about advantages and disadvantages of energy sources. - read a text about choosing the best option for energy to understand general and specific information. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - save energy. - choose suitable and economical types of energy for everyday use. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, pictures. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Match the words with the pictures. - Ss’ answers. - T’s feedback/Peers’ feedback. - Add each word/phrase (5–9) to the correct column. Listen and repeat. - Ss’ answers/ presentation. - T’s observation / feedback. - Discuss which energies you think are clean to run or cause pollution. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the text and underline the correct title. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read and answer the questions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Which of the energy sources is the best choice for the future of your country? - Ss’ answers/ presentation. - T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of planning Absentstudents 7A 7B A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Introduce: adjectives to talk about advantages and disadvantages of energy sources. / Introduce devices to exploit energy. c) Expected outcomes: Ss have general ideas about the topic of the new lesson: Advantages and disadvantages of energy sources. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Introduce: Adjectives used to talk about advantages and disadvantages of energy sources. - Show list of adjectives, have Ss work in pairs divide them into 2 groups: positive and negative. - Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson: Advantages and disadvantages of energy sources. *Suggested adjective list: polluting, clean, safe, limited, abundant, expensive, dangerous, cheap, renewable, non-renewable, noisy, harmful, available.  Option 2: Vocabulary (use New words part a for warm up activity) - Have Ss close books and notebooks. - Show pictures and words, have Ss do the matching activity. - Call Ss to give answers. - Give feedback. - Introduce the new lesson. *Illustration: - Work in pairs. - Give answers. Answer keys - Positive: clean, safe, abundant, cheap, renewable, available - Negative: polluting, limited, expensive, dangerous, non-renewable, noisy, harmful - Close books and notebooks. - Work in pairs, then give answers. - Listen. Answer keys - A: wind turbine - B: solar panel - C: power plant - D: nuclear power B. New lesson (35’)  Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some words about energy. b) Content: - Vocabulary study: wind turbine, power play, solar panel, nuclear power, renewable, non-renewable, cheap, expensive, polluting, dangerous, clean, noisy. - Match the words with the pictures. Add each word/phrase (5–9) to the correct column. Listen and repeat. - Speaking: Discuss which energies you think are clean to run or cause pollution. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Match the words with the pictures.  Option 1 - Demonstrate the activity, using the example. - Have Ss match the words with the pictures. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class using DCR. - Correct Ss’ pronunciation.  Option 2: - Demonstrate the activity, using the example. - Have Ss match the words with the pictures. (T uses different pictures and different orders from those in the textbook.) - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class. - Correct Ss’ pronunciation. *Illustration: Task b. Add each word/phrase (5–9) to the correct column. Listen and repeat. - Demonstrate the activity on DCR, using the example. - Have Ss add each word/phrase (5–9) to the correct column. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class using DCR. - Play audio (CD2 – Track 29). Have Ss listen and repeat. - Correct Ss’ pronunciation. Task c. Discuss which energies you think are clean to run or cause pollution. - Have pairs discuss which energies they think are clean to run or cause pollution. - Have Ss share their answers in front of the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. Answer keys - Look and listen. - Work individually. - Work in pairs. - Give answers. Answer keys - A: nuclear power - B: wind turbine - C: solar panel - D: power plant - Listen. - Work in pairs. - Exchange answers. - Give answers. - Listen and repeat. Answer keys - Work in pairs. - Present. Sample answers  Activity 2: While - Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read the text and underline the correct title. - Read and answer the questions. c) Expected outcomes: Students can read a text and understand more about advantages and disadvantages of energy sources. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the text and underline the correct title. - Ask Ss to scan the text scan the text, then underline the correct title. - Remind Ss to underline or highlight the keywords or supporting ideas for their answers. - Have some Ss share their answers with the class (read), explain for their answers. - Give feedback. - Give feedback and correct Ss’ answers if necessary. Task b. Read and answer the questions. - Have Ss look at the content of task b. - Have Ss underline key words. - Have Ss scan the text again, and answer the questions. - Elicit answers from different pairs. - Give feedback and evaluation. - Work individually: Scan the text underline the correct title. - Read answers, explain. - Check answers. Answer keys - Read. - Work in pairs to answer the questions. - Read answers. Answer keys  Activity 3: Post - Reading (5’) a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill. b) Content: Speaking: Which of the energy sources is the best choice for the future of your country? c) Expected outcomes: Students can express their choice for the future of Vietnam. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: Which of the energy sources is the best choice for the future of your country? - Have Ss work in pairs to answer the questions. - Go round and give help if necessary. - Call some Ss to share their ideas with the whole class. - Give feedback and evaluation. - Discuss in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: - Words about things relating to energy (wind turbine, power play, solar panel, nuclear power) and adjectives about advantages and disadvantages of energy sources (renewable, non-renewable, cheap, expensive, polluting, dangerous, clean, noisy). * Homework: - Learn the new words by heart. - Do the exercises in WB: New words + Reading (pages 58, 59). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 62). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………… ***************** Date of planning : 02.05.2025 Period 100 REVIEW THE SECOND FINAL TERM TEST I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about festival and its activities (lantern, midnight, competition, exchange, sculpture, bonfire, tradition, wish, …) and talk about them. - review grammar: the Simple Future, different from, like. - talk about festivals, compare how different countries celebrate festivals. - pronoun some vowels correctly: /ɪ/, / aɪ /, / æ/, / eɪ/. - put stress on nouns (common nouns & proper nouns) and verbs with two and three syllables. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for any test. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. PROCEDURES Organization(1’) Class Date of planning Absent students 7A 7B A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review: Festivals around the world. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES • Option 1: Chatting - Ask Ss some questions about festival: 1. What is your favorite festival? 2. What do you know about it? 3. Can you tell some famous festivals around the world? 4. Which festival in the world would you like to take part in? Why? 5. What is the ideal duration for a festival? - Call Ss to give answers. - Give feedback. - Lead to the new lesson. • Option 2: Review: Festivals around the world - Have Ss work in groups to divide the given festivals into 3 groups: music festivals, religious festivals and food festivals. - Call Ss to give answers. - Give feedback, show correct answers. - Ask Ss whether they know any information of these festival. - Lead to the new lesson. *Illustration: - Listen and give answers. - Listen. - Work in groups. - Give answers. - Listen . Answer keys - Religious festivals: Christmas, Songkran Festival, Holi Festival - Music festivals: Glastonbury Festival, Rock in Rio Festival, Burning man Festival - Food festivals: Pizza Festival, Dumpling Festival, Bibimbap Festival B. New lesson (35’) • Activity 1: Listening (10’) a) Objective: Help Ss improve their listening skill. b) Content: a. Listen to Emily talking about her trip to Sydney.Tick(✔) the places she visited. c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Have Ss read through the listening part. - Demonstrate the activity by using the example. - Play the audi. Have Ss listen and choose the correct answer. - Have Ss check answers with pairs, then read answers. - Check answers Listening a a. Listen to Emily talking about her trip to Sydney.Tick(✔) the places she visited. TEXT A: Hi, Emily. Did you have a good time in Sydney? Emily: Oh, yes. Sydney is beautiful and the weather was perfect. A: What did you do? Emily: We went sightseeing a lot. We went to the rocks, the oldest part of Sydney. It was cool to see these old houses and hotels in the city center. A: That sounds cool! Emily: We also took a ferry ride to the Manly Beach and got a great view of the Sydney Opera House. Here, let me show you my photos. A: Wow. It's beautiful. Emily: Right? So we went swimming and I learned how to surf. A: Cool! Can you surf now? Emily: Yes. Well, a bit. A: What was your favorite thing about Sydney? Emily: Everything. I had so much fun there, and I bought lots of souvenirs. Look, I got you a postcard in this little toy kangaroo. A: Thanks. - Read in silence. - Listen and read answers. Answer keys a. She visited • Activity 2: Reading (10’) a) Objective: Students can improve their reading skill. b) Content: Read the text and answer the question. What's the text about? c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Read about the festival. Write one word for each blank. - Demonstrate the activity on DCR by using the example. - Have Ss look and read, then do ex. - Call Ss to give answers, explain. - Give feedback and evaluation. a. Read the text and answer the question. What's the text about? 1. the writer's trip to Ireland 2. best things to do in Ireland ( chuyến đi của nhà văn đến Ireland ) ( những điều tốt nhất để làm ở Ireland ) - Observe and listen. - Work individually. - Give answers, explain. Answer keys The text is about best things to do in Ireland ( những điều tốt nhất để làm ở Ireland ) • Activity 3: Vocabulary (5’) a) Objective: Ss can review vocabulary about festivals. b) Content: a. Complete the table and write the letters. b. Fill in the blanks using the words in Task a c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES a. Complete the table and write the letters. - Have Ss give answers, tell the meaning of the words /phrase again. - Check answers as a whole class using DCR. a. Complete the table and write the letters. New words b b. Fill in the blanks using the words in Task a ( Điền vào chỗ trống sử dụng từ trong phần a ) 1. Jess likes to jog in the park by the river. It's a good way to exercise while enjoying the view. 2. There isn't an airport in my town. I had to go to Reno to catch a _____ to New York. 3. The temple is on a small island. You have to take a ______across the river to go there. 4. The ______gave us lots of information about the history of the building. 5. We went to the _______and watched a baseball game. 6. The town is famous for having many ______buildings. People built those in the twelfth century. - Read the sentences. - Work in pairs to match. - Give answers. Answer keys A Để hoàn thành đánh số ở bảng chữ cái, mỗi ô chữ ta cộng thêm 3 Ví dụ : ô chứ A là 1 B Lời giải chi tiết: 1. (Jess thích chạy bộ trong công viên bên sông. Đó là một cách tốt để tập thể dục trong khi ngắm cảnh.) 2. flight (Không có sân bay trong thị trấn của tôi. Tôi phải đến Reno để bắt chuyến bay đến New York.) 3. ferry (Ngôi đền nằm trên một hòn đảo nhỏ. Bạn phải đi phà qua sông để đến đó.) 4. tour guide (Hướng dẫn viên đã cung cấp cho chúng tôi rất nhiều thông tin về lịch sử của tòa nhà.) 5. stadium (Chúng tôi đã đến sân vận động và xem một trận đấu bóng chày.) 6. historic (Thị trấn nổi tiếng vì có nhiều công trình kiến trúc lịch sử. Người ta đã xây dựng chúng vào thế kỷ thứ mười hai.) • Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: past simple, different from and like. b) Content: Fill in the blanks with the Past Simple form of the verbs. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES A. Fill in the blanks with the Past Simple form of the verbs. - Have Ss tell the form and usage of the simple past again. - Ask Ss to work individually to write sentences - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, explain for their choice. - Check answers as a whole class using DCR. (Điền vào chỗ trống với dạng Quá khứ Đơn của các động từ.) 1. We saw (see) the Sydney Opera 2. I _________(take) lots of photos of castles. 3. We ________(have) many delicious Australian dishes. 4. The weather______(be) cold so I ______(wear) a big jacket. 5. We________(not go) to the park because it was late when we got back. 6. My friend just ________(come) back from New Zealand. 7. We ________(eat) lots of tasty food in London. 8. I _________(buy) many souvenirs for my friends. Task b. Write sentences with different from or like using the table. - Ask Ss to read the information in the table. - Have Ss write sentences with different from or like using the table. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers. - Check answers as a whole class using DCR. - Retell. - Work individually. - Work in pairs. - Give answers. Answer keys A 1. saw (Chúng tôi đã xem nhà hát Opera Sydney) 2. took (Tôi đã chụp rất nhiều ảnh về các lâu đài .) 3. had (Chúng tôi đã có nhiều món ăn ngon của Úc.) 4. was/ wore (Thời tiết lạnh nên tôi mặc một chiếc áo khoác lớn.) 5. didn’t go (Chúng tôi đã không đến công viên vì đã muộn khi chúng tôi về.) 6. came (. Bạn tôi vừa trở về từ New Zealand.) 7. ate (Chúng tôi đã ăn rất nhiều đồ ăn ngon ở London.) 8. bought (Tôi đã mua nhiều đồ lưu niệm cho bạn bè của mình.) - Read. - Work individually. - Work in pairs. - Give answers. Answer keys C. Consolidation and homework assignments (5’) * Consolidation: * Grammar of Unit 8,9: The Simple Future, past simple, different from, like. * Vocabulary of Unit 8,9: words about festival and its activities (lantern, midnight, competition, exchange, sculpture, bonfire, tradition, wish, …). * Homework: - Review vocabulary, grammar of unit 8,9 - Do the exercises in WB: Review of Unit 8,9 (page 69…). - Prepare: TEST. D. Reflection a. What I liked most about this lesson today: …………………………………………………………………………… b. What I learned from this lesson today: c. What I should improve for this lesson next time: ……………………………………………………………………………… *************** Date of planning 02.05.2025 Period 101 REVIEW THE SECOND FINAL TERM TEST (cont) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about festivals, compare how different countries celebrate festivals. - pronoun some vowels correctly: /ɪ/, / aɪ /, / æ/, / eɪ/. - put stress on nouns (common nouns & proper nouns) and verbs with two and three syllables. - review words about tourism and culture (photos, sightseeing, wallet, historic, tour guide, flight, souvenirs, stadium, …) and talk about them. - review grammar: Past Simple with irregular verb, articles (“the” and “zero article”). - talk about tourist attractions, cultures and holiday in English-speaking countries. - pronoun some vowels and consonants correctly: /ɪ/, /e/, /æ/, /ə, /ð /, / θ /. - put stress on nouns with two and three syllables. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for any test. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. PROCEDURES Class Date of planning Absent students 7A 7B A. Warm up: (5’) A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review: Past Simple with Irregular verbs / Review: Tourist Attractions in the UK. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Review: Past Simple with Irregular verbs. - Have Ss review Past Simple with Irregular verbs by giving the past form of the verbs given. 1. make 2. take 3. come 4. see 5. go 6. buy 7. have 8. be 9. do 10. eat 11. meet 12. sell 13. lose 14. wear - Give feedback. - Lead to the new lesson. - Give answers. Answer keys 1. make - made 2. take - took 3. come - came 4. see - saw 5. go - went 6. buy - bought 7. have - had 8. be – was, were 9. do - did 10. eat - ate 11. meet - met 12. sell - sold 13. lose - lost 14. wear - wore B. New lesson (35’) Activity 1: Pronunciation (10’) a) Objective: Ss can review the stress of nouns and adjectives with 2 and 3 syllables, /ɪ/, /e/, /æ/, /ə, /ð /, / θ /. b) Content: - Circle the word that has the underlined part pronounces differently from the others. - Circle the word that differs from the other three in the position of primary stress in each of the following questions. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Circle the word that has the underlined part pronounced differently from the others.(Review unit 9) - Have Ss distinguish vowels and consonants: /ɪ/, /e/, /æ/, /ə, /ð /, / θ /. - Ask Ss to work individually to circle the answer. - Have Ss work in pairs to check each other’s work - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Remind Ss some basic rules of putting stress on nouns with 2 or 3 syllables. - Ask Ss to work individually. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. - Review. - Work individually. - Work in pairs. - Give answers. Answer keys - Listen. - Work individually. - Work in pairs. - Give answers. Answer keys Activity 2. (30’) a) Objective: Ss can review exercises of unit 8,9 b) Content: remember the knowledge of unit 8,9 to do exercises c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: