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Mô tả: KHBD TIẾNG ANH 7 TUẦN 32 TIẾT 94-96,104,105 UNIT 10 - L 1 New words and Listening, GRAMMAR, PRO,PRAC,SPEAKING, RVIEW, EXAM WEEK 32 Date of planning: 20/4/2023 Period: 94 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/4/2023 7A …/4/2023 7B …/4/2023 7C UNIT 10: ENERGY SOURCES Lesson 1.1 – New words and Listening (Page 76) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know more vocabularies about types and sources of energy (wind power, solar power, oil, coal, natural gas, hydropower, renewable energy, non-renewable energy). - talk about renewable energy sources that could be useful in their places. - listen to and understand a conversation of two people talking to experts at an energy convention (for general and specific details). - know how to ask for clarification. 1.2. Competences - improve communication, collaboration, and critical thinking skills. 1.3. Quality - 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. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Fill in the table. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and repeat. - Ss’ presentation. - T’s feedback/Peers’ feedback. - Discuss which renewable energy source could be useful where you live. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen to Emma and James talking to experts at an energy convention. What do they want to learn about? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and circle True or False - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: What sources of energy does your country use? Do you think it uses more non-renewable or renewable energy? - Ss’ answers/ presentation. - T’s observation and feedback. IV. PROCEDURES 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 types and sources of energy. c) Expected outcomes: Ss get to know some new words / structures they are going to study in the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Fill in the table. Listen and repeat. - Use the “New words” part a.– page 76 for the warm-up activity. - Show words and pictures, have Ss look and fill in the blanks (in pairs). - Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson. - Play the audio (CD2 – Track 23), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: Song: Energy - Let Ss watch a video clip of a song about energy. - Have Ss watch, sing together and try to remember how many types of energy and names of some energy sources mentioned in the song. - Call Ss to give answers. - Check Ss’s answers and give feedback. - Lead to the new lesson. *Illustration: Link: https://www.youtube.com/watch?v=WgYxQE7aOXY - Work in pairs to fill in the blanks. - Give answers. - Listen. - Listen and repeat. Answer keys - Watch, remember. - Read answers. - Listen. Answers keys There are 2 types of energy: Renewable (from the sun and the wind) and non-renewable (from petroleum, coal and natural gas) B. New lesson (35’)  Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words about types and sources of energy. b) Content: - Vocabulary study (wind power, solar power, oil, coal, natural gas, hydropower, renewable energy, non-renewable energy). - Speaking: Discuss which renewable energy source could be useful where you live. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when they do some listening tasks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Fill in the table. Listen and repeat.  Option 1 (If the teacher hasn’t used this part for the Warm-up activity) - Demonstrate the activity on DCR, using the example. - Have Ss fill in the table. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers. - Check answers as a whole class using DCR. - Play audio (CD2 – Track 23). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: (If the teacher has used part a for the Warm-up activity): Fill in the blanks - Have Ss look at the pictures and fill in the blanks by the words they have known in Task a (from Warm up activity. (T uses different pictures from those in the textbook.) - Have Ss give answers and tell the meaning of words / phrases again. - Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. *Illustration: Task b. In pairs: Discuss which renewable energy source could be useful where you live. - Have Ss work in pairs to discuss which renewable energy source could be useful where they live. - Go round and give help if necessary. - Have some pairs share their ideas in front of the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. Answer keys - Work in pairs. - Give answers, meaning. - Read. Answer keys 1 hydro 2 natural gas 3 coal 4 oil 5 wind 6 solar - Work in pairs to discuss. - Present. Sample answers  Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to Emma and James talking to experts at an energy convention. What do they want to learn about? - Listen and circle True or False. c) Expected outcomes: Ss can listen to and understand a conversation of two people talking to experts at an energy convention.(for general and specific details). d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Emma and James talking to experts at an energy convention. What do they want to learn about? - Have Ss read the question, guess the answer. - Play audio (CD2 - Track 24). - Have Ss listen and give answers. - Check answer as a whole class using DCR. Task b. Now, listen and circle True or False. - Have Ss read the through the content of Task b, underline the key words. - Play the audio again (CD2 - Track 24). - Have Ss listen and circle True or False. - Have Ss check answers with their partners. - Call Ss to give answers. - Give feedback and show correct answers. -Work individually. - Listen. - Give the correct answers. Answer keys - Read, underline the key words. - Do the task. - Exchange answers. Answer keys  Activity 3: Post - Listening (6’) a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: Speaking: What sources of energy does your country use? Do you think it uses more non-renewable or renewable energy? c) Expected outcomes: Students can talk about sources of energy in Vietnam. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Conversation skill - Have Ss look at the Conversation skill box and read - Play audio (CD 2 - Track 25), have Ss listen and repeat - Ask Ss to find more ways to ask for clarification. Task c. In pairs: What sources of energy does your country use? Do you think it uses more non-renewable or renewable energy? - Have Ss work in pairs to discuss the question. - Observe and give help if necessary. - Call some pairs to share their ideas with the class. - Give feedback and evaluation. - Look and read. - Listen and repeat. - Give answers. - Work in pairs. - Present. C. Consolidation and homework assignments (5’) * Consolidation: - Words about types and sources of energy (wind power, solar power, oil, coal, natural gas, hydropower, renewable energy, non-renewable energy). - Language for asking for clarification: - Did you say…? - Is that …? * Homework - Learn the new words by heart. - Do the exercises in WB: New words and Listening (page 56). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 60). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.2 – Grammar (page 77 – SB). 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: ………………………………………………………………………………………… WEEK 32 Date of planning: 20/4/2023 Period: 104 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/4/2023 7A …/4/2023 7B …/4/2023 7C Review for the second term exam + Oral 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. - 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 IV. PROCEDURES 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 (7’) 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 (7’) 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 (7’) 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  Activity 5: Pronunciation (4’) a) Objective: Ss can review the stress of nouns and adjectives with 2 and 3 syllables, /ɪ/, / aɪ /, / æ/, / eɪ/. 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. - Have Ss distinguish 3 vowels: /ɪ/, / aɪ /, / æ/, / eɪ/ (review). - 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 and verbs 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 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. - 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: ………………………………………………………………………………………… c. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… WEEK 32 Date of planning: 20/4/2023 Period: 105 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/4/2023 7A …/4/2023 7B …/4/2023 7C PHÒNG GIÁO DỤC & ĐÀO TẠO ĐÔNG TRIỀU ĐỀ KIỂM TRA CUỐI KỲ II TRƯỜNG THCS BÌNH DƯƠNG NĂM HỌC 2022-2023 MÔN TIẾNG ANH LỚP 7 Ngày kiểm tra: …/..../2023 Thời gian làm bài: 60’(không kể thời gian phát đề) (Bài kiểm tra gồm có 4 trang) PART A: LISTENING (2,0 points – 0,2/each) Listen and do the tasks below. I. Fill in the blank with one word you hear. 1. It’s such a beautiful …………… ! 2. What is your favorite …………………, then? 3. In …. you can do a lot of fun things like skiing, snowboarding, and ice-skating. 4. I also love to eat …………………… winter dishes. 5. I am going windsurfing ………………. at the beach 1. ……………. 2. ……………… 3……………. 4. ………… 5. …………… II. Decide whether the statements are true (T) or false (F). … 6. Sarah hates summer because it’s too hot … 7. Sarah likes spring. … 8. Aaron doesn’t hate winter. The weather is awful … 9. Aaron prefers summer. … 10. Sarah prefers to stay inside with the air conditioning. PART B: LANGUAGE FOCUS. (2,0 points – 0,2/each) I. Choose the word whose underlined part is pronounced differently. 11. A. reports B. tests C. essays D. projects 12. A. disappointed B. pleased C. interested D. needed II. Choose the best option (A, B, C or D) to complete each of the following questions. 13. Mr. Hung is a_______ painter. He has full of new ideas for his pictures. A. create B. creativity C. creative D. creatively 14. This final match today is different _________________ in 2021. A. the same B. as C. from D. like 15. _____________ my country, people here are very friendly. A. As B. Like C. The same D. From 16. After school, we often_______ basketball together. A. do B. play C. have D. study 17. ______vocabulary is not at all easy for students. A. Doing B. Making C. Having D. Studying 18. It is so nice to_______ a conversation with new friends. A. have B. give C. do D. study III. Write the correct form or compound of the words in brackets. 19. I feel very ________________ with our trip to London. ( EXCITE) 20. Our _____________ leaves at 8 o’clock tonight. ( FLY) PART C: READING (2,0 points – 0,2/each) I. Read the following passage and circle the correct answer. Edinburgh Festival Every year, thousands of people come to Edinburgh, the capital city of Scotland to be part of the Edinburgh Festival. For three weeks every August the city is filled with actors and artists from all over the world. They come to Edinburgh for the biggest arts festival in the UK. During this time the streets of the city are alive with music and dance from early morning until late at night. You can even see artists painting pictures on the streets. One of the best parts of the Festival is the 'Fringe', where students do comedy shows in small halls and cafes. Tens of thousands of tourists come to the Festival to see new films, plays and hear music played by famous musicians. This year, you can see over eight hundred performances with actors from more than sixty countries. The tickets for these performances are quite cheap, and it is usually easier to see your favourite star in Edinburgh than it is in London. So come to Edinburgh next summer, but remember it can be hard to find a room, so why not book your hotel now. 21. How long is the Edinburgh Festival? A. Less than a month. B month. C. More than a month. 22. Why do actors and artists come to the Festival? A. It is the biggest in the world. B. It is the biggest in Europe. C. It is the biggest in Britain. 23. Who takes part in the 'Fringe'? A. Students. B. Famous Artists. C. Famous Actors. 24. How many performers are there this year? A. Less than eight hundred performances. B. About eight hundred performances. C. Over eight hundred performances. 25. What are difficult to find during the Festival? A. Places to stay. B. Tickets for the shows. C. Famous people. II . Read and circle the correct answer. The Edinburg Festival is the biggest arts festival in the world. (26) ______August, thousands of people come to the city to join the festival. It (27) ______for three weeks and has a lot of activities. People enjoy music and dance performances in the streets (28) ______early morning until late at night. They also see artists painting pictures in the streets. One of (29) ______most interesting pals of the festival is “Fringe”. Here people enjoy comedy shows by students in small halls and cafes. At this festival, tourists also have a chance to (30) ______new films, plays and listen to famous musicians playing great music. Although it is the world’s largest festival, its tickets are quite cheap. This is one of the reasons why it attracts so many people every year. 26. A. On B. At C. In 27. A. goes B. last C. ends 28. A. in B. from C. between 29. A. the B. a C. much 30. A. learn B. be C. see PART D: WRITING. (2,0 points – 0,2/each) A. Order the words to make sentences. 31. yours./ My/book/different/is/from _________________________________________________________ 32. you/visit/Empire State Building?/Did ___________________________________________ 33. they/ next week ?/ Will / go / mountain climbing ___________________________________________ 34. his/Like/ enjoys/ football./ father/ playing/ he ____________________________________________________________________ 35. celebrate/ often/ We/ parties/ big/ on/ occasions./ special ____________________________________________________________________ II. Rewrite the sentences with the same meaning. 36. This house is not the same as my old house. ( DIFFERENT FROM) →This house is_______________________________________________. 37. Nam is tall and handsome and his brother is tall and handsome too. ( LIKE + N) →Like his brother ________________________________________________. 38. The film wasn’t good, so I felt asleep. →Because _________________________________________________. 39. Her mother is kind and beautiful, she is kind and beautiful, too. →Like________________________________________________. 40. American children go eggs hunting on Easter Sunday, French children go eggs hunting on Easter Sunday, too. →Like________________________________________________. THE END PHÒNG GD & ĐT ĐÔNG TRIỀU ĐÁP ÁN-BIỂU ĐIỂM CHẤM BÀI KT CUỐI KỲ II TRƯỜNG THCS BÌNH DƯƠNG NĂM HỌC 2022-2023 MÔN TIẾNG ANH LỚP 7 Ngày kiểm tra: …/.../2023 (Thời gian làm bài 60’) Audio scripts Aaron: It’s such a beautiful day! The sun is shining, and it’s hot and bright. Don’t you love summer, Sarah? Sarah: Hey, Aaron. No way! I hate summer because it’s too hot. Aaron: What is your favorite season, then? Sarah: I like winter. In winter you can do a lot of fun things like skiing, snowboarding, and ice-skating. Aaron: I hate winter. The weather is awful. Don’t you get cold? Sarah: Nope. My coat, cozy mittens, fluffy ear muffs, and soft scarf keep me warm. I also love to eat delicious winter dishes like hot beef stew and steamy scalloped potatoes. Aaron: Well, I prefer summer. Oh, I am going windsurfing tomorrow at the beach. Do you want to come? Sarah: Thanks for the invitation, but I prefer to stay inside with the air conditioning. ANSWER KEY PART A: LISTENING (2,0 points – 0,2/each) Listen and do the tasks below. I. Fill in the blank with one word you hear. 1. day 2. season 3. winter 4. delicious 5. tomorrow II. Decide whether the statements are true (T) or false (F). 6. T 7. F 8. F 9. T 10. T PART B: LANGUAGE FOCUS. (2,0 points – 0,2/each) I. Choose the word whose underlined part is pronounced differently. 11. A. reports B. tests C. essays D. projects 12. A. disappointed B. pleased C. interested D. needed 11. C 12. B II. Choose the best option (A, B, C or D) to complete each of the following questions. 13. C. creative 14. C. from 15. B. Like 16. B. play 17. D. Studying 18. A. have III. Write the correct form or compound of the words in brackets. 19. EXCITED 20. FLIGHT PART C: READING (2,0 points – 0,2/each) I. Read the following passage and circle the correct answer. 21. A 22. C 23. A 24. B 25. A II . Read and circle the correct answer. 26. C 27. B 28. B 29. A 30. C PART D: WRITING. (2,0 points – 0,2/each) I. Order the words to make sentences. 31 My book is different from yours. 32. Did you visit Empire State Building? 33. Will they go mountain climbing next week? 34. Like his father, he enjoys playing football. 35. We often celebrate big parties on special occasions II. Rewrite the sentences with the same meaning. 36. This house is different from my old house. 37. Like his brother, Nam is tall and handsome. 38. Because the film wasn’t good, I felt asleep. 39. Like her mother, she is kind and beautiful. 40. Like American, French children go eggs hunting on Easter Sunday. THE END WEEK 32 Date of planning: 20/4/2023 Period: 95 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/4/2023 7A …/4/2023 7B …/4/2023 7C UNIT 10: ENERGY SOURCES Lesson 1.2 - Grammar (Page 77) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - use comparison (more…than… and less…than…) correctly. - compare the consumption of energy in different places. 1.2. Competences - improve speaking, listening skills. - improve the use of English. 1.3. Quality - 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, handouts. 2. Students’ aids: Student’s book, workbook, notebook, handouts. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and repeat. - Ss’ performance. - T’s feedback. - Study the grammar box. - Ss’ answers/ presentation. - T’s feedback. - Unscramble the sentences. - Ss’ answers. - T’s feedback/Peers’ feedback. - Look at the table and write the sentences. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Compare more information from the table. Use the prompts. - Ss’ answers/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES 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: Review: types and sources of energy. c) Expected outcomes: Ss review some types and sources of energy which are very useful for them in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Chatting and reviewing types of energy - Have Ss close books and notebooks. - Ask Ss some questions: 1. What is renewable energy? 2. What is non - renewable energy? 3. Can you tell some sources of energy that are renewable and non-renewable? 4. What sources of energy do Vietnamese people use most? - Call Ss to give answers. - Check Ss’ answers, give feedback. - Lead to the new lesson.  Option 2: Pie chart of energy consumption - Briefly introduce the pie chart. Source: https://www.e-education.psu.edu/earth104/node/1345 - Have Ss look at the pie chart and answer some questions: 1. How many sources of energy are there? 2. Which source of energy do people use most / least? 3. Which is consumed more: fossil fuels (non-renewable energy) or non - fossil fuels (renewable energy)? How many percent? - Call Ss to give answers. - Check Ss’ answers, give feedback. - Lead to the new lesson. - Close books and notebooks. - Listen, then answer the questions. - Listen. - Listen. - Look at the pie chart, then answer the questions. - Give answers. - Listen and write the new lesson. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce: Comparison (more…than… and less…than…) b) Content: - Listen and repeat. - Introduce the grammar points. c) Expected outcomes: Ss know the new grammar points: Comparison (more…than… and less…than…) and use them in some exercises that follow. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen and repeat. - Have Ss look at the picture using DCR. - Play audio (CD2 – Track 26) and have Ss listen and read the speech bubbles. - Remind Ss ways to read %: percent. - Play the audio again and have Ss listen and repeat. Grammar box  Option 1: - Have Ss look at the grammar explanation and read: Comparison (more…than… and less…than…) - Have Ss read the examples: - Explain more about the way to use Comparison (more…than… and less…than…). - Ask Ss to make more sentences using Comparison (more…than… and less…than…). - Give feedback and evaluation.  Option 2: - Have Ss look at the sentences in the speech bubbles in Task a and read them again. - Have Ss make comments on the words in bold (more … than …). - Ask Ss some elicit questions: 1. Do they use “more…than…” to make comparison for things with bigger amount or smaller amount? 2. What types of word / phrases that go between “more …” and “than …”? - Call Ss to give answers. - Give feedback. - Then, lead to the grammar box, briefly explain the way to use Comparison (more…than… and less…than…). - Have Ss read the grammar box and examples. - Ask Ss to make more sentences using Comparison (more…than… and less…than…). - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Read examples of different forms. - Listen and take notes. - Give more examples. - Look and read. - Comment. - Listen and take notes. - Read. - Give more examples. - Listen.  Activity 2: Practice (19’) a) Objective: Students can use Comparison (more…than… and less…than…) to do the given exercises. b) Content: - Unscramble the sentences. - Look at the table and write the sentences. c) Expected outcomes: Students can get used to the usage of Comparison (more…than… and less…than…) and use them correctly. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Unscramble the sentences. - Demonstrate the activity on DCR, using the example. - Have Ss read the prompts, then unscramble the sentences. - Have Ss work in pairs to check each other’s work. - Have some Ss share their answers with the whole class. - Give feedback, correct Ss’ answers if necessary. Task c. Look at the table and write the sentences. - Have Ss look at the information in the table. - Demonstrate the activity using the example. - Have students look at the table and write the sentences. - Have pairs check each other's work. - Have some students share their answers with the class. - Look and listen. - Work individually. - Work in pairs. - Write answers on the board. Answer keys - Look and listen. - Work individually. - Work in pairs. - Read answers, explain. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar points they study in the lesson. b) Content: Speaking: Compare more information from the table. Use the prompts. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point in the lesson in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. In pairs: Compare more information from the table. Use the prompts. - Divide class into pairs. - Have Ss take turns to compare more information from the table, use the prompts. - Have some pairs share their answers with the class. - Give feedback and evaluation. - Work in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: Comparison (more…than… and less…than…) * Homework: - Make 2 sentences using Comparison (more…than… and less…than…) - Do the exercises in WB: Grammar (page 57). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 61). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.3 – Pronunciation and Speaking (page 78 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… d. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… WEEK 32 Date of planning: 20/4/2023 Period: 96 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/4/2023 7A …/4/2023 7B …/4/2023 7C UNIT 10: ENERGY SOURCES Lesson 1.3 – Pronunciation and Speaking (Page 78) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - put stress on the first syllable for numbers which are multiples of ten correctly. - ask and answer about energy. - compare energy sources in different places. 1.2. Competences - improve listening and speaking skills. 1.3. Quality - 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, handouts. 2. Students’ aids: Student’s book, workbook, notebook, paper. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the words and focus on the underlined letters. - Ss’ performance and answers. - T’s observation. - Listen and cross out the word that doesn’t follow the note in “a”. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the words with the correct stress to a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Ask and answer. Then, compare energy sources in Bigton and Greenville. Swap roles and repeat. - Ss’ performance. - T’s feedback/Peers’ feedback. - You're an energy expert interested in how two different cities use different kinds of energy. In pairs: Student B, turn to page 123, File 11. Student A, ask about Springfield and complete the table. Swap roles. Answer questions about Twin Peaks. - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? - Ss’ performance / Answers. - T’s feedback/Peers’ feedback. IV. PROCEDURES 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: Review sources of energy / Review: numbers. c) Expected outcomes: Ss know some information that is useful for them in other speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Review sources of energy. - Divide class into 4-5 groups. - Have Ss in each group write as many as possible the sources of energy they know. - Call Ss to write answers on the board. - Check Ss’ answers give feedback. - The group which has the most correct answers will be the winner. (T also checks spelling.) - Announce the winner and give a small present. - Lead to the new lesson: /ð/ sound. Option 2: Review: numbers. - Have Ss watch and listen to the song: Counting by 10. - Have Ss sing together. - Lead to the new lesson. *Illustration: Link: https://www.youtube.com/watch?v=dSdjzFl9H6k - Form groups. - Work in groups to take part in the game. - Write answers. - Listen. - Watch and sing. - Listen. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce: Stress the first syllable for numbers which are multiples of ten. b) Content: - recognize: stress the first syllable for numbers which are multiples of ten. - listen and check, cross out the word that doesn’t follow the note in “a”. - practice. c) Expected outcomes: Ss put stress on the first syllable for numbers which are multiples of ten in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen to the words and focus on the underlined letters. - Play the recording (CD2, track 27). - Ask Ss to listen and focus on the underlined letters. - Play the recording again, have Ss listen and repeat with a focus on the stress feature. Task c + d. Listen and cross out the word that doesn’t follow the note in “a”. - Play the recording (CD 2 – Track 28), have Ss listen and cross out the option that doesn’t follow the note in “a”. - Call Ss to give answers. - Play the recording again and check answers as a whole class using DCR. - Give feedback and evaluation. - Listen. - Listen again and repeat. - Listen and give answers. Answer keys  Activity 2: While-speaking (22’) a) Objective: Students can compare energy sources. b) Content: - Ask and answer. Then, compare energy sources in Bigton and Greenville. Swap roles and repeat. - You're an energy expert interested in how two different cities use different kinds of energy. In pairs: Student B, turn to page 123, File 11. Student A, ask about Springfield and complete the table. Swap roles. Answer questions about Twin Peaks. - Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE * Ask and answer. Then, compare energy sources in Bigton and Greenville. Swap roles and repeat. - Demonstrate the activity by practicing the role-play with a student. - Divide the class into pairs. - Have pairs ask and answer using the information in the table and compare energy sources in Bigton and Greenville. - Swap roles and repeat. - Observe, give help if necessary. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. SPEAKING: Which City is Greener? Task a. You're an energy expert interested in how two different cities use different kinds of energy. In pairs: Student B, turn to page 123, File 11. Student A, ask about Springfield and complete the table. Swap roles. Answer questions about Twin Peaks. - Demonstrate the activity by practicing the activity with a student. - Divide the class into pairs. - Have Student B turn to page 123, File 11. - Have students ask and answer to complete the table. - Have students swap roles and repeat. - Observe, give help if necessary. - Remind Ss to use ways to ask for clarification. - Observe, listen. - Work in pairs. - Present. - Observe and listen. - Work in pairs. - Swap roles and repeat.  Activity 3: Production (5’) a) Objective: Students compare the energy usage of two cities. b) Content: Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? - Have Ss compare the energy sources for Twin Peaks and Springfield. Then answer: Which city uses more renewable energy? - Have some students share their findings with the class. - Give feedback and evaluation. - Discuss in pairs. - Present. C. Consolidation and homework assignments (5’) * Consolidation: put stress on the first syllable for numbers which are multiples of ten. * Homework: - Practice: Putting stress on the first syllable for numbers which are multiples of ten. - Prepare: Unit 10 - Lesson 2.1 – New words and Reading (page 79 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 60 & 61). - 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: ………………………………………………………………………………………… e. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………………