Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 21:41 05/05/2024
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Mô tả: Date of planning: 29/04/2024 Period: 102 THE SECOND FINAL-TERM TEST I. Objectives 1. Knowlege The teacher will check ss’ vocabulary, grammar and knowledge from unit 8 to unit 9 + Vocabulary: review all vocabulary and structures from unit 8 to unit 9 + Grammar: - past simple, simple future 2. Skills: Listening, reading, writing skills, vocab and grammar 3. Attitude: Educate ss to learn hard and to be truthful 4. Qualities:(năng lực chung, năng lực chuyên biệt) - Ability to expand vocabulary (vocabulary) by topic - Ability to use grammatical structures - Pronunciation ability... - Ability to listen, read and write by topic. - Communication and translation skills - Understanding of the general knowledge of topics... II.The form of the test - Kết hợp trắc nghiệm khách quan và tự luận: Tỉ lệ: 70% (TNKQ) và 30% PHÒNG GD&ĐT TX ĐÔNG TRIỀU TRƯỜNG THCS BÌNH DƯƠNG ĐỀ KIỂM TRA CUỐI HỌC KỲ II NĂM HỌC 2023-2024 MÔN: TIẾNG ANH LỚP 7 Ngày kiểm tra: 08/05/2024 Thời gian làm bài: 60 phút (Không kể thời gian phát đề) (Bài kiểm tra gồm có 4 trang) Họ và tên :……………………… Lớp 7......... SBD:...............Phòng thi:............ Giám thị 1: Giám thị 2 : Mã phách Ghi chú: - Thí sinh ghi đáp án ngay vào bài thi này. - Thí sinh không được sử dụng tài liệu, kể cả từ điển. - CBCT không giải thích gì thêm. ------------------------------------------------------------------------------------------------ Điểm bằng số Điểm bằng chữ Giám khảo 1 Giám khảo 2 Mã ghi lại PART I: LISTENING (0,2x10=2,0 points) a. You will listen to the following conversation. For each question, circle the correct option A, B, C, or D. Question 1. Question 2. Question 3. Question 4. Question 5. b. Listen to the following conversation. For each question, write T if the statement is TRUE and F if it is FALSE. Question 6. Question 7. Question 8 . Question 9 . Question 10. PART II. LANGUAGE FOCUS (0,2x10=2,0 points) a, Choose the word that has underlined part pronounced differently from the others. Question 11. Question 12. b, Choose the word that has a different stressed syllable from the rest. Question 13. Question 14. c,Choose the best answer to complete the following sentences. Question 15. Question 16. Question 17. Question 18. c. Write the correct form of the words in brackets. Question19. Question 20. PART III: READING(0,2x10= 2,0 points) A. Read the following passage. For each question, complete the notes with NO MORE THAN ONE WORD. B. Read the following passage. For each question, circle the correct option A, B, C, or D. Question 26. Question 27. Question 28. Question 29. Question 30. PART IV: WRITING(0,2x10=2,0 points) a, Rewrite the following sentences using the given words. Question 31. Question 32. Question 33. Question 34. Question 35. b, Use the given words or phrases to make complete sentences. Question 36. Question 37. Question 38. Question 39. Question 40. THE END Evaluation: ********************* Date of planning: 29/04/2024 Period 95 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. *Students with disabilities use comparison (more…than… and less…than…) correctly. 1.2. Competences - improve speaking, listening skills. - improve the use of English. 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, 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 -Organization(1’) Class Date of teaching Absent students 7A 7B 7C 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: …………………………………………………………………………… b. What I learned from this lesson today: …………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………… ********************** Date of planning: 29/04/2024 Period 96 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. *Students with disabilities put stress on the first syllable for numbers which are multiples of ten correctly. 1.2. Competences - improve listening and speaking 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, 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 -Organization(1’) Class Date of teaching Absent tudents 7A 7B 7C 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: …………………………………………………………………………… c. What I learned from this lesson today: …………………………………………………………………………… c. What I should improve for this lesson next time: ……………………………………………………………………………