Ths
WORD
Date of planning: …/… / 2023
Date of teaching: …/… / 2023
Week: UNIT9:FESTIVALSAROUNDTHEWORLD
Period: Lesson1:Gettingstarted–ATulipFestival
I.Objectives
By the end of this lesson, Ss will be able to gain:
1.Knowledge
- An overview about the topic “Festivals around the world”
- lexical items related to the topic “Festivals”: names of different festivals around the world
2.Corecompetence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
- To teach Ss to work hard and love festivals around the world. the responsibility for community to protect our country’s Festivals.
- Develop self-study skills
II.Materials
- Grade 7 textbook, Unit 9, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III.PROCEDURES:
Activity1: Warm-up(5’)
* Aim: To introduce and lead in the topic of the unit.
* Content: Chatting – Answer some questions.
*Products: Ss look at the picture and answer the questions.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher shows the picture of the Tulip Festival and asks students some related questions:
Chatting:
** Students raise hands to answer the questions.
*** Teacher and students discuss the questions.
**** Teacher accepts all students’ questions.
- What can you see in the picture?
- Can you guess the name of the festival?
- Have you ever heard of this festival? If yes, what do you know about it?
Activity2: Presentation(5’) (Pre-teachvocabulary)
*Aim: - To provide students with vocabulary.
- To help students well-prepared for the listening and reading tasks.
* Content: learn some vocabularies related to the topic
*Products: Students read and understand the meaning of vocab.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher introduces the vocabulary by giving definitions/ examples/ pictures of the words.
** Teacher writes all students’ answers on the board.
*** Teacher circles or highlights the following words and discuss the meanings of these words:
**** Teacher checks students’ pronunciation and gives feedback. Teacher reveals that these words will appear in the reading text and asks students to open their textbook to discover further.
*Vocabulary
1. folk dance (n)
2. costume (n)
3. float (n)
4. parade (n)
5. feast (n)
6. fireworks display (n)
Activity3: Practice
Task1
*Aims: -To have students get to know the topic.
* Content: Listen and read the conversation.
*Products: Students read and understand the meaning of the conversation Students know how to role play.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher can play the recording more than once.
** Students listen and read.
*** Teacher invites some pairs of students to read aloud.
**** Teacher checks students’ pronunciation and gives feedback.
Task1:Listenandread(p.92).
Task2
*Aims: To have students get specific information of the text.
*Content: Read the activities and tick the correct column.
*Products: Students give the answers exactly.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher tells students to read the conversation again and work independently to find the answers.
** Students do the task individually.
Task2:Readtheconversationagain.Whodid thefollowingactivities?Tickthecorrect column.Sometimesyouneedtotickboth
*** Teacher allows students to share their answers before discussing as a class and encourages them to give evidence.
**** Teacher calls some students to give the answers and gives feedback.
Task3
*Aims: To introduce some more vocabulary related to the topic festivals.
*Content: Write a word or phrase from the box under each picture
*Products: Students say aloud the names of the cities and provide more information about them
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Ask Ss to look at the pictures and say what they can see.
** Have Ss work individually to match the words / phrases in the box with the pictures.
*** Have them compare their answers with a partner. Ask for Ss' answers.
**** Confirm the correct answers.
- Have some Ss practise saying the words / phrases.
Task3:Writeawordorphrasefromthebox undereachpicture(p.93).
*Answerkey:
1. parade
2. costumes
3. feast
4. float
5. fireworks display
6. folk dance
Task4
*Aims:-To help Ss practise the words/phrases in 3.
*Content: Students fill in the blanks with the most suitable form of word/phrase.
*Products: Ss play in group actively and give the answers corectly.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks students to complete the task by playing game “LN”
- Teacher divides the class into 2 groups.
** Teacher asks students to choose the number and answer the questions quickly in 5 seconds.
- If students choose the lucky number, they don’t have to answer
- If students choose the Q , they have to answer exactly and will get 2 points.
***Students fill in the blanks with the most suitable form of word/phrase.
****The group has more points is the winner.
Task4:Fillineachblankwithawordor phrasefrom3.Youmayhavetochangethe formofthewordorphrase(p.93).
Game:LuckyNumbers
* Answer key:
1. folk dances
2. fireworks display
3. feast
4. parades
5. floats; costumes
Activity4: Production(5’) Task5
*Aims: To check Ss’ knowledge of some familiar festivals
* Content: Match each description with a festival
*Products: Ss give the answers corectly.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Teacher lets Ss work in groups of 4-6.
** Ss work in groups to find the answers.
*** Teacher can go around to help weaker students.
**** Teacher calls the first group to come up with the answers to share.
Task5:Quiz.Whatfestivalisit?Matcheach descriptionwithafestival(p.93).
* Answer key:
1. e 2. a 3. d 4. c 5. b
Activity5: Consolidation(3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content:. Vocab about school things and Read and understand content of the conversation
*Products: Say aloud some words they remember from the lesson.
*Organizationofimplementation: Teacher’sandSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
- some new words
- Read and understand content of the conversation
*Homework(2’)
* Aim: To review the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbooks and workbooks
*Organizationofimplementation: Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*Evaluation:
- Learn by heart all the new words.
- Name at least 3 festivals around the world.
- Prepare lesson 2 ( A closer look 1)
Date of planning: …/… / 2023
Date of teaching: …/… / 2023
Week: UNIT9:FESTIVALSAROUNDTHEWORLD
Period: Lesson2:Acloserlook1
I.OBJECTIVES:
By the end of this lesson, Ss will be able to gain:
1.Knowledge:
- Vocabulary: types of festivals and festival activities.
- Pronunciation: pronounce two-syllable words with correct stress.
2.Corecompetence
- Develop communication skills and creativity
- Be collaborative and supportive in pairwork and teamwork
- Actively join in class activities
3.Personalqualities
- Develop self-study skills
- To teach Ss to work hard and love festivals around the world. the responsibility for community to protect our country’s Festivals.
II.MATERIALS
- Grade 7 textbook, Unit 9, A closer look 1
- Computer connected to the internet
- Projector/ TV/ pictures
- sachmem.vn
III.PROCEDURES:
Activity1:Warm-up(5’)
*Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation.
* Content: Name the pictures
*Products: Students write correct words on the board.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher divides the class into 2 teams. Each team will send a leader to play the game on the board.
Game: Hot seat.
Teacher explains the instructions of the game: Each leader stands against the board. Teacher shows/ writes the names of the festivals (exercise 5 – page 93).
Other members from each team describe the festivals and let the leader guess the names of the festivals.
The team with more correct answers is the winner.
** Students play in teams.
*** Students give the correct answers.
**** Teacher confirms the answers and gives feedback.
Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to describes festivals and pronounce two-syllable words with correct stress.
Activity2: Presentation(7’) (Vocab-pre-teach)
*Aim: To teach students some vocabularies related the topic in the lesson.
* Content: Some vocabularies to describe fesstivals.
*Products: Read and understand the meaning of vocab.
*Organizationofimplementation: Teacher’sandSs’activities Content
Vocabulary:
* Teacher introduces the vocabulary.
** Teacher introduces the vocabulary by:
- providing the pictures
- providing the definition/example of the words.
*** Teacher asks students to repeat.
**** Teacher rubs out and checks.
*Vocabulary
1. Cannes Film Festival
2. Mid-Autumn Festival
3. Thanksgiving (n)
4. Easter (n)
5. carve (v)
6. perform (v)
*Checkingvocab:<Ruboutandremmember>
Activity3:Practice(12’) Task1
*Aims: To present some types of festivals
*Content: Write under each picture a festival name from the box
*Products: Students write the correct words on the board.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Teacher has students to look at the pictures and asks them if they know the names of the festivals.
** Teacher gets students to do the exercise in individuals.
*** Ask them to share their answers in pairs before checking the answers as a class.
**** Teacher then encourages students to explain their answers. Correct if necessary.
Task1:Writeundereachpictureafestivalname fromthebox(p.94).
Answer key:
1. Halloween
2. Christmas
3. Mid-Autumn Festival
4. Cannes Film Festival
5. Easter
6. Thanksgiving Task2
**** Teacher invites some pairs to share their answers and gives feedback.
4. Cannes Film Festival
5. Mid-Autumn Festival
6. turkey
Activity4:PRONUNCIATION(5’)
*Aims: To help Ss identify how to pronounce two-syllable words with correct stress.
* Content: * Pronunciation: Stress in two-syllable words
*Products: Ss understand and know how to pronounce two-syllable words with correct stress.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Pronunciation:Stressintwo-syllablewords
*Aims: To present some festival activities.
*Content: Complete the table with the activites and the food related to four festivals. *Products: Ss complete the table exactly. (Group board)
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher tells Ss that people celebrate festivals with different food and activities.
** Teacher asks them to do the task individually.
*** Teacher asks students to share their answers in pairs before checking the answers as a class.
**** Teacher then encourages students to explain their answers. Correct if necessary.
Task2:Completethetablebelowwiththe phrasesfromthebox(p.94).
* Teacher helps Ss to understand what a syllable is.
** Explain to them that a syllable is a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole part of a word.
*** Give some examples of one-, two- and three-syllable words.
**** Tell them that in this lesson, they just focus on two-syllable words and their common stress pattern. Have Ss name some more twosyllable words.
Practice(8’)
Task4
*Aims: -To help Ss practise pronouncing these words with correct stress.
*Content: Listen and repeat. Then underline the stressed syllable in each word
*Products: Ss write the words in the correct column on the board. ( posters)
Task3
*Aims: To give Ss further practice with words related to festivals and festivals activities.
* Content: Write the words and phrases under the correct pictures.
*Products: Ss write the words and phrases under the correct pictures.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task 3:T-Ss, Ss-Ss
* Teacher asks Ss to work in pairs to complete the sentences with the words/ phrases given.
** Ss work in pairs.
*** Teacher allows students to cross check first.
* Answer key:
1. Christmas
2. painting eggs
3. candy apples
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Have some Ss read out the words in the table in the Student's Book first. Then play the recording for them to listen and repeat the words they hear.
** Play the recording again for them to underline the stressed syllable in each word.
***Invite Ss to share their answers. Write the correct answers on the board.
Task4:Listenandrepeat.Thenunderlinethe stressedsyllableineachword.(p.94).
Task3:Fillineachblankwithawordorphrase fromthebox(p.94).****Ask Ss if they recognise any rules related to stress in two-syllable words. Share with them the most common rules:
Task5
*Aims: To help Ss pronounce two-syllable words with correct stress in sentence.
*Content: Listen and repeat the sentences. Underline the stressed syllables in the bold words.
*Products: Students read the sentences in front of the class
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher has Ss read quickly the sentences and plays the recording. Ask them to pay attention to the bold words and underline the stressed syllables.
** Students practice in pairs or in groups.
*** Teacher goes around to offer help or correct pronunciation, if necessary.
**** Teacher calls some students to say the sentences in front of the class. Check their pronunciation if necessary.
Task5:Listenandrepeatthesentences. Underlinethestressedsyllablesintheboldwords
1.We're going to attend an Easter party at Nick's house.
2.The dancers will perform traditional dances at the festival.
3.At Christmas, people usually buy presents for their family.
4.Did you go to the Da Lat Flower Festival with your parents?
5. My aunt is clever and patient. Activity5: Production(3’)
* Aim: To test students' quick reaction to the targeted sounds.
* Content: * Game: “Up and down”
*Products: Students play in groups actively.
*Organizationofimplementation: Teacher’sandSs’activities Content
*Teacher explains the rules:
** Students play the game in teams.
*** Teacher helps students in the game.
**** Teacher gives feedback.
*Game:“Upanddown”
Teacher says 1-15 words containing two-syllable words. Students stand up for the ones with first main stress pattern, sit down for the second main stress pattern.
*Consolidation(2’)
*Aim:To consolidate what students have learnt in the lesson.
* Content: Vocab about some words to describe festivals and how to pronounce two-syllable words with correct stress in sentence.
*Products: Say aloud some words they remember from the lesson.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson
- Vocab about some words to describe festivals
- how to pronounce two-syllable words with correct stress in sentence.
*Homework(2’)
* Aim: To review the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbooks and workbooks
*Organizationofimplementation: Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
* Evaluation:
- Learn by heart all the new words.
- Do Exercise in the workbook.
- Prepare lesson 3 ( A closer look 2)
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT9:FESTIVALSAROUNDTHEWORLD Period: Lesson3:Acloserlook2
I.OBJECTIVES: By the end of this lesson, Ss will be able to:
1.Knowledge:
- Practice Yes/No questions
2.Corecompetence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
- Develop self-study skills
II.MATERIALS
- Grade 7 textbook, Unit 9, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III.PROCEDURES:(STAGES)
Activity1: Warm-up(5’)
*Aim: To activate students’ prior knowledge and to increase students’ interest.
- To introduce the targeted grammar: Yes/No questions.
* Content: Game: Sentence puzzling
*Products: Ss arrange the word cards to make meaningful sentences.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Warmup(groupwork)
* Teacher divides the class into 4 groups.
- Teacher delivers different sets of word cards to each group.
- Each group has to arrange the word cards to make meaningful sentences.
- 1 point for each correct answer.
** Students play the game in groups.
*** Teacher and students discuss the answers.
**** Teacher confirms the answers and gives feedback.
Leadin:
- Teacher introduces the target of the lesson: Yes/No questions.
-Teacher says: “Today we are going to practice about Yes/No questions.
Game:Sentencepuzzling
Set 1:
Are you eating moon cakes?
Set 2:
Did they eat moon cakes at the festival last year?
Set 3:
Can he eat all these moon cakes?
Set 4:
Does she go to school today?
Activity2: Presentation(8’)
*Aim: To have students get to know about the Yes/No questions.
* Content: Present the target of the lesson: Yes/No questions.
*Products: Understand and how to make the Yes/No questions.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks students to study the Grammar box.
Teacher draw students’ attention to the use and how to form a Yes/No question with an auxiliary verb or with a modal verb.
** Teacher then asks some more able students to give some more examples.
*** Teacher and students discuss the answers.
**** Teacher confirms the answers and gives feedback.
*Pre-Grammar
Yes/No questions
We use put the auxiliary verb or modal verb before the subject.
Examples:
Are you tired?
Did you get many Christmas presents?
Can you eat all the cakes?
Activity3: Practice(15’)
Task1 + Task2
*Aims: To check students’ understanding of the Yes/No questions. To help Ss practise making Yes/No questions
* Content:- Fill in each blank with a correct auxiliary verb or modal verb.
- Change the sentences into Yes/No questions.
*Products: Ss write the correct answers on the board.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task1:
* Teacher has students work individually.
** Students work individually to complete the sentences.
*** Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).
**** Teacher confirms the answers and gives feedback.
Task2:
* Teacher has students work individually.
** Students work individually to complete the sentences.
*** Teacher lets students work in pairs and exchange the answers before checking with the whole class (explain each sentence if necessary).
**** Teacher confirms the answers and gives feedback.
Task1:Fillineachblankwithacorrect auxiliaryverbormodalverb(p.95).
* Answer key:
1. Do
2. Did
3. Are
4. Can
5. Does
Task 2: Change the sentences into Yes/No questions.
* Answer key:
1. Can your mother make a costume for you?
2. Will she bake a birthday cake for him?
3. Are the dragon dances interesting?
4. Does the Rio Carnival take place every year in Brazil?
5. Did they see a fireworks display on New Year’s Eve?
Task3+Task4
*Aims: - To give further practice with Yes/No questions.
* Content: Match the questions with their answers .
*Products: Ss write the correct answers on the board.
*Organizationofimplementation
Task3
Teacher’sandSs’activities Content
* Teacher asks students to read the instruction.
** Teacher asks students to do the exercise individually and match the questions in column A with the answers in column B.
Task3:MatchthequestionsincolumnAwith theiranswersincolumnB(p.95).
1 - c
2 - a
3 - e
4 - b
*** Teacher then has them work in pairs, comparing their sentences. Teacher can go around to help students.
**** Teacher confirms the answers and gives feedback.
Task4:
* Teacher divides the class into 2 teams. Each team will send a leader to play the game on the board.
Teacher explains the instructions of the game: Teacher gives each team a set of cards with phrases from the box.
The two leaders of the teams come to the board and pin the cards under the correct number.
Who can finish faster with the correct answer will be the winner.
** Students play the games in team mode.
*** Teacher has students to write down the correct answer.
**** Teacher confirms the answers and gives feedback. Teacher can ask for translation to check their understanding.
Task 4: Mark is talking to Trang about the Mid-autumn Festival. Fill in the blanks with Trang’sanswersbelow.
Game:Whoisfaster?
**** Teacher asks some groups to perform in front of the class, confirms the answers and gives feedback.
B: Yes, it is.
Activity5:Consolidation(3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content: Summarize the main content in the lesson.
*Products: Ss say what students have learnt in the lesson.
*Organizationofimplementation:
Teacher’sandSs’activities
Teacher asks students to talk about what they have learnt in the lesson.
Content
* Grammar: Yes/No questions
* Homework(2’)
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook
*Organizationofimplementation:
Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
- Do exercises in the workbook.
- Prepare lesson 4 ( Communication)
Activity4:Production(5’)
Task5:
*Aims: To help Ss practise producing Yes/No questions.
*Content: Game. Festival mystery. thinks of a festival he/she likes and use the Yes/No questions ask to find out what the festival is
*Products: Ss perform in front of the class,
*Organizationofimplementation: Teacher’sandSs’activities Content
* Teacher has students work in groups.
** One student thinks of a festival that he/she likes. Other students ask Yes/No questions to find out what the festival is.
The group leader keeps a record of the group’s performance.
*** Teacher move around to observe and pays attention to Ss’ yes/no questions.
Task 5: Game. Festival mystery. Work in groups.Onestudentthinksofafestivalhe/she likes. Other students ask Yes/No questions to findoutwhatthefestivalis
* Example:
A: Do many countries celebrate the festival?
B: Yes, they do.
A: Do children like the festival?
B: Do they paint eggs?
A: Yes, they do.
C: Is it Easter?
*- Evaluation: ……………………………………………………………………………………………………
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT 9: FESTIVALSAROUNDTHEWORLD Period: Lesson4:Communication
I.OBJECTIVES:
By the end of this lesson, Ss will be able to:
- Express disappointment
- Understand the concept of festival symbols and their meanings
- Talk about the concept of festival symbols and their meanings
1.Knowledge:
a. Vocabulary: revise vocabulary on types of festivals and festival activities
b. Grammar: structures to express disappointment
2.Corecompetence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
- Develop self-study skills
II.MATERIALS
1. Textbooks, plan
2. Equipment: computer accessed to the Internet, smart TV, loudspeaker
3. sachmem.vn
III.PROCEDURES:(STAGES)
Activity1: Warm-up(5’)
*Aim: To activate students’ knowledge and interest.
* Content: Game: pelmanism ( match the picture with the name of the fesstivals)
*Products: The group with more correct answers is the winner.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher divides the class into 2 teams. Teacher shows pictures of some festivals on the slides.
** Ss give the correct names of the festivals as fast as possible. The one with more correct answers is the winner.
*** Students work in team mode
**** Teacher checks and gives feedback.
* Game:Pelmanism:Namethefestivals
*** Teacher and students discuss the form of ways to express disappointment, and give some other expressions.
**** Teacher confirms the answers and gives feedback
*Otherexpressions:
+ That’s too bad!
+ What a disaster!
+ That’s so disappointing!
Activity3:Practice(25’)
Task2
*Aims: To help students practise the ways to express disappointment.
* Content: Make a similar conversation for each situation .
*Products: Ss role play in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task2
* Teacher has students work in groups to discuss and make similar conversation for each situation.
** Students work in groups to discuss.
*** Teacher then asks students to exchange their answer among class.
**** Teacher moves around to observe, provides help and gives feedback.
Task 2: Work in groups. Make a similar conversationforeachsituationbelow.
*Situation1:
- A: How was the film festival last Sunday?
- B: It was disappointing!
- A: Why?
- B: There were not many films I liked. Task3
*Aims: To help Ss understand the concept of festival symbols. To provide Ss with some Christmas symbols and their meanings.
Activity2:Presentation(10’)
*EVERYDAYENGLISH-Expressingdisappointment. Task1
*Aim: To help students get to know the ways to express disappointment.
* Content: Listen and read the conversation. Pay attention to the highlighted sentences.
*Products: Ss understand and know how to express disappointment
*Organizationofimplementation:
Teacher’sandSs’activities Content Task1
* Teacher lets students listen to the examples in Ex. 1 in the book.
** Teacher draws their attention to the form of ways to express disappointment.
Task 1: Listen and read the conversation. Pay attentiontothehighlightedsentences.
* Content: Listen to Mark talking about festival symbols. Fill in each blank with ONE word. *Products: Ss write the correct answers on the board.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task3:
* Teacher asks Ss what they think of when they talk about Christmas, i.e. Christmas symbols. Elicit answers from students.
Have Ss read the sentences given. Ask them to predict what word to use to fill in each blank. Write their answers on the board.
** Students work individually. Then listen to the recording and check the answers.
Task3:ListentoMarktalkingaboutfestival symbols.FillineachblankwithONEword.
* Answer key:
1. think
2. meaning
3. life
4. happiness
A lot of festivals have their own symbols. A festival symbol is an image we use or think of
*** Teacher invites some Ss to share their answers.
**** Teacher gives feedback and correction (if needed)
when we celebrate a festival. It usually has a special meaning. For example, when we talk about Christmas, we think of the Christmas tree. It's the symbol of a long life. We can also think of Santa Claus. He's the symbol of joy and happiness.
Task4
*Aims: To help Ss understand the symbols and meanings of other festivals.
* Content: Match each festival with its symbol and meaning.
*Products: Students give their answers exactly.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task4
* Teacher introduces some new words if necessary (prosperity, reunion).
** Ss works in pairs to finish the task.
*** Teacher allows student to cross check first.
**** Teacher confirms the answers and gives feedback
Task4:Workinpairs.Matcheachfestival withitssymbolandmeaning.
* Answer key:
1. C-b
2. A-c
3. D-a
4. B-d
Activity4: Production(5’)
*Aims: To let students practise talking about festival symbols and their meanings.
*Content: Choose a festival and talk about its symbol(s) and meaning.
*Products: Some Ss choose a festival and talk about its symbols and meanings.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task5
* Teacher lets students group up and spend 5 minutes on taking notes of a festival.
** Students work in groups.
*** All group members choose a festival and talk about its symbols and meanings.
**** Teacher moves around to observe and offers help if needed.
Task5:Workingroups.Chooseafestival andtalkaboutitssymbol(s)andmeaning.
Example:
- When we talk about Christmas, we think of the Christmas tree. It is the symbol of a long life.
- When we talk about Tet holiday, we often think of peach blossoms, apricot blossoms and kumquat trees.
Activity5: Consolidation(3’)
*Aims:To consolidate what students have learnt in the lesson.
* Content: Summarize the main content in the lesson.
*Products: Students say what they have learnt in the lesson.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
- use lexical items related to festival activities and festival symbols
- express disappointment
*Homework(2’)
*Aim: To revise what they have learnt and prepare for the next lesson Skills 1.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook.
*Products: Students’ textbook and workbook.
*Organizationofimplementation: Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*- Evaluation:
- Do EX in the workbook.
- Prepare lesson 5 ( skills 1)
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT9:FESTIVALSAROUNDTHEWORLD Period: Lesson5:Skills1
I.OBJECTIVES: By the end of the lesson, students will be able to: By the end of this lesson, Ss will be able to gain:
1.Knowledge:
- Develop reading skill about an unusual festival
- Develop speaking skill: talking about a festival they enjoy
2.Corecompetence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skill
- Actively join in class activities
3.Personalqualities
- Develop self-study skills
II.MATERIALS
- Grade 7 textbook, Unit 9, Skills 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III.PROCEDURES:(STAGES)
Activity1: Warm-up(5’)
*Aim: To introduce the topic of reading; To enhance students’ skills of cooperating with team mates.
* Content: Look at the symbols and then write the names of the festivals
*Products: The team with more correct answers will be the winner.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Teacher divides the class into 2 teams. Game:Whoisfaster?
-Each team has to run in a relay to the board to write the correct types of festivals and their symbols and meaning under the posters.
-The team with more correct answers will be the winner.
** Students play the game in team mode.
*** Teacher and students discuss the answers.
**** Teacher confirms the answers and gives feedback.
Activity2: READING(15’)
* Pre-reading Task1
*Aim: To activate Ss' knowledge of the topic of the reading text.
* Content: Ss discuss what/who they see in the pictures and answer the questions.
*Products: Students give the answers correctly.
*Organizationofimplementation:
Task1
Teacher’sandSs’activities Content
* Teacher has students work in pairs, look at the pictures in the book. Ask Ss to discuss what/who they see in the pictures and answer the questions.
** Students works in pairs.
*** Teacher and students discuss the questions and answers.
**** Teacher accepts all students’ questions.
Task 1: Work in pairs. Look at the pictures. WhicheventsdoyouthinkhappenattheTwins DayFestival?(p.97)
** Teacher asks students to get the meaning in context and try to make up sentences with of the following words:
*** Teacher and students discuss the answers.
**** Teacher confirms student’s answers and checks their pronunciation and gives feedback.
Task2:
* Teacher tells Ss what they are going to do. Ask Ss how to do the exercise and elicits answers from Ss.
If needed, tell them that to do the exercise they can follow these steps:
+ Read the words in the left column
+ Locate each word in the text
+ Read around the word to get the general meaning
+ Read the definitions in the right column, find the suitable meaning to match each word.
Ask Ss to repeat the steps (they can speak in Vietnamese).
** Students read the text and do the task in individuals.
*** Teacher allows students to share their answers before discussing as a class and encourages them to give evidence.
2. feature (v)
3. performance (n)
Nowquicklyreadtheemailbelowandcheck youranswers.
Answer key: Pictures 1 + 3: Twins Day Festival
Task2:Matcheachwordfromtheemailin1 withitsmeaning(p.98)
* While-reading Task2
*Aims: To provide students with some lexical items before reading the text. To develop the skill of guessing the meanings of new words in context.
* Content: Learn some vocab related the topic.
*Products: Read and understand the meaning of words.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Checkingthemeaningofwords
* Teacher introduces the vocabulary.
VOCABULARY 1. join (v)
**** Teacher calls some students to give the answer, explain which sentence give them the information.
Task3
*Aims: To develop reading skill for general and specific information.
* Content: Read the email again. Complete each sentence with no more than TWO words.
*Products: Ss play in groups actively and complete each sentence exactly.
*Organizationofimplementation : Teacher’sandSs’activities Content
Task3
* Teacher can set a longer time limit for students to read the text again and complete the sentences.
Briefly tell them the steps: read the sentences –underline key words – locate the key words in the text – find the words to complete the sentences.
** Teacher asks students to work in individuals and find the answer.
*** Teacher allows students to share their answers before discussing as a class and encourages them to give evidence.
**** Teacher calls a student to write his/her answer on the board, then check sentence by sentence with class.
Task3:Readtheemailagain.Completeeach sentencewithnomorethanTWOwords (p.98).
Game: Lucky number
* Answer key:
1. first weekend
2. countries
3. walked together
4. performance
5. Fun Run
6. exciting
Activity3: SPEAKING(10’)
*Pre-Speaking Task4
*Aims: To help students identify how to ask and answer about a festival they attended.
* Content: Match the questions and answer about a festival someone joined.
*Products: Students’ correct answers.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task4
* Teacher tells Ss they are going to ask and answer about a festival they attended and that this activity can serve as a model for them to follow in the writing task.
** Teacher asks students to work individually and then check in pairs.
*** Teacher can go around to help weaker students.
**** Teacher call on some pairs to give the answers and check as the whole class.
Task4:Matchthequestionsandanswerabout afestivalsomeonejoined(p.98).
Answer key:
*Aims: To help students form the ideas for their speaking
*Content: To give Ss practice in asking and answering about a festival Ss attended.
*Products: Students discuss in groups positively
*Organizationofimplementation:
Teacher’sandSs’activities Content Task5
* Teacher has students to work in pairs, ask and answer about a festival they attended.
** Students work in pairs to do the task.
*** Teacher goes around to help students.
**** After finishing, teacher can call some pairs to give presentations in front of the class.
Task5:Workinpairs.Askandanswerabouta festival you and your friend joined, using the questions in 4 ascues. Tellthe classabout the festivalyourpartnerjoined.
*Example:
Activity4:Post–ReadingandSpeaking(3’)
*Aims: To help students improve next time; To help some students enhance presentation skill
*Content: Share the information with the whole class.
*Products: Students present in front of the class fluently.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Teacher allows students to give comments for their friends and vote for the most interesting dialogue.
** Students give comments for their friends and vote for the most interesting dialogue.
*** Teacher and students discuss.
**** Teacher gives feed-back and comments.
*Example:
Activity5:Consolidation
*Aims: To consolidate what students have learnt in the lesson.
* Content: Ss summarize what they have learnt with the two skills.
*Products: Students say what they have learnt with the two skills in front of the class.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- some vocab
- Talk about a a festival you and your friend joined.
*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
*Organizationofimplementation:
- Teacher asks students to prepare the new lesson
*- Evaluation:
- learn by heart vocab.
- Prepare for the next lesson: Unit 9-Skills 2.
*Organizationofimplementation: Teacher’sandSs’activities Content
GAME:
* Teacher tells the rules of the game: Each student gets a piece of paper, draws a table with 3 rows and 3 columns, then fill in the table with names of some festivals randomly.
Teacher calls out the names of some festivals. Each time the teacher calls out a word, the students search for the right square on their paper and mark.
The student who has 3 words highlighted in a row yells “Bingo” and wins.
** Students play the game in individuals
*** Teacher and students discuss the answers.
**** Teacher confirms the answers and gives feedback.
*Game:Bingo!
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT9:FESTIVALSAROUNDTHEWORLD
Period: Lesson6:Skills2
I.OBJECTIVES:
By the end of this lesson, Ss will be able to gain:
- Listen for special information about a festival
- Write an email to describe a festival
1.Knowledge:
a. Vocabulary: types of festivals, festival activities
b. Grammar: review
2.Corecompetence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
- Develop self-study skills
II.MATERIALS
1. Textbooks, plan
2. Equipment: computer accessed to the Internet, projector, loudspeaker
3. sachmem.vn
III.PROCEDURES:(STAGES)
Activity1: Warm–up (5’)
*Aim: -To create an active atmosphere in the class before the lesson; -To lead into the new lesson.
* Content: * Game: Bingo! - the names of some festivals
*Products: The student who has 3 words highlighted in a row yells “Bingo” and wins.
Activity2:LISTENING
*Pre-Listening(5’)
Task1
*Aim: To prepare Ss for the listening text.
* Content: Look at the animal. Discuss the questions with a partner.
*Products: Students discuss and give their answers.
*Organizationofimplementation: Teacher’sandSs’activities Content
Task1
* Teacher asks students to work in pairs, read the questions and answer.
** Students quickly discuss with a partner.
*** Teacher allows Ss to cross check.
**** Teacher calls some Ss to give their answer on the board and elicits their answers.
Task1:Lookattheanimal.Discussthe questionswithapartner.
1. What is it?
2. What festival is it a part of?
*While-listening(10’)
Task2
*Aims: To help Ss check their answer in Task 1.
*Content: Listen to Mark talking about how his family celebrates a festival. Check your answers.
*Products: Students listen and check their answers.
*Organizationofimplementation: Teacher’sandSs’activities Content
Task2
* Teacher tells Ss what they are going to listen to and plays the recording.
** Students listen and check their answers.
*** Teacher allows students to peer check first.
**** Teacher confirms the answers and gives feedback.
Task2:ListentoMarktalkingabouthow hisfamilycelebratesafestival.Checkyour answers.
* Answer key:
1. A turkey
2. Thanksgiving Task3
*Aims: To help students develop listening skill for specific information (gap-filling).
* Content: Listening again and decide whether the following statements are true or false.
*Products: Students give the answers to the class and correct the mistakes
*Organizationofimplementation: Teacher’sandSs’activities Content Task3
* Teacher asks students to read through the statements, have a guess before they listen to the recording the second time and write their guesses on the board.
** Teacher plays the recording again. Ask students to listen and choose the correct answer.
*** Teacher lets students peer-check with a partner.
**** Teacher calls some students to give the answers to the class and correct the mistakes where necessary, encourages students to correct the false statements.
Task3:Listeningagainanddecidewhether thefollowingstatementsaretrueorfalse.
* Answer key:
1. F 2. F 3. T 4. F 5. T
6. T
AudioScript:
Hello everyone. I’m Mark. Today I’m going to talk about Thanksgiving, or Turkey Day. It’s a national holiday. People from Canada and the USA celebrate it every year to be thankful for successful harvests. In the USA, we celebrate it on the fourth Thursday of November. We usually prepare a feast for family and friends. Both adults and children take part in the food preparation. Some of the traditional foods are turkey, sweet potatoes, and cornbread. After the meal, we play board games together. My family usually takes this opportunity to help others. My parents volunteer to cook and serve food to homeless people. My sister and I read books to old people in a nursing home near our house.
Activity3:WRITING
*Pre-Writing(5’) Task4
*Aims: To brainstorm ideas and make an outline for Ss’ writing.
*Content:Thinkaboutafestivalthatyourfamilyusuallycelebrates.Fillintheblanks withyouranswers
*Products: Ss complete the mind map on the group board.
*Organizationofimplementation: Teacher’sandSs’activities Content Task4
* Teacher asks students to work individually to complete the mind map.
** Students in individuals and decide on their festival.
*** Teacher goes around and helps if needed.
**** Teacher calls some Ss to give their answer (if time allows) and gives feedback.
Task4:Thinkaboutafestivalthatyour familyusuallycelebrates.Fillintheblanks withyouranswers.
*While-Writing(5’) Task5
*Aim: To practise how to write a paragraph about a festival
* Content: Write an email of about 70 words to tell Mark about the festival.
*Products: Students’ writing and cross check. (individual work)
*Organizationofimplementation: Teacher’sandSs’activities Content Task5
* Teacher shows a model of a short paragraph about a festival (T may use the audio script or reading passage-page 97). Then recalls students’ knowledge on the structure of an email.
** T has Ss write their email in individuals based on the information in 4.
*** Teacher allows students to cross check first.
**** Teacher gives feedback.
Task5:Writeanemailofabout70wordsto tellMarkaboutthefestival.Usethenotesin4.
Dear Mark,
How are you? I’m going to tell you about Mid Autumn Festival. It takes place in the middle of the eighth lunar month. My family and I often eat moon cakes, autumn fruits and watch lion dances. I like the festival very much because it was funny and meaningful.
I hope one day you can join the festival with us. Cheers,
Activity4:Post-Writing(2’)
*Aim: To peer check, cross check and final check students’ writing
* Content: Cross check students’ writing
*Products: Students’ writing on the posters.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks students read their “production”.
** Students listen to each other’s work.
*** Students then give comments to each other.
**** Teacher then gives feedback as a class discussion.
Task6: Classgallery
Givingpeer-reflection&evaluation
Activity5: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.
*Organizationofimplementation:
Teacher’sandSs’activities
- Teacher asks students to talk about what they have learnt in the lesson.
Content
- listen for special information about a festival - write an email to describe a festival.
*Homework(1’)
*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
*Organizationofimplementation
Teacher’sandSs’activities Content
- Teacher asks students to rewrite their writing in their books.
- Teacher asks students to prepare the new lesson.
*- Evaluation:
- Rewrite the writing in the notebook.
- Prepare “ Looking back and project”
Date of planning : …/… / 2022
Date of teaching : …/… / 2022
Week: UNIT9:FESTIVALSAROUNDTHEWORLD
Period: Lesson7:Lookingbackandproject
I.OBJECTIVES:
By the end of this lesson, Ss will be able to gain:
1.Knowledge
Review the vocabulary and grammar of Unit 9
Apply what they have learnt (vocabulary and grammar) into practice through a project
2.Corecompetence
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
- Be more creative when doing the project
- Develop self-study skills
II.MATERIALS
- Grade 7 textbook, Unit 9, Looking back & Project
- Computer connected to the internet, Pictures, A0 paper
- Projector/ TV
- sachmem.vn
III.PROCEDURES:(STAGES)
Activity1: Warm-up(5’)
*Aim: - To revise the vocabulary related to the topic and lead in the next part of the lesson.
- To enhance students’ skills of cooperating with team mates.
* Content: Write the names of the festivals
*Products: The group having more correct answers is the winner.(posters).
*Organizationofimplementation: Teacher’sandSs’activities Content
Warmup
* Teacher divides the board, and divides the class into 2 teams.
** Members of each team take turns and write as many types of festivals as possible in 2 minutes.
*** Students cross check their answers first.
**** Teacher confirms the answers and gives feedback. The group having more correct answers is the winner.
Activity2:VOCABULARY(12’)
Task1+Task2
*Aim: To help students revise vocabulary items they have learnt in the Unit.
* Content: Circle the correct words or phrases in brackets. Complete each sentence by filling in the blank with a word or phrase in the box.
*Products: Students say the correct key aloud ( individual work).
*Organizationofimplementation: Teacher’sandSs’activities Content
Task1
* Teacher encourages students to complete the task individually.
** Students do the task individually.
*** Students exchange their textbooks with their partners.
**** Teacher gives feedback as a class discussion.
Task2
* Teacher encourages students to complete the task individually.
** Students do the task individually.
*** Students exchange their textbooks with their partners.
**** Teacher gives feedback as a class discussion.
Task1:Circlethecorrectwordsorphrasesin brackets.
*Answerkey:
1. fireworks
2. Cannes Film Festival
3. painting
4. candy apples
5. Thanksgiving
Task2:Completeeachsentencebyfillingin theblankwithawordorphraseinthebox (p.100).
* Answer key:
1. lion dances
2. floats
3. costumes
4. Bunny
5. gathering
Activity3: GRAMMAR(13’)
Task3+Task4
*Aims: To help students revise Yes/No questions.
*Content: Choose the correct question A or B ; Answer the following questions about yourself.
*Products: Ss read aloud their answers.
*Organizationofimplementation: Teacher’sandSs’activities Content Task3
* Teacher encourages students to complete the task individually.
** Students do the task individually.
*** Students exchange their textbooks with their partners.
**** Teacher calls some Ss to read aloud their answers and gives feedback.
Task4
* Teacher encourages students to complete the task individually.
** Students do the task individually.
*** Students share their answer in groups of 3 of 4.
**** Teacher calls some Ss to read aloud their answers and gives feedback
Task3:ChoosethecorrectquestionAorB (p.100).
* Answer key:
1. A
2. B
3. A
4. B
5. B
Task4:Answerthefollowingquestions aboutyourself.
1. Are you interested in festivals?
2. Do you eat banh chung at Tet?
3. Can you cook any traditional food?
4. Did you see a fireworks display last year?
5. Does your family gather together at Tet?
Activity4: PROJECT(10’)
* Aim: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project.
* Content: Make a project : ANEWFESTIVAL
*Products: Students’ project on the posters.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Postersexhibition:ANEWFESTIVAL
* Teacher has students work in groups and gives instructions to students as follow:
1.Chooseoneofyourfavouritefestivalsand designaposterforit,including:
– name of the festival
* Students do the project in groups.
*** Students vote for the best poster.
**** Teacher gives feedback.
– the time/ place it takes place
– its meanings
– its activities
– pictures or photos to illustrate the festival
3.Voteforthebestposter.
Activity5: Consolidation(3’)
* 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.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- revise vocabulary and grammar in unit 9
- make Project: A new festival
*Homework(2’)
*Aim: To revise the knowledge that students have gained in Unit 9 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.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Teacher asks students to revise old lesson and to do exercise in workbook.
- Teacher asks students to complete the project and prepare the new lesson.
*- Evaluation:
- Complete the project
- Prepare for the next lesson: Review 3.
Week: Unit10:Energysource
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Period: Lesson1: Gettingstarted–Typesofenergysources
I. OBJECTIVES:
By the end of this lesson, Ss will be able to gain:
1.Knowledge
- An overview about the topic energy sources
- Vocabulary to talk about types of different energy sources.
2.Corecompetence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
- Ss have the responsibility for themselves, for community and for the country about advantages and disadvantages of different sources of energy.
- Develop awareness of conserving the energy sources
II. MATERIALS
- Grade 7 textbook, Unit 10, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III.PROCEDURES:(STAGES)
*Activity1:Warm-up(5’)
* Aim: To create an active atmosphere in the class before the lesson and To lead in the topic.
* Content:Game: Brainstorming ( Write types of energy source)
*Products: Students write words exactly.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Warmup:
* T writes the title of the unit Energy source onthe board.
** T divides the class into 2 teams A and B; and then asks Ss to write types of energy source they know
*** Teacher lets students pass the chalk within the team and write things in 2 minutes.
**** The team has more correct words will be the winner.
- Before we start the lesson, let’s get some vocabulary first.
*Warmup:Game: Brainstorming
Energy source
- Solar energy
- Wind energy
- Nuclear energy
- Water energy
- Hidro energy
*Activity2:Presentation(7’)
Pre-teachvocabulary
*Aim: To introduce new vocabulary
* Content: Learn some vocabularies related to the topic.
*Products: Students read and understand the meaning of vocab.
*Organizationofimplementation:
Teacher’sandSs’activities Content
*Preteachvocabulary
* Teacher introduces the vocabulary by:
+ Providing the synonym or antonym of the words.
+ Providing the pictures of the words.
+ Providing the definition of the words.
** Ss say the words.
*** Teacher shows and says the words aloud and asks Ss to repeat them.
**** Teacher asks Ss to translate the word into Vietnamese
- Ss copy all the words
* Checking vocab: < Rub out and remmember>
*Vocabulary
1. energy source (n.phr) /ˈenədʒi sɔːs/: nguồn
năng lượng
2. coal (n) /kəʊl/: than
3. renewable (a) /rɪˈnjuːəbl/: có thể tái tạo
4. run out (phr v) /rʌn aʊt/: cạn kiệt
5. replace (v) / rɪˈpleɪs/: thay thế
*Checkingvocab:<Ruboutand remmember>
Lead-in/pre-readandlisten(5’)
Task1
*Aims: To set the context for the introductory text; To introduce the topic of the unit
* Content: Listen and read the conversation.
*Products: Students read and understand the meaning of the conversation. Students know how to role play.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task1:T-Ss,Ss-Ss
- Set the context for the listening and reading.
- T has Ss look at the picture and answer some questions.
Task1.Listenandread
1. Who are they in the conversation.
2. What are they talking about?
3. What these pictures are about?
*Suggestedanswers:
1. They are Lan and her father , Mr Tan
-Teacher plays the recording .
- Students listen and read.
- Teacher checks students’ prediction.
- Teacher calls 2 students to read the conversation aloud.
2. They are talking about types of energy source
3. These pictures are about coal, water, wind energy,….
*Activity3:Practice(20’)
Task2
*Aims: To help Ss understand the main idea of the conversation.
* Content: Read for main ideas and answer the question.
*Products: Students say the the answer exactly.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task2
* Have Ss read the options given (A, B, C).
** Explain that they focus on the main idea of the conversation (e.g. Energy, Sources and Energy sources).
***Have Ss read the conversation again and circle the correct answer (A, B, or C) individually.
**** Check their answers and explain, if necessary.
Task2.Readformainideas:WhatareLan andherfathertalkingabout?
A. Energy B. Sources
C. Energy sources
*Keys:C
Task3
*Aims: To help Ss to read for the specific information about the conversation.
* Content: Read the conversation again and answer the question
*Products: Students give their corect answers in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task3
* Give Ss time to read the questions independently and find the information in the conversation to answer the questions.
** Have Ss work in pairs, let them ask and answer the questions.
*** Select one or two pairs to ask and answer the questions in front of the class. Praise their correct answers.
****Select a few Ss to tell the main ideas of the conversation using the answers to the questions
Task3:Readtheconversationagainand answerthequestion
1. What is Lan doing?
2. What does energy mean?
3. Where does energy come from?
4. What are renewable sources?
*Answers
1. Lan is doing a project on energy sources.
2. It’s power that we use to provide us with light, heat or electricity.
3. It comes from many different sources like coal, oil, natural gas, … and renewable sources
4. Renewable sources are those we can easily replace them such as: water, sun,…
Task4
*Aims: - To help Ss gain more knowledge about the topic
*Content: Match the words/ phrases in the box with the correct pictures.
*Products: Students discuss in groups and order to make a phrase about a place correctly.
*Organizationofimplementation:
Task4
Teacher’sandSs’activities Content
Task4.Matchthewords/phrasesinthebox withthecorrectpictures.
* Have Ss do this exercise individually
** Ss share their answers with their partners.
*** Teacher nominates Ss to read their answers
*** T checks and confirms the correct answers.
*Keys:
1 - d: oil
2 - a: wind energy
3 - b: coal
4 - c: natural gas
Task5:
*Aims: To introduce some vocabulary items related to renewable and non-renewable sources.
* Content: Complete each of the sentences with the correct word from the conversation
*Products: Somegroups to perform the task in front of the class confidently.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task 5
- Ask Ss to read the sentences and find the words to fill in the gaps. If Ss find the task difficult, ask them to read the conversation again and find appropriate information in it. Go around and offer help, if needed.
- Ask them to share their answers in pairs before checking as a class. Explain, if necessary.
- Call on a few pairs to read the complete sentences in front of the class. Praise them when they do the task
Task5.Completeeachofthesentenceswith thecorrectwordfromtheconversation.
1. Energy is ___________that we use to provide us with light, heat or electricity.
2. When energy comes from the__________, wind and water, we call it renewable energy.
3. When energy comes from wind, we call it __________energy.
4. We cannot _________ out of renewable energy.
5. Some types of energy are _________and easy to use.
* Keys
1. power 2. sun 3. renewable
4. run 5. cheap
*Activity4: Production(3’)
* Aim: To help Ss practising talking about energy; To practise team working ; To give students authentic practice in using target language
* Content: Group discussion ( the questions about :What is the best source of energy? why?)
*Products: Ss discuss in groups actively and give the answers correctly.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher gives Ss clear instructions in order to make sure Ss know what to do
Groupdiscussion
1. What is the best source of energy?
- ask students to discuss within their groups to answer the questions:
1. What is the best source of energy?
2. Why do you think it is the best one?
+ Students discuss with their partners and take notes
- observer Ss while they are talking, note their language errors
** Ss do as instructed. Then present what they have discussed.
**** Teacher gives Ss feedback.
2. Why do you think it is the best one?
I think renewable energy( such as the sun, wind, water) is the best because Some types of energy are cheap , safe and easy to use.
*Activity5: Consolidation(3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content: Summarise briefly the main content in the lesson.
*Products: Say aloud what they remember from the lesson.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- Ss work indepently
- some new words
- Read and understand content of the conversation
*Homework(2’)
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson ( A closer look 1)
*Products: Students’ textbook and workbook
*Organizationofimplementation
Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
* Evaluation:
- Learn by heart all the new words.
- Read the dialogue again.
- Prepare lesson 2 ( A closer look 1).
Week: UNIT10: Energysource
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Period: Lesson2:Acloserlook1
I.OBJECTIVES:
By the end of this lesson, Ss will be able to gain:
1.Knowledge
- Vocabulary about sources of energy.
- Pronunciation: Stress in three-syllable words
2.Corecompetence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
- Develop awareness of energy sources and energy saving.
II. MATERIALS:
- Grade 7 textbook, Unit 10, A closer look 1.
- Computer connected to the internet
- Projector/ TV/ small boards, markers.
- sachmem.vn
III.PROCEDURES:(STAGES)
*Activity1: Warm-up(5’)
*Aim: To create an active atmosphere in the class before the lesson and To lead in the topic.
* Content: Game - Do the crosswords
*Products: Students choose the number and answer the questions exactly.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Warm-up
* Teacher gives instructions
** Ss are divided into 2 groups
Warm–up: Game - CROSSWORDS
- Teacher show the crosswords onto the screen with hints/clues and students choose each line and take turn to answer.
- take turns to write until finish all the words or find out the key word.
**** Teacher checks and corrects if Ss pronounce the words incorrectly.
*Activity2:Presentation(7’) (Vocab-pre-teach)
*Aim: To introduce the new words.
* Content: Some vocab related to the lesson.
*Products: read and understand the meaning of vocab.
*Organizationofimplementation:
Preteachvocabulary
* Teacher introduces the vocabulary by:
+ Providing the synonym or antonym of the words.
+ Providing the pictures of the words.
+ Providing the definition of the words.
** Ss say the words.
*** Teacher shows and says the words aloud and asks Ss to repeat them.
**** Teacher asks Ss to translate the word into Vietnamese
*Vocabulary
1.
l
l
2.
3. nuclear (n) /njuː.klɪər/: hạt nhân
*Checkingvocab:<Ruboutand remmember>
*Activity3: Practice(15’) Task1
*Aims: To help Ss identify sources of energy by matching the phrases in A with the words in B.
* Content: Match the types of energy in A with the energy sources in B
*Products: Ss give the correct answers.
*Organizationofimplementation: Teacher’sandSs’activities Content Task1
* Teacher asks Ss to look at the table and match the energy with its source.
** Ss work out and answer questions in pairs.
*** Ss share their answers as a whole class.
- T asks them to to check their answers.
**** Teacher asks students to make full sentences to tell about the sources of different energy. Then tell share them to share their sentences with a partner and correct for them.
Task1:MatchthetypesofenergyinAwith theenergysourcesinB.
* Answers:
* Content: Write the phrases to label the pictures
*Products: Students write correct words on the board.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task2
* Teacher asks Ss to look at the pictures and use the knowledge from Task 1 to guess the pictures. Then work and share their answers with their partners who sit next to them. (peer check)
** Ss do exercise 3 in pairs.
*** Ss share and discuss with their partners to write all words/ phrases down on the notebooks.
**** Teacher corrects their answers as a class.
Task2:Writethephrasestolabelthe pictures:
*Aims: To help Ss write the phrases to label the pictures.
* Answer key:
1. Nuclear energy 2. Hydro energy
3. Solar energy 4. Wind energy Task3
*Aims: To help Ss complete the sentences about types of energy and energy sources.
* Content: Complete the sentences with the words and phrases from 1 or 2.
*Products: Some Ss call out their answers in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task3
* Ask Ss to read the sentences. Draw their attention to the gaps they have to fill in and the key words or phrases in the sentences (e.g. sea breezes, solar panels, hydro energy, not safe to produce,...). Ensure that they know what to do.
** Give Ss time to do the task individually. Ask them to use the key words or phrases they have learnt in 1 and 2. Go around and offer help, if necessary.
***Ask Ss to exchange their answers in pairs or groups. Then call on some Ss to call out their answers in front of the class.
**** Check their answers. T explains if necessary.
Task3:Completethesentenceswiththe wordsandphrasesfrom1or2.
* Answer key:
1. A good place to change ________ to energy is near the sea because of the sea breezes.
2. They are putting solar panels on the roof of our building to produce ______.
3. When energy comes from __________, we call it hydro energy.
4. They are reducing the use of__________ because it is not safe to produce.
*Activity4: PRONUNCIATION(10’) STRESSINTHREE-SYLLABLEWORDS
Task4
*Aims: To help Ss practise pronouncing three-syllable words with the correct stress.
*Content: Ss understand and know how to pronounce three-syllable words with the correct stress.
*Products: Listen and repeat the words exactly.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Give Ss a few minutes to look at the words individually. Explain that these words have three syllables.
** Guide Ss how to stress the nouns and the adjectives with three syllables
PRONUNCIATION
Stressinthree-syllablewords
I.Nhấntrọngâmvàoâmtiếtthứ nhất
1. Khi thêm các hậu tố sau thì trọng âm từ chính
không thay đổi: -ous, -ful, -ed, -ly, -ment, -ness, ...
Eg: ‘dangerous; ‘plentiful
2. Những từ có 3 âm tiết mà là danh từ, tính từ, trạng
từ thì trọng âm thường ở vần đầu.
Lưu ý: những từ này không chứa tiền tố và hậu tố
Eg: Energy
II.Nhấntrọngâmvàoâmtiếtthứ hai:
1. Các từ có tận cùng là: -tion, -sion, -ity, -ety, -ic,ical, -ous, -ive, -ian, -al thì trọng âm rơi vào âm tiết
trước đó.
Eg: e’normous , ex'pensive
2. Trọng âm thường rơi vào âm tiết thứ hai nếu:
*** Play the recording & repeat the words paying attention to the correct stress in threesyllable words. Pause the recording to drill difficult words.
+ Have Ss practise saying the words in pairs or groups until they feel confident.
**** Call on some Ss to say the words in front of the class. Correct their pronunciation if necessary.
âm tiết cuối cùng chứa một nguyên âm ngắn và âm tiết thứ hai chứa một nguyên âm dài hoặc một nguyên âm đôi hoặc tận cùng bằng hai phụ âm trở lên.
Ex: a’bundant con’venient
Task4:Listenandrepeat.Payattentiontothe stressedsyllablesinthewords.
'energy 'dangerous
'easily
'government
Task5
re'cycle ex'pensive po'lluting re'sources
*Aims: To help Ss practise pronouncing three-syllable words with the correct stress in sentences.
*Content: Listen and repeat the sentences.Pay attention to the stress of the underlined words
*Products: Some Ss to read aloud the sentencesin front of the class
*Organizationofimplementation: Teacher’sandSs’activities Content
Task5
-Give Ss a few minutes to read the sentences. Draw their attention to the underlined words with stress on the first or second syllable. Check comprehension.
-Play the recording, sentence by sentence, for Ss to listen and repeat. Draw their attention to the stress of three-syllable words.
Task5: Listenandrepeat,payingattentionto thestressedsyllablesintheunderlinedwords.
1.Nuclear 'energy is 'dangerous and ex'pensive
2. We should ride a bike when 'travelling short 'distances.
3. The word "re'cycle" has three 'syllables
4. Burning coal is po'lluting our environment.
-Have Ss practise saying the sentences in pairs or groups. Go around to offer help or correct pronunciation, if necessary.
-Call on some Ss to read aloud the sentences in front of the class. Correct their pronunciation if necessary.
5. Our 'government is looking for new sources of 'energy to replace gas.
*Activity5: Consolidation(3’)
*Aim: To consolidate what students have learnt in the lesson.
* Content: Vocab and how to pronounce the three-syllable words.
*Products: Say aloud some words they remember from the lesson.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson
- Vocabulary and how to pronounce the threesyllable words.
*Homework(2’)
* Aim: To revise the lesson and 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
*Organizationofimplementation: Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*- Evaluation:
- Learn by heart all the new words.
- Prepare lesson 3 ( A closer look 2)
Week: UNIT10: Energysource Period: Lesson3:Acloserlook2
I.OBJECTIVES:
By the end of this lesson, Ss will be able to gain:
1.Knowledge
Know how to use: THEPRESENTCONTINUOUS
Structure Examples
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
1. Affirmative sentences: S + be + Ving She is playing basketball in the school yard.
2. Negative sentences: S + be not + Ving They are not using solar energy.
3. Y/N questions: Be + S + Ving? Are you working on your Project?
4. W questions: W + S + be + Ving? Where is your brother studying?
2.Corecompetence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3.Personalqualities
- Develop awareness of conserving the energy sources
II. MATERIALS:
- Grade 7 textbook, Unit 10, A closer look 2.
- Computer connected to the internet
- Projector/ TV/ pictures.
- sachmem.vn
III.PROCEDURES:(STAGES)
Activity1: Warm-up(5’)
*Aim: -To activate students’ knowledge on the topic of the unit
-To enhance students’ skills of cooperating with team mates
* Content: Game: Sentence puzzling.
*Products: Ss have to work in groups to create as many correct sentences from the word cards.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Warmup (group work)
* Teacher gives instructions
** Teacher divides the class into 4 groups. Teacher delivers a set of word cards which are jumble sentences in present continuous to each group.
** Students will have to work in groups to create as many correct sentences from the word cards as possible. The group with more correct sentences will be the winner.
**** Teacher checks and corrects if Ss make the sentences incorrectly.
Leadin
Teacher says: “This lesson today we are going to revise how to use the present continuous ”
*Warm-up:JUMBLESENTENCES
*Suggestedanswers:
1. She is learning English now.
2. They are not using solar energy.
3. Are you working on your Project?
4. Where is your brother studying?
5. She is playing basketball in the school yard.
Activity2: Presentation(5’)
*Aim: To help Ss revise the use of the present continuous.
* Content: Revise the use of the present continuous.
*Products: understand and know how to use of the present continuous.
*Organizationofimplementation:
Teacher’sandSs’activities Content
*Pre–grammar
* T ask Ss look at the Remember on the screen.
** Ss read the usage and study the example.
*** Ss may discuss within groups/pairs before answering.
**** Teacher shows and says the sentences aloud and asks Ss to make similar sentences.
*Grammar1: THEPRESENTCONTINUOUS
Activity3: Practice(20’)
Task1+Task2
*Aims: - To help Ss revise the use of the present continuous.
- To practise using the present continuous.
* Content: Work in pairs. Tell your partner what the people in the pictures are doing
*Products: Ss write the answers on the board correctly.
*Organizationofimplementation: Teacher’sandSs’activities Content
Task1
* Teacher asks Ss to look at the pictures and work in pairs. Teacher asks them how would they ask and answer (using Present continuous)
** Ss work out and answer questions with a partner.
*** Ss share their answers in pairs.
**** T asks them to to check their answers.
-Then tell share them to share their sentences as a whole in class and correct for them.
Task1. Workinpairs.Tellyourpartnerwhat thepeopleinthepicturesaredoing
Task2
* Have Ss read the sentences individually. Draw their attention to the words or phrases in each sentence that can be used with the present continuous such as now, today, nowadays, keep quiet, etc. Check comprehension.
** Before doing the task,T may ask Ss how to use the appropriate present continuous form
*Answers:
a- She is teaching maths/ is writing on the board.
b- They are play football/soccer.
c- She is riding her bike/bicycle.
d- She is cooking.
c- She is singing.
f- He is watering the flowers/plans/is doing gardening.
Task2:Completethesentences,usingthe presentcontinuousformoftheverbsin brackets.
*Answers:
of the verbs in brackets to complete the sentences.
*** Get them to swap their answers in pairs or groups. Go around and offer help, if necessary.
**** Call on some Ss write the answers on the board. T and other Ss comment.
1. istalking
2. areusing
3. aretaking
4. aredeveloping
5.arereducing Task3
*Aims: To help Ss distinguish the use of the present continuous from the present simple.
* Content: Circle the correct form of the verb in each sentence
*Products: Students say aloud their answers in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task3
* Have Ss read the instruction.
** Give Ss time to do the task individually. Draw their attention to the words or phrases that can be used with the present continuous (e.g. now, this year, at the moment, right now) and with the present simple (e.g. three times a week). Check comprehension.
*** Get them to swap their answers in pairs or groups. Go around and offer help, if necessary.
**** If there is time, have some Ss write the answers on the board. T and other Ss comment.
Task3:Circlethecorrectformoftheverbin eachsentence
1. Are you still work / working on your project now?
2. Nam and Lan do / are doing quite well at school this year.
3. Does she study / Is she studying at the school library at the moment?
4. Hoa studies / is studying for her exam, so she can't come to the party right now.
5. We have / are having English three times a week.
* Key: 1. working 2. are doing 3. Is she studying 4. is studying 5. have Task4
*Aims: To help Ss write the present continuous sentences with the suggestions given.
* Content: Write sentences about what the people are doing or not doing, using the suggestions.
*Products: Students to say out loud their answers in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task4
* Teacher gives Ss time to do the exercise individually and peer check with their partner.
*** Teacher nominates Ss to read aloud the sentences. Then asks them to underline the words/phrases that can be found in Present continuous sentences
**** Teacher checks and gives the corrections if they have mistakes.
Task4:Writesentencesaboutwhatthepeople aredoingornotdoing,usingthesuggestions.
* Answers:
1- The students are doing the project now.
2- Mrs. Lien is teaching us about solar energy at the moment.
3- They are learning about energy this month.
4- She isn’t swimming in the swimming pool right now.
5- Nowadays, people in Iceland aren’t using energy from coal.
* Production(5’)
Task5
*Aim: - To practise speaking using the present continuous
* Content: Work in pairs. Ask and answer the following questions.
*Products: Some pairs ask and answer the questions in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task5
* Have Ss read the questions and think about what they are doing now, these days, this term, etc.
** Let Ss ask and answer the questions in pairs.
*** Select one or two pairs to ask and answer the questions in front of the class. Praise their performance.
**** Teacher gives feedback and gives the corrections if they have mistakes.
Task5: Workinpairs.Askandanswerthe followingquestions.
Consolidation(3’)
*Aim:To consolidate what students have learnt in the lesson
* Content: summarize the main content in the lesson.
*Products: Ss say what students have learnt in the lesson.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
- Grammar: the present continuous tense.
- form and usage.
*Homework(2’)
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook
*Organizationofimplementation:
Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
- Do exercises in the workbook.
- Prepare lesson 4 ( communication)
*- Evaluation: ……………………………………………………………………………………………………..
Date :…………..
Week: UNIT10: Energysource Period: Lesson4:Communication
I.OBJECTIVES:
By the end of this lesson, students will be able to:
1.Knowledge
- Everyday English: Asking for explanations
- Speaking skill: how well your partner saves energy.
2.Corecompetence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
- Ss have the responsibility for themselves, for community and for the country about advantages and disadvantages of different sources of energy.
- Develop awareness of saving the energy sources
II. MATERIALS:
Grade 7 textbook, Unit 10, Communication Computer connected to the internet TV/ Pictures/ Projector
sachmem.vn
III.PROCEDURES:(STAGES)
Activity1:Warm-up(5’)
*Aim: To introduce the topic; To lead in the lesson.
* Content: * Game: Pass the secret
*Products: Ss play in groups by writing the correct words on the board.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Warmup
* Teacher divides class into 2 teams and asks them to play a game “Pass the secret”
** Ss have 1 min to pass the words related to the topic
*** Teacher shows the group leader words related to the lesson topic. Then the leader passes it on to the next member of the team.
**** Teacher corrects their answers. The team which has more correct words will be the winner
Leadin Teacher leads students into the lesson by telling what they are going to learn: “We are going to learn how to ask and answer for explanations and find out how well we save energy”.
*Game: Pass the secret
*Suggestedanswers: Solar, hydro, coal, natural gas, oil, wind,…
Activity2: Presetation(10’)
*EVERYDAYENGLISH
Askingforexplanation
Task1+2
*Aim:To let students know the structure to ask and answer for explanation To help students practise on how to ask and answer for explanations.
* Content: Listen and read the conversation. Pay attention to the highlighted questions. Make similar conversations to ask for explanations.
*Products: Ss know the way to ask and answer for explanation .
*Organizationofimplementation: Teacher’sandSs’activities Content Task1
Task1:Listenandreadtheconversation.Pay attentiontothehighlightedquestions.
* Teacher plays the record for SS to listen and read the conversation.
** Ss listen and practice saying with their partners.
*** Teacher calls some pairs to read aloud.
**** Teacher corrects pronunciation if needed.
* Teacher asks Ss to pay attention to the highlighted parts and asks them some questions to elicit the new structure:
- Which tense do we use to ask and answer?
- Which question word and verb do we use?
- …..
** Ss answer teacher’s questions to find out new structure to ask and answer for explanations.
*** Some students give the new structure to the teacher.
**** Teacher corrects and writes on the board
Task2
* Teacher has SS look at the phrases in Ex 2 to make similar dialogue.
** Ss work in pairs to make similar dialogue.
*** Teacher calls some pairs to present it in front of the class.
**** Teacher gives feedback and some comments
Structure: toask:
- What do/does + S + mean? toanswer:
- S + mean(s)/be …
Task2:Workinpairs.Makesimilar conversationstoaskforexplanations.
.Suggested answers:
A: What does hydro energy mean?
B: It’s energy that comes from the sun. What does nuclear energy mean?
A: It’s energy that comes from the nuclear power.
Activity3: SAVINGENERGY(10’)
Task3
*Aims: To provide students with more awareness of ways to save energy and help them practice the skill of speaking.
* Content: Work in groups. Speech: how well your partner saves energy.
*Products: Some pairs ask and answer the questions in front of the class. A few group representatives to perform the task in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Have Ss read the instructions to understand what they are going to do.
** Teach new words (e.g. public transport, low energy light bulbs, .„). Check comprehension.
***Have Ss work in pairs, one student in each pair asks the questions and ticks the other's answers in the boxes.
****Select one or two pairs to ask and answer the questions in front of the class. Praise them when they give the answers.
* Have Ss read the instructions.Then let them read the example to understand how to do the task.
** Teacher gives students time to prepare. Meanwhile, teacher walks around the classroom to help students if they have difficulties find proper words/phrases/structures
*** Teacher calls some Ss to read aloud their work
**** Teacher let Ss listen and correct mistakes (if needed).
Task3:Workinpairs.Askyourpartnerthe followingquestionsandtickhisorheranswers intheboxes.
Activity5: Consolidation(3’)
*Aims: To consolidate what students have learnt in the lesson.
* Content: Summarize the content of the lesson.
*Products: Say aloud what they have learnt in front of the class.
*Organizationofimplementation: Teacher’sandSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
- how to ask and answer for explanations
- how well you save energy
*Homework(2’)
*Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook
*Organizationofimplementation: Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
- Do exercise in WB
- To prepare for the next lesson: Unit 10- Skills 1.
Task4:Workingroups.Speech:howwellyour partnersavesenergy.
*- Evaluation:
Activity4: Production(8’)
*Aims: To help students practicing speaking about saving energy
* Content: Speech: how well you save energy
*Products: Some students perform the task in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task5
* Teacher allows students time to answer the questions onto their notebooks and prepare.
** Ss work individually.
*** Ss can practicing sharing to their partners
**** Teacher calls some students to read aloud their work. Teacher let Ss listen and correct mistakes (if needed).
Task5:Answerthequestionsin3onyour own.Speech:howwellyousaveenergy
I save lots of energy. I walk to school every day. I always turn off the TV when not watching it . and my family is using low energy light bulbs at home.
Date :…………..
Week: UNIT10: ENERGYSOURCES
Period: Lesson5:Skills1
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.Corecompetence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
- 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)
*Activity1: 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.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Warm up
* 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.
The team which can find or guess the secret first will be the winner.
* Warm up: Game:Hangman
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.”
*Activity2: Reading Presentationvocab.
*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.
*Organizationofimplementation: Teacher’sandSs’activities Content
* VOCABULARY
-Preteachvocabulary
* Teacher use different techniques to teach vocab (pictures, situation, explaination…..)
** Repeat in chorus and individually
*** Copy all the words
**** Checking vocab: Checking: Call words in EL
- produce (v)/prəˈdjuːs/: Sản xuất
= to make things, mostly in large quantity
Examples: Companies produce many toys for children before Christmas.
- limited (a)/ˈlɪmɪtɪd/: bị hạn chế
= not very great in amount or extent
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: CallwordsinEL
* Pre-reading(5’)
Task1:
*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.
*Organizationofimplementation:
Teacher’sandSs’activities Content
RENEWABLE
Task1
* Teacher asks Ss to work in pairs to look at the 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
Task1:Workinpair.Discussthefollowing questions.
They are hydro energy and energy from coal.
We will use solar energy and wind energy.
*While-reading Task2+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 .
*Organizationofimplementation :
Teacher’sandSs’activities Content Task2.
* Teacher gives Ss time to: read each question, locate where the information appears in the text, read that part carefully and circle the correct 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. Task3.
* 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.
Task2.Readthetextandchoosethebest option(A,B,orC)tocompletethesentences.
* Suggested answers:
**** Teacher checks and confirms the correct answers.
3. Renewable sources are available, clean and safe to use.
4. In the future, we will rely more on renewable energy sources.ns.
*Activity3:SPEAKING Pre-Speaking
Task4:
*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.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task4
- Have Ss read the instructions to identify how the task is done.
- Have Ss work in groups. Ask them to read the words or phrases provided and discuss which ones are advantages and which are disadvantages.
- 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.
Task4.Workingroups.Discussandputthe followingwordsorphrasesinthe appropriatecolumns.
* Key:
+ Advantages: easy to use, cheap, available, safe to use, good for the environment
+ Disadvantages: run out, limited, expensive
Task3.Readthetextagainandanswerthe questioAnswerkey:
1. There are two energy sources. They are non-renewable sources and renewable sources.
2. Non-renewable sources are coal, oil and natural gas.
*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.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task5
* Teacher has Ss work in pairs and asks them to take turns to ask and answer
** Ss work in pairs to do the task. Teacher goes around, listens and gives help if needed.
*** Teacher calls on some pairs to share their answers with the class.
**** Teacher comments and correct.
Task5:Workinpairs.Askandanswer questionsabouttheadvantagesand disadvantagesofdifferentenergysources
A: What are the advantages of hydro energy?
B: It's available, clean and safe to use.
A: What are its disadvantages?
B: It's expensive to produce.
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.
*Activity4: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.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Teacher has students work in groups to prepare a presentation (poster/pictures/notes…)
*** Teacher calls on some groups to share their answers with the class.
**** Teacher comments and corrects if needed.
Presentation:Advantagesanddisadvantages ofasourceofenergy
*Activity5: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.
*Organizationofimplementation:
- Teacher asks students to talk about what they have learnt in the lesson.
- 2 skills ( talk about advantages and 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
*Organizationofimplementation:
- Teacher asks students to prepare the new lesson
*- Evaluation:
- Do Ex inWB
- Prepare: Skills 2
Week : UNIT10:ENERGYSOURCES
Period: Lesson6:Skills2
I.OBJECTIVES: By the end of this lesson, students will be able to:
1.Knowledge
Date :………
+ 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.Corecompetence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
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)
Activity1: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.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher has Ss watch video clip about how to save energy at home.
** Ss watch and then discuss in groups
*** Teacher calls some students to give their answers.
**** Teacher listens and give comments.
-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.”
* Warmup:listenasongandanswerthe question:
What is the song about?
How to save energy at home
Write some ways to save energy in the video clip
Activity2: Listening(15’)
*Pre-Listening Task1
*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.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks Ss to work in pairs to answer the questions in the picture.
** Ss work with their partner to do the task.
*** Teacher calls on some Ss to answer.
**** Teacher gives comments and leads Ss to task
Task1:Whatcanyouseeinthispicture? Whatisspecialaboutit?
*Suggestedanswers:
1- solar energy
2- turn off the tap while brushing your teeth, use paper fan, use low energy light bulbs, turn off the lights when going out,…
* While-listening Task2
*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
*Organizationofimplementation:
Teacher’sandSs’activities Content Task2
* Ask Ss to read the instructions.** Have Ss read the phrases provided and say which one(s) is / are new or difficult. Help them
Task2: Listenandcirclethephrasesyou hear
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 the phrases. T checks their answers
Task3
* 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.
Task3:ListenagainandtickT(True)orF (False)foreachsentence
Post-Listening
Activity3: 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.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task4
* Teacher asks Ss to write the methods they use to save energy at home then asks them to 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.
Task4:Workinpairs.Readsomewaysto saveenergyathome.Choosethreeways andwritetheminyournotebook.
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.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task5
* Teacher tells Ss that they are going to write a passage about how you save energy at 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.
Task5:Writeaparagraphofabout70 wordsabouthowyousaveenergyat home.
*Products: Students’ textbook and workbook.
*Organizationofimplementation
Teacher asks students to rewrite their writing in their books.
- Teacher asks students to prepare the new lesson.
Rewrite the writing in the notebook.
- Prepare “ Looking back and project”
*- Evaluation: …………………………………………………………………………………………….
Activity4: Post-Writing
*Aim:To peer check, cross check and final check students’ writing.
* Content: Students’ writing and cross check.
*Products: Students’ writing.
*Organizationofimplementation:
Teacher’sandSs’activities Content
*** Teacher asks Ss to share their writing with their partners. Then, call on some Ss to show their writing in front of the class.
**** Teacher checks ideas, grammar, vocabulary and gives comments.
Task5: Students’writingandcrosscheck.
We use a lot of energy at home and it costs us a lot. To save energy, we should use low energy light bulbs in all rooms. We need to 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.
Activity5: 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.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- Listen a passage about dream house.
- 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
Week: UNIT10:ENERGYSOURCES
Period: Lesson7:Lookingbackandproject
I.OBJECTIVES:
I.Objectives
By the end of this lesson, students will be able to:
Date :…………..
1.Knowledge review the vocabulary and grammar of Unit 10 apply what they have learnt (vocabulary and grammar) into practice through a project.
2.Corecompetence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
- 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
III.PROCEDURES:(STAGES)
Activity1: Warmup:(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.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Warmup(Teamwork)
- Teacher divides the board, and divides the class into 2 big groups.
- Teacher asks students to write some ways to save energy at home.
- Members from 2 teams take turns writing ways to save energy on the board.
- The group having the most suitable answers is the winner.
* Warmup: * Brainstorming
How to save energy at home.
-turn off the lights.
- save money.
- use low energy light bulbs .
- produce electricity .
- save energy.
- use solar panels
Activity2: VOCABULARY(5’)
*Task1
*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.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task1:
* Teacher has Ss work individually.
** 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.
Task1: MatchtheadjectivesinAwiththe nounsinBtomakephrases
*Organizationofimplementation:
Teacher’sandSs’activities Content Task2
* Teacher has Ss work individually.
** Ss do this activity then compare their answers with their partners.
*** Teacher asks for Ss’ answers.
**** Teacher confirms the correct ones
Task2: Completethesentences,usingthe phrasesin1
* Answer keys:
1. low energy light bulbs
2. electrical applicances
3. renewable energy sources
4. solar energy
5. hot water
Activity3: GRAMMAR(10’)
Task3,4
*Aims: To help Ss revise grammar points.
* Content: Complete the sentences with will , won’t, might, mightnot.
*Products: Ss read the complete sentences in front of the class.
*Organizationofimplementation: Teacher’sandSs’activities Content Task3.
* Teacher asks Ss to recall the structures of “The present continuous”, and tell them to do Ex 3 in the book.
** Ss do the exercise individually and swap with their partners.
*** Teacher calls some Ss to check their answer.
**** Teacher confirms the correct answer.
Task4
* Teacher asks Ss to do the task.
** Ss work individually to do the task.
*** Teacher calls Ss to give out their answers.
**** Teacher checks and confirms their answer.
Task3:Completethesentencesbyusing thecorrectformofthepresentcontinuous orpresentsimpleoftheverbsinbrackets.
*Answerkeys:
1- is raining
2- start
3- is walking
4- does
5- am writing
Task4:FindONEmistakeineachsentence andcorrectit.
*Answerkeys:
1. do -> are doing
2. explain -> explaining
3. is -> are
*Answerkeys: 1.e 2.a 3.d 4.b 5.c
Task2
*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.
4. use -> using
5. look -> are looking
Activity4: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.
*Organizationofimplementation: Teacher’sandSs’activities Content
Task5
* Have students read the instruction of how to 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.
*** Some students raise their ideas and explain their answers among groups
**** Teacher listens, correct (if needed) and confirms.
Task6
Posterpresentation
* Teacher asks Ss to work in groups of 4 – 6 to stick their posters onto the classroom’s wall and present about them.
** Ss work in group to do the task.
*** Teacher calls some groups to present their poster to the class
**** Teacher confirms and corrects.
Task5:*PROJECT: Discussion:Which tipscanbeappliedinyourschol.
Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- revise vocabulary and grammar in unit 10
- make Project: “Howtosaveenergyin yourschool ”
*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.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to revise old lesson and to do exercise in workbook.
- Teacher asks students to complete the project and prepare the new lesson.
- Complete the project
- Prepare for the next lesson: Unit 11 ( Getting started)
*- Evaluation: ………………………………………………………………………………………………………
Task6
*Posterpresentation:Howtosaveenergy inyourschool
Hello everyone, today our group will talk about some tips to save energy in our school. First, we should turn the lights off when you leave the classroom because this saves electricity. Second, we should turn off electrical appliances when they are not in use. A variety of different electronic devices and appliances can consume electricity even when they're turned off, so it’s important to switch them off after using. Finally, we should check that none of your taps around the school are dripping. This helps saving a large amount of water every day
Activity5: 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.
*Organizationofimplementation:
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT11:TRAVELLINGINTHEFUTURE.
Period: Lesson1:Gettingstarted
Ihopewewillhaveahyperloopsoon!
Let’s start to see and find out more information related to our new topic”.
There's too much traffic on the road. This can easily cause traffic congestion ( traffic jam)
I think there will be many modern means of transport that will save energy and protect the environment.
I.OBJECTIVES:
By the end of this lesson, students will be able to gain:
1.Knowledge
- An overview about the topic TRAVELLING IN THE FUTURE.
- Vocabulary to talk about future means of transport.
2.Corecompetence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
- Develop self-study skills,
- Ss are more aware of means of transport in the future.
II. MATERIALS
Grade 7 textbook, Unit 11, Getting started Pictures, maps and CD player sachmem.vn
III.PROCEDURES:(STAGES)
Activity1:Warm-up(5’)
* Aim: To set the context for the listening and reading text. To introduce the topic of the unit.
* Content: Look at the picture and answer the Qs
*Products: Ss’ answers in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
*Warmup:
* Teacher has Ss to look at the picture and talk about it by answering these questions.
** Ss work in pairs to do the task.
*** Teacher calls on some Ss to give their ideas about it.
**** Teacher listens, comments, then leads Ss to the new lesson.
Teacher says: “In the lesson today we are going to learn a new unit about “Travelling in the future”.
*Chitchatting:
+ How do you people travel every day?
+ What do you think about the traffic in the picture?
+ How about traffic in the future?
People travel by different means of transport such as cars, motorbikes, bicycles, buses or on foot
Activity2:Presentation(5’)
Pre-teachVocab
*Aim: To introduce new vocabulary, To set the context for the introductory conversation;
* Content: learn some vocabularies related to the topic.
*Products: Students read and understand the meaning of vocab.
*Organizationofimplementation: Teacher’sandSs’activities Content
Preteachvocabulary
* Teacher use different techniques to teach vocab (pictures, situation, realia)
** Follow the seven steps of teaching vacab.
*** Repeat in chorus and individually
**** Copy all the words
*Checkingvocab:<Ruboutand remmember>
SETTHESCENE:PRE-QUESTIONS
* Teacher draws students’ attention to the pictures in the textbook and asks them some questions about the pictures. Teacher don’t confirm whether theirs are right or wrong.
** Ss work out and answer questions in pairs.
*** Ss share their answers as a whole class.
**** T asks them to read and listen to the conversation to check their answers.
*Vocabulary
1. eco – friendly (a) /ˈiː.kəʊˌfrend.li/:thân thiện
với môi trường
2. fume (n) /fjuːm/: khói
3. hyperloop (n) /ˈhaɪ.pərluːp/: hệ thống giao thông tốc độ cao
4. teleporter (n) /ˈtel.ɪ.pɔː.tər/: phương tiện di chuyển tức thời
5. campsite (n) /ˈkæmp.saɪt/: địa điểm cắm trại
*PRE-QUESTIONS
+ Who are they?
+ Where are they?
+ Where are they going?
+ What can you see outside the coach?
+ What can you see in the bubble?
+ What could they be talking about?
*Suggestedanswers:
+ They are Minh and Ann.
+ They are on a coach.
+ They are going to the campsite.
+ Outside the coach, we can see the crowded street. There is a traffic jam.
+ In the bubble, there is a system of tubes. Minh is thinking about means of transport.
Activity3:Practice:(20’)
Task1+Task2
*Aims: To practice the targeted language and the background knowledge
* Content: Listen and read the conversation
*Products: Students read and understand the meaning of the conversation Students know how to role play
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task1+2
* Teacher plays the recording, asks students to underline the words related to the topic. (Teacher may check the meaning of some words if necessary.)
Teacher can play the recording more than once. Students listen and read.
** Teacher can invite some pairs of students to read aloud.
*** Teacher refers to the questions previously asked.
**** Then, teacher confirms the correct answer: “Ann and Minh are talking about future modes of travel.
TASK1:Listenandread.
? What are Ann and Minh talking about?
(Ex 1, 2, p. 114, 115)
A. Travelling by teleporter
B. Future modes of travel
C. Being in a traffic jam
*Answerkey:2B
Task3
*Aims: To help Ss read for specific information about Ann and Minh’s conversation.
* Content: Read the conversation again and tick T (True) or F (False).
*Products: Students give the corect answers
*Organizationofimplementation:
Teacher’sandSs’activities Content
phrases that describe means of transport: hyperloop and teleporter.
** Ss work in pairs to pick out words / phrases they have found to write down in the correct column.
*** Teacher asks some Ss to read out words / phrases they have found in the conversation to put into each column.
**** Teacher checks the answers as a class
*Answerkeys:
Task3
* Teacher asks Ss to work in pairs to read the conversation again and underline the key words in each sentence.
** Ss work in pairs to do the task.
*** Ss answer and point out where in the conversation they find the information for their answers.
**** Teacher checks the answers as a class.
Task2:Readtheconversationagainandtick T(True)orF(False).(Ex3,p.115) *Answerkeys:
Task4
*Aims: To help Ss recognise the words / phrases used to describe means of transport; – To help Ss further understand the text.
*Content: Find the words and phrases that describe the means of transport
*Products: Ss write them in the correct columns.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task4
* Teacher asks Ss to work in pairs to read the conversation again and to underline the words /
Task4:Findthewordsandphrasesthat describethemeansoftransportinthe conversationandwritetheminthecorrect columns.(Ex4,p.115)
Activity4: Production:(5’) Task5
*Aims: – To help Ss review vocabulary related to different means of transport; – To give Ss a chance to develop creative thinking;
* Content: Quiz-Whatvehicleisthis?
*Products: Practise in pairs and give correct answers.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task 5
* Teacher asks Ss to work in pairs to discuss to find out the vehicles in these sentences.
** Ss work in pairs to do the task
*** Teacher reads out loud each question and the pairs answer. The pair who correctly completes its first wins
**** Teacher confirms the answers.
Task5:Quiz(Ex5,p.115)
Whatvehicleisthis?
*Answerkeys:
1. bicycle / bike
2. car
3. train
4. sailing boat
5. rocket / spaceship
* Then, teacher has Ss work in pairs again to discuss how the vehicles they have thought of will be like in 50 years.
** Ss work in pairs to do the task.
*** Teacher calls SS give any description about future means of transport they can imagine.
**** Teacher corrects grammar or pronunciation mistakes if needed.
--:>Whatdoyouthinkthesevehicleswillbe likein50years?
I think people will use some of these vehicles in 50 years. They will be innovated to save more energy and save the environment.
Activity5: Consolidation(3’)
*Aim: To consolidate what students have learnt in the lesson.
* Content:. Summarize the main content what students have learnt in the lesson.
*Products: Some Ss say aloud in front of the class.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- Ss work indepently
- Some new words
- Read and understand content of the conversation
*Homework(2’)
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson ( A closer look 1)
*Products: Students’ textbook and workbook.
*Organizationofimplementation
Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
- Learn by heart all the new words.
- Read the dialogue again.
- Prepare lesson 2 ( A closer look 1)
*- Evaluation:……………………………………………………………………………….
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT11:TRAVELLINGINTHEFUTURE.
Period: Lesson2:Acloserlook1
I.OBJECTIVES:
By the end of this lesson, students will be able to:
1.Knowledge
- Vocabulary:
+ use the lexical items related to the topic Travelling in the future.
Pronunciation: say sentences with correct stress.
2.Corecompetence
- Develop communication skills .
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3.Personalqualities
- Be ready to know the words about future means of transport.
- Develop self-study skills.
II. MATERIALS
Grade 7 textbook, Unit 11, A closer look 1 Computer connected to the internet TV/ Projector/ Pictures/ Cards
sachmem.vn
III.PROCEDURES:(STAGES)
Activity1: Warm-up(5’)
*Aim: -To activate students’ knowledge on the topic of the lesson
- To introduce the new lesson.
* Content: Make questions
*Products: Students say the answer.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Give Ss a few minutes to play a game. Have Ss play in two teams.
- Give the teams some pictures of some modes of travel: hyperloop, flying car, train, and sentences that describe these modes of travel:
-Ask Ss to write the sentence numbers under the correct pictures. Tell them that they can use some sentences more than once.
* Matching : Match the pictures of some modes of travel with sentences describing them.
A: hyperloop
B: flying car
C: train
1.It has two wings.
2.It is a system of tubes.
3.It travels long distances in just minutes.
-The team with most correct answers or finishes first is the winner.
4.It carries many passengers and runs on rails.
5.It makes noise.
6.It is eco-friendly.
7.It is safe and it doesn't have fumes.
Task1.
* Teacher asks students to choose the words and phrases in the box to write under the correct pictures with their partners.
Task1Writethewordsorphrasesunderthe correctpictures.Thenlisten,check,andrepeat. (Ex.1,p.116)
*Answerkeys:
-Ask Ss to open their books to page 116.
Teacher leads students into the lesson by telling them that “In today lesson, we are going to learn more words to talk about Future means of transport and how to say sentences with correct stress.”
8.The driver can turn to fly mode when roads are congested.
* Key:
- Picture of hyperloop: sentences 2, 3, 6,7
- Picture of flying car. sentences 1,6,7, 8
- Picture of train: sentences 4,5
Activity2:Presentation(5’)
Preteachvocabulary
*Aim: To enrich students’ vocabulary to talk about the means of transport.
* Content: Some new words related the the topic
*Products: Read and understand the meaning of words .
*Organizationofimplementation
Teacher’sandSs’activities Content
* Teacher introduces the vocabulary by:
+ providing the synonym or antonym of the words
+ providing the pictures of the words
- Teacher have students read the phrases aloud and correct their pronunciation if needed.
- Teacher asks students for the Vietnamese meanings of these phrases.
** Ss say the words.
*** Other Ss correct if the previous answers are incorrect.
**** Teacher shows and says the words aloud and asks Ss to repeat them
Checkingtechniques:
“Rub out and remember”
I/ Vocabulary:Futuremeansoftransport
1. bamboo - copter (n) /bæmˈbuːˈkɒp.tər/: chong
chóng tre
2. skyTran (n) /skaɪtræn/: hệ thống tàu điện trên
không
3. solar- powered (a) /ˌ səʊ.ləˈ paʊər/: chạy bằng
năng lượng mặt trời
4. (to) sail/seɪl/: lướt buồm
** Ss work in pairs to do the task.
*** Teacher calls on some students to read aloud the words and asks them why they think a word / phrase should go with a picture
**** Teacher plays the recording for Ss to check their answers, has them to repeat chorally and individually, corrects their pronunciation and explain the meaning of these words/ phrases if needed.
1. solar-powered ship
2. flying car
3. bamboo-copter
4. hyperloop
5. skyTran Task2:
*Aims: To help Ss learn to use the right verbs for the appropriate mode of travel.
*Content: Write words or phrases from 1 in the correct columns.
*Products: Students write words on the board.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task2
* Teacher asks students to look at Ex 2 to write words and phrases in 1 in the correct columns
** Ss work independently to do the task.
*** Some Ss give their answers.
**** Teacher checks students ‘answers as a class.
* Then, teacher asks Ss work in pair to add more words to each column.
** Ss work in pairs to di the task.
*** Teacher calls on some Ss to give their answers.
**** Teacher confirms and corrects.
Task3:
Task2:Writewordsorphrasesfrom1inthe correctcolumns.(Ex2,p.116)
*Answerkeys:
*Suggestedanswers:
Activity3: Practice(15’)
Task1:
*Aims: To introduce some modes of future travel.
* Content: Write the words or phrases under the correct pictures.
*Products: Students’ correct answers on the board.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Teacher has Ss look at the box, practice saying the words, then work individually to complete the sentence.
** Ss work individually to do the task.
*** Some Ss read aloud the complete sentences
**** Teacher confirms the correct answers
Task3:Completethesentences,usingthe wordsfromthebox.(Ex3,p.116)
*Answerkeys:
1. bamboo-copter
2. fly
3. ride
4. hyperloop
5. eco-friendly Activity4
*PRONUNCIATION
*Aims: To help Ss be aware of which words in a sentence should be stressed, which are not; To help Ss say sentences with correct stress
* Content: Watch the video to understand about sentence stress
*Products: Ss understand which words in a sentence should be stressed, which are not*
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher writes the words “Sentence stress” on the board and asks them “What is sentence stress?”. Then, teacher has Ss watch the video to understand more about it.
** Ss work independently to do the task.
*** Teacher calls some Ss to check their understanding.
**** Teacher confirms, then asks them to read “Remember” in 1 minute.
Task4
PRONUNCIATION: SENTENCE STRESS
https://www.youtube.com/watch?v=d2SF3DHXeC8&t=228s
+ What are stressed words?
+ What are unstressed words?
*Aims: To help students practise pronouncing sentences with correct stress.
* Content: Listen to the sentences and repeat. Pay attention to the bold syllables.
*Products: Some students to read out the sentences in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher has students read the sentences and underline the stressed words. Then, ask them to listen to the recording once first and pay attention to the stressed syllables.
** SS do the task independently, try to listen and repeat sentences as many times as possible as a class, a group and individually
*** Teacher calls some students to read out the sentences.
**** Teacher corrects their pronunciation and stress if needed.
Task4:Listentothesentencesandrepeat.Pay attentiontotheboldsyllables.(Ex4,p.116)
*Suggestedanswers:
** Ss do the task individually.
*** Teacher calls on some Ss to read the sentences in front of the class.
**** Teacher corrects their pronunciation if needed.
*Suggestedanswers:
Activity5: Consolidation(3’)
*Aim: To consolidate what students have learnt in the lesson.
* Content: Ask students say what students have learnt in the lesson.
*Products: Student say the main content in the lesson
*Organizationofimplementation:
Teacher’sandSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
- Some vocabulary related to the topic “Traveling in the future”
- How to stress in sentences. Homework(2’)
* Aim: To review the lesson and 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
*Organizationofimplementation: Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*- Evaluation:
- Learn by heart all the new words.
- Create a poem and read it with correct rhythm
- Prepare lesson 3 ( A closer look 2)
PRODUCTION
Task5
*Aims: To help Ss be aware of the words they have to stress in a sentence
To help Ss practise saying sentences with correct stress
* Content: Listen to the sentences and repeat. How many stresses are there in each sentence?
*Products: Some Ss read the sentences in front of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task5
* Teacher plays the recording for Ss to listen and repeat; then ask Ss to count the number of stresses in each sentence.
Task5:Listentothesentencesandrepeat. Howmanystressesarethereineach sentence?(Ex5,p.116)
Date of planning : …/… / 2023
Date of teaching : …/… / 2023
Week: UNIT11: TRAVELLINGINTHEFUTURE
Period: Lesson3:Acloserlook2
I.OBJECTIVES:
By the end of this lesson, students will be able to:
1.Knowledge
know how to recognize “The future simple: Will”
a. We use will + V:
+totalkaboutfutureactivities
Eg: We will buy an electric scooter soon.
+tomakepredictions
Eg: We will probably use electric cars because normal cars cause too much pollution.
b.Possessivepronouns
+todemonstrateownership
Eg: This is our house. It’s ours.
2.Corecompetence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
Be responsible and hard working
II. MATERIALS
Grade 7 textbook, Unit 11, A closer look 2 Computer connected to the internet TV/ Projector/Pictures, sets of word cards sachmem.vn
III.PROCEDURES:(STAGES)
Activity1: Warm-up(5’)
*Aim: To activate students’ prior knowledge and vocabulary related to articles in lesson.
* Content: * Game: pelmanism
*Products: Ss answer questions and find the correct key.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Warmup:
* Teacher divides the class into 2 teams.
** The game starts with all the cards face down and players take turns to turn over two cards. If team A choose 2 cards with the picture and the correct word . Team A will get 2 points.
* Game:Pelmanism:Futuremeansof transport
*** The team with more points is the winner.
**** Teacher checks and gives feedback.
Activity2: Presentation (5’)
GRAMMAR1:THEFUTURESIMPLE
*Aim: To introduce students the form and the usage of the future simple.
* Content: Grammar: The Future Simple
*Products: Understand and know how to use the Future Simple
*Organizationofimplementation:
Teacher’sandSs’activities Content
*GRAMMAR1:THEFUTURESIMPLE
* Teacher has Ss read “Remember box” in some minutes.
** Ss work independently to read.
*** Teacher calls on some Ss to answer teacher’s questions to make sure they can understand how to use and form The Future Simple well.
+ Teacher writes on the board: In this situation, what do we use the future tense for?
+ “To make a negative form, do we say will not or not will?” (Just add NOT behind Will)
+ “For questions, where we can put Will?”
(Before subjects)
**** Teacher confirms, and corrects grammar if needed, then write on the board:
*GRAMMAR1:THEFUTURESIMPLE
“Do we use The Future Simple to talk about past, present or future activities?”
EX: People will go to school by solowheel in 2030”
+Usage: to talk about future activities and to make predictions.
+Form: (+) S + will + V (-) S + will + not (won’t)+ V (?) Will + S + V ?
Activity3: Practice(20’)
Task1+Task2
*Aims: To help Ss use the right verb form to talk about future activities. To help Ss practise making full sentences about future activities using prompts.
* Content: Fill each blank with a suitable article.
*Products: Students to read their answers aloud.
*Organizationofimplementation:
Teacher’sandSs’activities Content Task1
Task1:Completethesentenceswithwillor won’t.
* Teacher asks students to do the exercise individually and then compare their answers with a classmate.
** Ss do the task individually.
*** Some Ss explain their choices.
****Teacher confirms the correct answers.
Task2:
* Teacher has students work individually to rearrange the words to make sentences.
** Ss do the task individually.
*** Some Ss write their answer on the board.
****Teacher confirms the correct answers.
Task3:
* Teacher asks Ss to work in pairs to complete the conversation.
** Ss work in pairs to do the task.
*** Teacher calls on Ss to read aloud the complete conversation.
**** Teacher confirms the correct answers helps them to correct mistakes if needed.
*Answerkey:
1. won’t
2. will
3. will
4. won’t
5. Will
Task2:Rearrangethewordsandphrasesto makesentences.
* Answer key:
1. We will have driverless cars in 2030.
2. Cities won’t allow cars in 2050.
3. Will electric cars be popular?
4. We will use solar-powered buses soon.
5. Will we have enough parking places in ten years?
Task3:Usethecorrectformoftheverbsin bracketstocompletetheconversation.(Ex3, p.117)
*Suggestedanswers:
1. will take
2. won’t have
3. Will ... have
4. won’t drive
5. won’t be Activity4: GRAMMAR2
*Aims: To review possessive pronouns.
* Content: Complete this table about possessive pronouns.
*Products: Complete this table; Ss read aloud their answers on the board
*Organizationofimplementation:
Teacher’sandSs’activities Content
* GRAMMAR2:REVIEW POSSESSIVEPRONOUNS
* Teacher writes on the board an example then asks Ss some questions to remind them.
+ Do we use a possessive pronoun instead of a phrase?
+ Does a possessive pronoun come before a noun?
+ Let’s complete this table
** Ss work individually to answer teacher’s questions
* GRAMMAR2:REVIEW POSSESSIVEPRONOUNS
Ex: THIS IS YOUR BICYCLE. THAT BICYCLE IS HER BICYCLE. → HERS (hers=herbicycle)
Personal pronouns Possessive adjectives Possessive pronouns
I my mine
You your yours
We our ours
They their theirs
*** Teacher calls on some Ss to give their ideas.
**** Teacher confirms and corrects.
Task4:
* Teacher asks Ss to do the task individually to replace the underlined phrases with the correct possessive pronouns.
** Ss do the task individually and compare with their partners.
*** Some Ss read aloud their answers on the board
**** Teacher confirms the correct answers.
He his his She her hers
It its its
Task4:Replacetheunderlinedphraseswith possessivepronouns.(Ex5,p.118)
* Suggested answers:
1. theirs
2. mine
3. His
4. Yours
5. Ours
Activity5:Production
Task5
*Aims: To help Ss practise talking about some future means of transport To help Ss learn reasoning skills by giving reasons for their choice.
* Content:
*Products: Some pairs talk about their choices and reasons why they will / won’t use those means of travelling.
*Organizationofimplementation: Teacher’sandSs’activities Content Task5
* Teacher asks Ss to work in pairs to describe the picture.
** SS work with their partners to do the task.
***Some pairs talk about their choices and reasons why they will / won’t use those means of travelling.
**** Teacher listens to Ss to correct common errors after Ss finish speaking.
Task5:Lookatthepicturesandtellyour partnerifyouwill/won’ttravelbythese meansoftransport.Givereason(s).(Ex4,p. 118)
* Suggested answers:
- In picture 1, I can see a / an (electric) bus / coach. I can see many people on this bus / coach. I think I will go to school by electric coach because it has no fumes, and it can carry many people at the same time.
- In picture 2, I can see a flying car. It is flying over a city. I think I will travel by flying car. It will be fun to fly in one. I will be able to see the city below (or I can fly it when the roads are congested).
- In picture 3, I can see a ship. It has solar panels. I will travel on a solar-powered ship to visit some islands.
It will be comfortable / fun to travel by solarpowered ship.
- In picture 4, I can see a bamboo-copter. I will fly a bamboo-copter to work. It will be fun / fast. (or I won’t use a bamboo-copter to travel from one place to another. It will be dangerous. You might get hurt when it is windy …).
- In picture 5, I can see a car with a lot of smoke behind it. I won’t go by car in the future. It pollutes the environment.
*Consolidation(3’)
*Aim: To consolidate what students have learnt in the lesson.
* Content: summarize the main content in the lesson.
*Products: Ss say what they have learnt in the lesson.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Teacher asks students to talk about what they have learnt in the lesson.
+Grammar: 1. The future simple
*Homework(2’)
2. The possessive pronouns.
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new lesson
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook
*Products: Students’ textbook and workbook
*Organizationofimplementation:
Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*- Evaluation:
- Do EX in the Textbook.
- Prepare lesson 4 ( communication)
Date of planning : …/… / 2022
Date of teaching : …/… / 2022
Week: UNIT11: TRAVELLINGINTHEFUTURE
Period: Lesson4:Communication
I.OBJECTIVES:
By the end of this lesson, students will be able to:
1.Knowledge
- learn how to how to make predictions.
- practise using some grammar points and vocabulary related to the topic.
2.Corecompetence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
- Be benevolent and responsible
II. MATERIALS
Grade 7 textbook, Unit 11, Communication Computer connected to the internet TV/ Pictures/ Projector sachmem.vn
III.PROCEDURES:(STAGES)
*Aim: To review conditional type 1
To lead in the new lesson.
Activity1:Warm-up(5’)
* Content: Game: Fun matching ( Write 5 conditional type 1)
*Products: Ss from 2 teams read the first conditional aloud.
*Organizationofimplementation: Teacher’sandSs’activities Content
Warmup
* Teacher checks Ss’ knowledge of the previous lessons by asking them to make sentences using The Future Simple or possessive pronouns.
** Ss write the form and give examples; complete the sentences with the Future Simple or possessive pronouns.
*** Teacher calls on some Ss to read aloud their sentences.
**** Teacher confirms, corrects grammar and pronunciation if needed.
- Teacher leads students into the new lesson
*GAME: Automatic name calling to check old lessons.
*Aims:
- To help Ss practise making predictions.
- To help Ss learn more about what information they can discover when talking about a means of transport
– To help Ss practise asking and answering questions about a future means of transport.
* Contents:
- Make similar conversation.
- Complete the conversation between Mark and Lan with the questions and answers from the box.
- Choose one means of transport below and make a similar conversation as in 3.
*Products:
- Ss’ correct answers.
- Ss’ speakings
*Organizationofimplementation: Teacher’sandSs’activities Content
II . HOW WILL CHILDREN GO TO SCHOOL?
Task2:Makesimilarconversation
Activity2: Presentation(5’)
*EVERYDAYENGLISH
Task1
*Aim: To introduce to Ss how to make predictions
* Content: Teach some structures to make predictions ; - Listen and read the conversation.
*Products: Teach some structures to make predictions
- Listen and read the conversation.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher plays the record for SS to listen and read the conversation
** Ss listen and practice saying with their partners.
*** Teacher calls some pairs to read aloud.
**** Teacher corrects pronunciation if needed.
* Teacher asks Ss to pay attention to the highlighted parts and asks them some questions to elicit the new structure
** Ss answer teacher’s questions to find out new structure to express preferences.
*** Some students give the new structure to the teacher.
**** Teacher corrects and writes on the board
I-EVERYDAYENGLISH
Task1:Listenandreadtheconversation.(Ex 1,p.119)
Structure: tomakepredictions
- We certainly will/ won’t …
if you are sure about your predictions.
- It probably won’t/ will …
if you are not sure about your predictions.
Activity3: Practice(20’)
Task2+3+4
Task2:
* Teacher has SS look at the situation in Ex 2 to make similar dialogue.
** Ss work in pairs to make similar dialogue.
*** Teacher calls some pairs to present it in front of the class.
**** Teacher gives feedback and some comments.
1. travelling long distances by hyperloop.
2. travelling to other planets for holidays.
Suggested answers:
Situation1:
A: Do you think we will travel long distances by hyperloop?
B: We certainly / probably will.
A: Will it allow us to travel to other planets?
B: It probably / certainly won’t.
Situation2:
A: Do you think people will travel to other planets for their holidays?
B: They certainly / probably will.
Task3:
* Teacher asks Ss to work in pairs to read the conversation and complete it with the questions and answers from the box
** Ss do the task in pairs
*** Teacher calls some Ss to give their answer and explain it.
**** Teacher confirms the correct answers. Task4
* Teacher asks Ss to n pairs to ask and answer questions about which means of transport they would like to
A: Will holidays on other planets be expensive / interesting?
B: They certainly will (be).
Task3:Completetheconversationbetween MarkandLanwiththequestionsandanswers fromthebox.
Answer key:
1. B
2. A
3. D
4. C
use to travel to school. Ask them to use the example in 3. Elicit any other questions and answers they can ask and answer about a means of transport.
** Ss work in pairs.
*** Teacher invites some pairs to role-play, asking and answering the questions in front of the class
**** Teacher confirms and corrects if needed.
For the conversation about bamboo-copter, for example, T may guide Ss to ask questions:
Task4:Chooseonemeansoftransportbelow andmakeasimilarconversationasin3.
bamboo-copter, a solowheel , a scooter or a bicycle and reasons for them to use:
Suggestedanswer:
1. So what means of transport will students use to go to school?
2. How many fans does it have?
3. How will it work?
4. What will it run on?
5. Why would you like to go to school by bamboocopter?
– For the Solo wheel, T instructs Ss to ask similar questions.
Activity4:Production
Task5
*Aims:
- To help Ss practise talking about which means of transport they would like to use to travel to school
– To help Ss practise giving reasons
– To help Ss practise reporting.
* Content:
- Choose one means of transport that you would like to use to travel to school. Give reasons.
*Products: - Ss’ presentations in front of the class
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks Ss to work in group to discuss which means of transport they would like to use to travel to school
** Ss work in groups to take notes several means of transport for Ss to think of such as a
Task5: Chooseonemeansoftransportthatyou wouldliketousetotraveltoschool.Give reasons.(Ex5,p.119)
- Teacher goes round the class to monitor and give support if necessary.
*** Ss from each group present their ideas to the class.
**** Teacher comments on their clarify, language, fluency, grammar, etc.
+ It is safe / fast / green / fun / economical / convenient.
+ It doesn’t cause noise or pollution.
+ It doesn’t make fumes.
+ It doesn’t pollute the environment.
Activity5:Consolidation(3’)
*Aims: To consolidate what students have learnt in the lesson.
* Content: Summarize the content of the lesson.
*Products: Ss say aloud what they have just learnt .
*Organizationofimplementation:
Teacher asks students to talk about what they have learnt in the lesson.
+ Vocabulary of the means of transport
+ The present simple
+ Possessive pronouns
Homework(2’)
*Aim:To revise the knowledge that students have gained in this lesson. And prepare for the next lesson: Skills 1.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook
*Products: Students’ textbook and workbook.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- T reminds Ss to do homework and prepare the new lesson.
*- Evaluation:
- Learn by heart new words
- Review some exercises.
- To prepare for the next lesson: Unit 11 /Skills 1.
Date :…………..
*Aims:
- To introduce the topic of reading.
- To enhance students’ skills of cooperating with team mates.
- To lead in the lesson about Skills 1.
*Contents: Play the game “Networking”
*Products: The group which has more corrects ones will be the winner.
*Organizationofimplementation: Teacher’sandSs’activities
Warm-up
* Teacher asks Ss to think of the forms of transport they have used and any that they would like to experience.
** Ss in groups to share.
*** Teacher calls on groups to see how many different forms of transport they can list. The group which has more corrects ones will be the winner.
**** Teacher confirms and corrects.
Content
Game:NETWORKING
*Suggestedanswers:
tank, hot-air balloon, helicopter, yacht, bicycle, horse and carriage, RollsRoyce, hang glider, mule, double – decker bus, elephant, spaceship, etc.
Activity2: Presentation(7’)
Pre-teachvocab+Task1
Week: UNIT11:TRAVELLINGINTHEFUTURE
Period: Lesson5:Skills1
I.OBJECTIVES:
By the end of this lesson, Ss will be able to gain:
1.Knowledge
+ Reading:
- read for general and specific information about a future car.
+ Speaking:
talk about why a means of transport will / won’t be popular
2.Corecompetence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
Be benevolent and responsible
II. MATERIALS
- Grade 7 textbook, Unit 11, Skills 1
- Computer connected to the internet
- TV/ Pictures, cards
- sachmem.vn
III.PROCEDURES:(STAGES)
Activity1:Warm-up(5’)
* Aims:
- To lead in the reading skills.
- To provide students with some lexical items before reading the text.
*Contents:
- Work in pairs. Discuss the following questions.
- Read Phong’s blog. Match the underlined words in the text with their meanings.
*Products:
- Lists of vocabularies
- Answer key Teacher’sandSs’activities Content
Preteachvocabulary
* Teacher use different techniques to teach vocab (pictures, situation, explaination…..)
** Repeat in chorus and individually
*** Copy all the words
**** Checking vocab:
Task1
*Vocabulary
- (to) charge /tʃɑːdʒ/: sạc pin
- passenger (n) /ˈ pæs.ən.dʒər/: hành khách
- economical (a) /ˌiː.kəˈnɒm.ɪ.kəl/: tiết kiệm nhiên liệu
- autopilot (adj, n) /ˈɔː.təʊˌpaɪ.lət/: lái tự động
- function (n) /ˈfʌŋk.ʃən/: chức năng
- (to) run on/rʌn ɒn/:chạy bằng (nhiên liệu nào)
*Checkingvocab: Say the word by EL
* Teacher asks SS to work in pairs to look at the picture and answer the question: “What can you see in the picture?”
** Ss work with their partner to think of words to describe the car and the words or phrases about the driver.
*** Teacher calls on some Ss to read loud the listed words/ phrases.
**** Teacher writes on the board, corrects pronunciation or grammar if needed.
2.Brainstorming:Lookatthepictureand findthewordsorphrasestodescribeit.(Ex1, p.120)
*Suggestedanswer:
Thecar: convenient, safe, comfortable, modern, automatic, automated, autopilot, etc. Thedriver: relaxing / isn’t driving, etc.
Activity3: PRACTICE
I.Reading
Task2+3
*Aims:
- To improve Ss’ skills of reading for the general idea.
- To improve Ss’ skills of reading for details.
- To check students’ reading comprehension.
- To enable Ss to ask and answer questions about a car company
*Contents:
- Read the passage and answer the question.
- Read the passage again and complete the fact file with no more than two words or a number.
- Look at the fact file in 3 then ask and answer questions about it.
*Products:
- Answer key
*Organizationofimplementation:
Teacher’sandSs’activities Content Task2
Task2:Readthepassageandanswerthe question.
* Teacher tells Ss to read the text quickly and find out the main idea of the paragraph individually.
** Ss work independently to read.
*** Some Ss read out their answer and explain their choices.
**** Teacher confirms, corrects, and explains that B and C are just facts.
Task3:
* Teacher tells Ss that they are going to read to passage again to complete the table about the company and its car. Teacher also reminds Ss to look at the information on the left first before doing the task to guess what types of information they need to scan.
* Answer key: A
Task3:Readthepassageagainandcomplete thefactfilewithnomorethantwowordsora number.(Ex3,p.120)
Answer key:
** Ss work independently to do the task.
*** Teacher calls on some Ss to give their answers and points out where they can find the information.
**** Teacher corrects and confirms.
*Retelling
*Aims: To check students’ reading comprehension.
* Content: - Retelling
*Products: Students retell all the information about “Roadrunner”.
*Organizationofimplementation :
Teacher’sandSs’activities Content
* Teacher asks Ss to close their books and just look at the table in task 2 to retell what they have read about “Roadrunner”.
** Ss work on pairs, take turns to retell.
*** Some Ss retell all the information about “Roadrunner”.
**** Teacher listens and corrects if needed
* Ss retell all the information about “Roadrunner”.
II.SPEAKING(15’)
Task4+5
*Aims: To develop reading skill for general and specific information.
*Content: Read the text and answer the questions.
*Products: Students play game by answering the questions correctly.
*Organizationofimplementation :
Teacher’sandSs’activities Content
Task4
* Teacher asks Ss to work in pairs to look at the table once more times to make questions about Roadrunner and its car based on the fact file in 3.
** Ss work in pairs to make questions, then answer these questions.
*** Teacher calls on some pairs to role – play it in front of the class.
**** Teacher corrects Ss’ grammar and pronunciation mistakes if needed.
Task5
Task4:Lookatthefactfilein3thenaskand answerquestionsaboutit.(Ex4,p.120)
Suggestedquestions:
* When was Speed introduced? / When did they introduce Speed?
• What do you know about Safety? / What is special about Safety?
• What functions do these models have?
• What do these models run on?
• What can passengers do when they are travelling in the car?
Task5:DiscusswhyRoadrunner’scarswill orwon’tbecomepopularinthenearfuture. Reportyourreasonstotheclass.(Ex5,p.120)
* Teacher writes on the board: “Why Roadrunner’s cars will or won’t become popular in the near future?” and asks Ss to work in groups to discuss it.
** Ss work in groups to do the task. Teacher goes around to help them if needed.
*** Teacher invites one representative of each group to report the answers of their own group to the class
*Suggestedanswers:
+ Roadrunner’s cars will become popular in the near future, because they are fast / safe / comfortable / modern.
+ Roadrunner’s cars run on electricity, so they are eco-friendly / green / they do not pollute the environment.
+ Roadrunner’s cars have an autopilot function, so they are very comfortable and modern
Activity4:Post-Speaking(5’)
*Aims: To help students improve next time.
* Content: Give comments and vote for the most interesting and informative presentation.
*Products: The best and most fluent presentation
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Have students give comments on their friends and vote for the most interesting and informative presentation.
- Teacher gives feedback and comments.
*Students’comments
Activity5: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 font of the class.
*Organizationofimplementation:
Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- Some ways to go green, tips for going green).
* 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
*Organizationofimplementation:
- Teacher asks students to prepare the new lesson
*- Evaluation:
- Do Ex inWB
- Prepare: Skills 2
……………………………………………………………………………………………………
Week: UNIT11: TRAVELLINGINTHEFUTURE
Period: Lesson6:Skills2
I.OBJECTIVES:
By the end of this lesson, students will be able to:
1. Knowledge
+ Listening
listen for general and specific information about some future means of transport;
+ Writing: write about the advantages of a future means of transport.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
Be benevolent and responsible
II. MATERIALS
Grade 7 textbook, Unit 11, Skills 2
Computer connected to the internet Pictures sachmem.vn
III.PROCEDURES:(STAGES)
Date :…………..
Activity1:Warm–up (5’)
*Aim: To prepare for the new lesson; To introduce the new lesson.
*Content: Circle the words/ phrases that you think are used to describe the future means of transport
*Products: Students give their answers exactly.
*Organizationofimplementation: Teacher’sandSs’activities Content
* Warmup
* Teacher asks Ss to look at the words or phrases in Ex 1 (p. 121) and think of which ones are used to describe the future means of the transport.
** Ss thinks of it individually, then discuss with their partners. Teacher encourages Ss to give reasons for their answers.
*** Teacher calls some students to give their answers.
**** Teacher listens and give comments.
-Teacher introduces students the content of the lesson: “In the lesson today, we are going to listen to a talk between Mr. Ha and his students about future means of transport.”
Activity2:I/Listening Presentation(7’)
*Aims:
- To provide students with some lexical items before listening the text
*Contents:
- Teach vocabularies
*Products:
- List of vocabularies
*Organizationofimplementation: Teacher’sandSs’activities Content
Pre-teachVocab
* Teacher introduces the vocabulary by:
- Providing the synonym or antonym of the words.
- Providing the pictures of the words.
- Providing the definition of the words. Concept check: Rub out and Remember
*Vocabulary
ə.bəl/: thoải mái
*Aims:
- To activate Ss’ knowledge of the topic of the listening text
-- To improve Ss’ skills of listening for general information
*Contents:
- Listen to a talk between Mr Ha and his students. How many means of transport are they talking about? Circle the correct answer.
*Products: SS give answer key correctly
*Organizationofimplementation:
Teacher’sandSs’activities Content Task2
* Teacher asks Ss to read the sentences and to predict the words they need to fill in each blank.
** Ss works in pairs to do the task. Then teacher plays the recording for Ss to listen and fill in the blank.
*** Teacher calls on some Ss to give theirs answers and writes them on the board.
**** Teacher plays the recording again as many times as needed for Ss to check their answers and clearly understand the conversation.
Task3
* Teacher asks Ss to read the sentences and to predict the words they need to fill in each blank.
** Ss works in pairs to do the task. Then teacher plays the recording for Ss to listen and fill in the blank.
*** Teacher calls on some Ss to give theirs answers and writes them on the board.
**** Teacher plays the recording again as many times as needed for Ss to check their answers and clearly understand the conversation.
Task2:ListentoatalkbetweenMrHaand hisstudents.Howmanymeansoftransport aretheytalkingabout?Circlethecorrect answer.(Ex2,p.121-cont)
*Answerkey: C
Task3:Listentothetalkagainandcomplete eachsentencewithONEword.(Ex3,p.121)
*Answerkey:
1. accidents
2. autopilot
3. expensive
4. Bamboo-copters
5. eco-friendly Audio script – Tracks 80 + 81:
- Mr Ha: Now, let’s turn to future means of transport. How do you think people will travel in 2050, Tom?
- Tom: I think people will use bullet trains. Bullet trains will be faster and safer than cars and they can help avoid traffic accidents.
- Lan: I think skyTrans will also be popular, too. They will not use up much space and will be safe because they run on autopilot. - Tom: But skyTrans may be too expensive for students to use. Bamboo-copters will be cheaper and easier for them to use. They will just put on their bamboo-copters and fly to school.
*While-listening Task2+Task3
- Mr Ha: Sounds interesting. How about travelling on sea?
*DISCUSSION Task1.Circlethewords/phrasesthatyou thinkareusedtodescribethefuturemeans oftransport
- Lan: I think people will use solar-powered ships to travel on sea. They will be eco-friendly and comfortable
Activity3:II/WRITING
*Aims: To help students generate ideas for their writing;
* Content: Choose one future means of transport in 3 and tick the words and phrases that describe its advantages.
*Products: Ss read out loud and encourages Ss to make sentences with the words/ phrases.
*Organizationofimplementation:
Teacher’sandSs’activities Content
Task4
* Teacher asks Ss to choose a future means of transport in Ex 3 and discuss with their partner by ticking the boxes or add as many words/ phrases as possible.
** Ss do the task in pairs.
*** Teacher calls on some Ss to read out loud and encourages Ss to make sentences with the words/ phrases.
**** Teacher corrects and confirms.
Task4:Chooseonefuturemeansof transportin3andtickthewordsand phrasesthatdescribeitsadvantages.Can youaddmorewordsandphrases?
* Teacher tells Ss that they are going to write about the advantages of the means of transport they ‘ve chosen. Teacher reminds them to start their writing as shown below.
** Ss do the task independently.
Task5:Writeaparagraphofabout70 wordsabouttheadvantagesofthemeans oftransportyou’vechosen.(Ex5,p.121)
*Suggestedanswers: economical, carrying many passengers, avoiding traffic jams, having an autopilot function, driverless, etc.
While-Writing(5’)
*Aims:To help Ss practise writing a paragraph about the means of transport .
*Content: Write a paragraph about the advantages of the means of transport you’ve chosen
*Products: Students’ perfect writing on the posters ( notebooks)
*Organizationofimplementation: Teacher’sandSs’activities Content
Activity4:Post-Writing(5’)
*Aim: To peer check, cross check and final check students’ writing.
*Content: Cross check students’ writing.
*Products: Students’ writing and cross check.
*Organizationofimplementation: Teacher’sandSs’activities Content
*** Teacher asks Ss to share their writing with their partners. Then, call on some Ss to show their writing in front of the class.
**** Teacher checks ideas, grammar, vocabulary and gives comments.
Activity5: 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.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- listen and write about one future mean of transport
Homework(2’)
*Aim: To revise 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
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to rewrite their writing in their books.
- Teacher asks students to prepare the new lesson.
- Rewrite the writing in the notebook.
- Prepare “ Looking back and project”
*- Evaluation: ………………………………………………………………………………………………………
-apply what they have learnt (vocabulary and grammar) into practice through a project.
2.Corecompetence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3.Personalqualities
- Be benevolent and responsible
- Develop self-study skills
II. MATERIALS
Grade 7 textbook, Unit 11, Looking back & Project Computer connected to the internet TV/ Pictures, sachmem.vn
III.PROCEDURES:(STAGES)
Activity1:Warm-up(5’)
*Aims: To help students revise the vocabulary items they have learnt in the unit. To enhance students’ skills of cooperating with team mates.
* Content: Game : Mindmap
*Products: Students work group and write the correct answers on the board.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Warmup(Teamwork)
Mindmap
* Teacher writes on the board “Unit 11” asks Ss to think of what they have learnt already in this unit.
** Ss work in pairs to do the task.
***Teacher calls some students to retell.
**** Teacher confirms and leads them to do all the exercises in books
*Game: Mindmap
Week: UNIT11: TRAVELLINGINTHEFUTURE
Period: Lesson7:Lookingbackandproject
I.OBJECTIVES:
By the end of this lesson, students will be able to:
1.Knowledge
-review the vocabulary and grammar of Unit 11
Date :…………..
*Aims:
Activity2:Vocabulary Task1+Task2
-To help Ss revise the learnt vocabulary.
- To help Ss use the right adjectives / phrases to describe the appropriate means of transport
* Contents:
- Write three adjectives or phrases to describe each picture.
- Complete the sentences with the words and phrases from the box.
*Products: Ss write the answers on the board.
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks Ss to work individually to look at the three pictures and think of the
Task1:Writethreeadjectivesorphrasesto describeeachpicture.
words or phrases they have learnt to describe means of transport
** Ss do the task independently.
*** Teacher asks for Ss’ answers.
**** Teacher confirms the correct ones
Task2:
* Teacher has Ss work individually to put the right words / phrases into the correct blanks.
** Ss do this activity individually, then compare their answers with their partners.
*** Teacher asks for some Ss to read aloud the sentences.
**** Teacher confirms the correct answer.
*Answerkeys:
1. fast, green, carrying many passengers
2. fast, convenient, autopilot function
3. electric, green, convenient
Task2: Completethesentenceswiththe wordsandphrasesfromthebox.
*Answerkeys:
1. eco-friendly
2. runs on
3. bamboo-copter
4. driverless
5. Bullet trains
Activity3: GRAMMAR(10’)
Task3+4
*Aims: - To help Ss revise the possessive pronouns.
- To help Ss revise the future simple
* Contents: - Find one mistake in each sentence and correct it.
- Read the passage and put the verbs in brackets in the correct future form.
*Products: Ss write the answers on the board exactly.
*Organizationofimplementation: Teacher’sandSs’activities Content
Task3
* Teacher asks Ss to find one mistake in each sentence and correct it
** Ss do the exercise individually and swap with their partners.
*** Teacher calls some Ss to check their answers.
**** Teacher confirms the correct answer.
Task4
* Teacher asks Ss to put the verbs in brackets in the correct form
** Ss work individually to do the task.
*** Teacher calls 1- 2 Ss to read out the passage.
**** Teacher checks and confirms their answers.
Task3:Findonemistakeineachsentence andcorrectit.
*Answerkeys:
1. Her → Hers
2. Our → Ours
3. My → Mine
4. its → his
5. yours → your
Task4:Readthepassageandputtheverbsin bracketsinthecorrectfutureform.
*Answerkeys:
1. will travel
2. won’t go
3. will need
4. won’t carry
5. Will … come
Activity4:Project(5’)
*Aim: To allow students to apply what they have learnt (vocabulary and grammar) into practice through a project.
* Content: PROJECT: Our future means of transport
* Products: Students’ perfect project. (Posters exhibition)
*Organizationofimplementation:
Teacher’sandSs’activities Content
* Teacher asks Ss to look at the picture and imagine a future means of transport they would like to see in the future. Teacher tells SS that they can draw pictures or pin the pictures or photos on A0 paper to illustrate their ideas.
** Ss do the task in group. Teacher goes around to help if necessary and check their progress.
*** Teacher calls some groups to present their poster to the class
**** Ss in other groups comment. Teacher confirms and corrects.
PROJECT: Ourfuturemeansoftransport
Activity5: 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.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to talk about what they have learnt in the lesson.
- revise vocabulary and grammar in unit 11
- make Project: Ourfuturemeansof transport.
*Homework(2’)
*Aim: To revise the knowledge that students have gained in Unit 12 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.
*Organizationofimplementation: Teacher’sandSs’activities Content
- Teacher asks students to revise old lesson and to do exercise in workbook.
- Teacher asks students to complete the project and prepare the new lesson.
- Complete the project
- Prepare for the next lesson: Unit 12 ( Getting started)
*- Evaluation: ………………………………………………………………………………………………………