Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 06/05/25 22:04
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Nguồn: Sách Student's book, workbook i-learn Smart World 7
Mô tả: School: ……………………………………….. Date: ……………………………….. Class: ……………………………..................... Period: 94 UNIT 10: ENERGY SOURCES Lesson 1.2 - Grammar (Page 77) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - use comparison (more…than… and less…than…) correctly. - compare the consumption of energy in different places. 1.2. Competences - improve speaking, listening skills. - improve the use of English. 1.3. Attributes - save energy. - choose suitable and economical types of energy for everyday use. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook, handouts. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and repeat. - Ss’ performance. - T’s feedback. - Study the grammar box. - Ss’ answers/ presentation. - T’s feedback. - Unscramble the sentences. - Ss’ answers. - T’s feedback/Peers’ feedback. - Look at the table and write the sentences. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Compare more information from the table. Use the prompts. - Ss’ answers/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Review: types and sources of energy. c) Expected outcomes: Ss review some types and sources of energy which are very useful for them in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Chatting and reviewing types of energy - Have Ss close books and notebooks. - Ask Ss some questions: 1. What is renewable energy? 2. What is non - renewable energy? 3. Can you tell some sources of energy that are renewable and non-renewable? 4. What sources of energy do Vietnamese people use most? - Call Ss to give answers. - Check Ss’ answers, give feedback. - Lead to the new lesson.  Option 2: Pie chart of energy consumption - Briefly introduce the pie chart. Source: https://www.e-education.psu.edu/earth104/node/1345 - Have Ss look at the pie chart and answer some questions: 1. How many sources of energy are there? 2. Which source of energy do people use most / least? 3. Which is consumed more: fossil fuels (non-renewable energy) or non - fossil fuels (renewable energy)? How many percent? - Call Ss to give answers. - Check Ss’ answers, give feedback. - Lead to the new lesson. - Close books and notebooks. - Listen, then answer the questions. - Listen. - Listen. - Look at the pie chart, then answer the questions. - Give answers. - Listen and write the new lesson. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce: Comparison (more…than… and less…than…) b) Content: - Listen and repeat. - Introduce the grammar points. c) Expected outcomes: Ss know the new grammar points: Comparison (more…than… and less…than…) and use them in some exercises that follow. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen and repeat. - Have Ss look at the picture using DCR. - Play audio (CD2 – Track 26) and have Ss listen and read the speech bubbles. - Remind Ss ways to read %: percent. - Play the audio again and have Ss listen and repeat. Grammar box  Option 1: - Have Ss look at the grammar explanation and read: Comparison (more…than… and less…than…) - Have Ss read the examples: - Explain more about the way to use Comparison (more…than… and less…than…). - Ask Ss to make more sentences using Comparison (more…than… and less…than…). - Give feedback and evaluation.  Option 2: - Have Ss look at the sentences in the speech bubbles in Task a and read them again. - Have Ss make comments on the words in bold (more … than …). - Ask Ss some elicit questions: 1. Do they use “more…than…” to make comparison for things with bigger amount or smaller amount? 2. What types of word / phrases that go between “more …” and “than …”? - Call Ss to give answers. - Give feedback. - Then, lead to the grammar box, briefly explain the way to use Comparison (more…than… and less…than…). - Have Ss read the grammar box and examples. - Ask Ss to make more sentences using Comparison (more…than… and less…than…). - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Read examples of different forms. - Listen and take notes. - Give more examples. - Look and read. - Comment. - Listen and take notes. - Read. - Give more examples. - Listen.  Activity 2: Practice (19’) a) Objective: Students can use Comparison (more…than… and less…than…) to do the given exercises. b) Content: - Unscramble the sentences. - Look at the table and write the sentences. c) Expected outcomes: Students can get used to the usage of Comparison (more…than… and less…than…) and use them correctly. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Unscramble the sentences. - Demonstrate the activity on DCR, using the example. - Have Ss read the prompts, then unscramble the sentences. - Have Ss work in pairs to check each other’s work. - Have some Ss share their answers with the whole class. - Give feedback, correct Ss’ answers if necessary. Task c. Look at the table and write the sentences. - Have Ss look at the information in the table. - Demonstrate the activity using the example. - Have students look at the table and write the sentences. - Have pairs check each other's work. - Have some students share their answers with the class. - Look and listen. - Work individually. - Work in pairs. - Write answers on the board. Answer keys - Look and listen. - Work individually. - Work in pairs. - Read answers, explain. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar points they study in the lesson. b) Content: Speaking: Compare more information from the table. Use the prompts. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point in the lesson in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. In pairs: Compare more information from the table. Use the prompts. - Divide class into pairs. - Have Ss take turns to compare more information from the table, use the prompts. - Have some pairs share their answers with the class. - Give feedback and evaluation. - Work in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: Comparison (more…than… and less…than…) * Homework: - Make 2 sentences using Comparison (more…than… and less…than…) - Do the exercises in WB: Grammar (page 57). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 61). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.3 – Pronunciation and Speaking (page 78 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date: ………………………………….. Class: ……………………………..................... Period: 95 UNIT 10: ENERGY SOURCES Lesson 1.3 – Pronunciation and Speaking (Page 78) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - put stress on the first syllable for numbers which are multiples of ten correctly. - ask and answer about energy. - compare energy sources in different places. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes - save energy. - choose suitable and economical types of energy for everyday use. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook, paper. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the words and focus on the underlined letters. - Ss’ performance and answers. - T’s observation. - Listen and cross out the word that doesn’t follow the note in “a”. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the words with the correct stress to a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Ask and answer. Then, compare energy sources in Bigton and Greenville. Swap roles and repeat. - Ss’ performance. - T’s feedback/Peers’ feedback. - You're an energy expert interested in how two different cities use different kinds of energy. In pairs: Student B, turn to page 123, File 11. Student A, ask about Springfield and complete the table. Swap roles. Answer questions about Twin Peaks. - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? - Ss’ performance / Answers. - T’s feedback/Peers’ feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Review sources of energy / Review: numbers. c) Expected outcomes: Ss know some information that is useful for them in other speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Review sources of energy. - Divide class into 4-5 groups. - Have Ss in each group write as many as possible the sources of energy they know. - Call Ss to write answers on the board. - Check Ss’ answers give feedback. - The group which has the most correct answers will be the winner. (T also checks spelling.) - Announce the winner and give a small present. - Lead to the new lesson: /ð/ sound. Option 2: Review: numbers. - Have Ss watch and listen to the song: Counting by 10. - Have Ss sing together. - Lead to the new lesson. *Illustration: Link: https://www.youtube.com/watch?v=dSdjzFl9H6k - Form groups. - Work in groups to take part in the game. - Write answers. - Listen. - Watch and sing. - Listen. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce: Stress the first syllable for numbers which are multiples of ten. b) Content: - recognize: stress the first syllable for numbers which are multiples of ten. - listen and check, cross out the word that doesn’t follow the note in “a”. - practice. c) Expected outcomes: Ss put stress on the first syllable for numbers which are multiples of ten in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen to the words and focus on the underlined letters. - Play the recording (CD2, track 27). - Ask Ss to listen and focus on the underlined letters. - Play the recording again, have Ss listen and repeat with a focus on the stress feature. Task c + d. Listen and cross out the word that doesn’t follow the note in “a”. - Play the recording (CD 2 – Track 28), have Ss listen and cross out the option that doesn’t follow the note in “a”. - Call Ss to give answers. - Play the recording again and check answers as a whole class using DCR. - Give feedback and evaluation. - Listen. - Listen again and repeat. - Listen and give answers. Answer keys  Activity 2: While-speaking (22’) a) Objective: Students can compare energy sources. b) Content: - Ask and answer. Then, compare energy sources in Bigton and Greenville. Swap roles and repeat. - You're an energy expert interested in how two different cities use different kinds of energy. In pairs: Student B, turn to page 123, File 11. Student A, ask about Springfield and complete the table. Swap roles. Answer questions about Twin Peaks. - Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE * Ask and answer. Then, compare energy sources in Bigton and Greenville. Swap roles and repeat. - Demonstrate the activity by practicing the role-play with a student. - Divide the class into pairs. - Have pairs ask and answer using the information in the table and compare energy sources in Bigton and Greenville. - Swap roles and repeat. - Observe, give help if necessary. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. SPEAKING: Which City is Greener? Task a. You're an energy expert interested in how two different cities use different kinds of energy. In pairs: Student B, turn to page 123, File 11. Student A, ask about Springfield and complete the table. Swap roles. Answer questions about Twin Peaks. - Demonstrate the activity by practicing the activity with a student. - Divide the class into pairs. - Have Student B turn to page 123, File 11. - Have students ask and answer to complete the table. - Have students swap roles and repeat. - Observe, give help if necessary. - Remind Ss to use ways to ask for clarification. - Observe, listen. - Work in pairs. - Present. - Observe and listen. - Work in pairs. - Swap roles and repeat.  Activity 3: Production (5’) a) Objective: Students compare the energy usage of two cities. b) Content: Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? - Have Ss compare the energy sources for Twin Peaks and Springfield. Then answer: Which city uses more renewable energy? - Have some students share their findings with the class. - Give feedback and evaluation. - Discuss in pairs. - Present. C. Consolidation and homework assignments (5’) * Consolidation: put stress on the first syllable for numbers which are multiples of ten. * Homework: - Practice: Putting stress on the first syllable for numbers which are multiples of ten. - Prepare: Unit 10 - Lesson 2.1 – New words and Reading (page 79 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 60 & 61). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… c. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date: ………………………………….. Class: ……………………………..................... Period:96 UNIT 10: ENERGY SOURCES Lesson 2.1 – New words and Reading (Page 79) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know some new words about things relating to energy (wind turbine, power play, solar panel, nuclear power) and adjectives about advantages and disadvantages of energy sources ( renewable, non-renewable, cheap, expensive, polluting, dangerous, clean, noisy). - talk about advantages and disadvantages of energy sources. - read a text about choosing the best option for energy to understand general and specific information. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - save energy. - choose suitable and economical types of energy for everyday use. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, pictures. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Match the words with the pictures. - Ss’ answers. - T’s feedback/Peers’ feedback. - Add each word/phrase (5–9) to the correct column. Listen and repeat. - Ss’ answers/ presentation. - T’s observation / feedback. - Discuss which energies you think are clean to run or cause pollution. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the text and underline the correct title. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read and answer the questions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Which of the energy sources is the best choice for the future of your country? - Ss’ answers/ presentation. - T’s feedback/Peers’ feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Introduce: adjectives to talk about advantages and disadvantages of energy sources. / Introduce devices to exploit energy. c) Expected outcomes: Ss have general ideas about the topic of the new lesson: Advantages and disadvantages of energy sources. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Introduce: Adjectives used to talk about advantages and disadvantages of energy sources. - Show list of adjectives, have Ss work in pairs divide them into 2 groups: positive and negative. - Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson: Advantages and disadvantages of energy sources. *Suggested adjective list: polluting, clean, safe, limited, abundant, expensive, dangerous, cheap, renewable, non-renewable, noisy, harmful, available.  Option 2: Vocabulary (use New words part a for warm up activity) - Have Ss close books and notebooks. - Show pictures and words, have Ss do the matching activity. - Call Ss to give answers. - Give feedback. - Introduce the new lesson. *Illustration: - Work in pairs. - Give answers. Answer keys - Positive: clean, safe, abundant, cheap, renewable, available - Negative: polluting, limited, expensive, dangerous, non-renewable, noisy, harmful - Close books and notebooks. - Work in pairs, then give answers. - Listen. Answer keys - A: wind turbine - B: solar panel - C: power plant - D: nuclear power B. New lesson (35’)  Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some words about energy. b) Content: - Vocabulary study: wind turbine, power play, solar panel, nuclear power, renewable, non-renewable, cheap, expensive, polluting, dangerous, clean, noisy. - Match the words with the pictures. Add each word/phrase (5–9) to the correct column. Listen and repeat. - Speaking: Discuss which energies you think are clean to run or cause pollution. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Match the words with the pictures.  Option 1 - Demonstrate the activity, using the example. - Have Ss match the words with the pictures. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class using DCR. - Correct Ss’ pronunciation.  Option 2: - Demonstrate the activity, using the example. - Have Ss match the words with the pictures. (T uses different pictures and different orders from those in the textbook.) - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class. - Correct Ss’ pronunciation. *Illustration: Task b. Add each word/phrase (5–9) to the correct column. Listen and repeat. - Demonstrate the activity on DCR, using the example. - Have Ss add each word/phrase (5–9) to the correct column. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class using DCR. - Play audio (CD2 – Track 29). Have Ss listen and repeat. - Correct Ss’ pronunciation. Task c. Discuss which energies you think are clean to run or cause pollution. - Have pairs discuss which energies they think are clean to run or cause pollution. - Have Ss share their answers in front of the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. Answer keys - Look and listen. - Work individually. - Work in pairs. - Give answers. Answer keys - A: nuclear power - B: wind turbine - C: solar panel - D: power plant - Listen. - Work in pairs. - Exchange answers. - Give answers. - Listen and repeat. Answer keys - Work in pairs. - Present. Sample answers  Activity 2: While - Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read the text and underline the correct title. - Read and answer the questions. c) Expected outcomes: Students can read a text and understand more about advantages and disadvantages of energy sources. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the text and underline the correct title. - Ask Ss to scan the text scan the text, then underline the correct title. - Remind Ss to underline or highlight the keywords or supporting ideas for their answers. - Have some Ss share their answers with the class (read), explain for their answers. - Give feedback. - Give feedback and correct Ss’ answers if necessary. Task b. Read and answer the questions. - Have Ss look at the content of task b. - Have Ss underline key words. - Have Ss scan the text again, and answer the questions. - Elicit answers from different pairs. - Give feedback and evaluation. - Work individually: Scan the text underline the correct title. - Read answers, explain. - Check answers. Answer keys - Read. - Work in pairs to answer the questions. - Read answers. Answer keys  Activity 3: Post - Reading (5’) a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill. b) Content: Speaking: Which of the energy sources is the best choice for the future of your country? c) Expected outcomes: Students can express their choice for the future of Vietnam. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: Which of the energy sources is the best choice for the future of your country? - Have Ss work in pairs to answer the questions. - Go round and give help if necessary. - Call some Ss to share their ideas with the whole class. - Give feedback and evaluation. - Discuss in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: - Words about things relating to energy (wind turbine, power play, solar panel, nuclear power) and adjectives about advantages and disadvantages of energy sources (renewable, non-renewable, cheap, expensive, polluting, dangerous, clean, noisy). * Homework: - Learn the new words by heart. - Do the exercises in WB: New words + Reading (pages 58, 59). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 62). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 10 - Lesson 2.2 – Grammar (page 80 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… d. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… School: ……………………………………….. Date: ………………………………….. Class: ……………………………..................... Period: 95 UNIT 10: ENERGY SOURCES Lesson 1.3 – Pronunciation and Speaking (Page 78) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - put stress on the first syllable for numbers which are multiples of ten correctly. - ask and answer about energy. - compare energy sources in different places. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes - save energy. - choose suitable and economical types of energy for everyday use. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook, paper. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the words and focus on the underlined letters. - Ss’ performance and answers. - T’s observation. - Listen and cross out the word that doesn’t follow the note in “a”. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the words with the correct stress to a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Ask and answer. Then, compare energy sources in Bigton and Greenville. Swap roles and repeat. - Ss’ performance. - T’s feedback/Peers’ feedback. - You're an energy expert interested in how two different cities use different kinds of energy. In pairs: Student B, turn to page 123, File 11. Student A, ask about Springfield and complete the table. Swap roles. Answer questions about Twin Peaks. - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? - Ss’ performance / Answers. - T’s feedback/Peers’ feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Review sources of energy / Review: numbers. c) Expected outcomes: Ss know some information that is useful for them in other speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Review sources of energy. - Divide class into 4-5 groups. - Have Ss in each group write as many as possible the sources of energy they know. - Call Ss to write answers on the board. - Check Ss’ answers give feedback. - The group which has the most correct answers will be the winner. (T also checks spelling.) - Announce the winner and give a small present. - Lead to the new lesson: /ð/ sound. Option 2: Review: numbers. - Have Ss watch and listen to the song: Counting by 10. - Have Ss sing together. - Lead to the new lesson. *Illustration: Link: https://www.youtube.com/watch?v=dSdjzFl9H6k - Form groups. - Work in groups to take part in the game. - Write answers. - Listen. - Watch and sing. - Listen. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce: Stress the first syllable for numbers which are multiples of ten. b) Content: - recognize: stress the first syllable for numbers which are multiples of ten. - listen and check, cross out the word that doesn’t follow the note in “a”. - practice. c) Expected outcomes: Ss put stress on the first syllable for numbers which are multiples of ten in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen to the words and focus on the underlined letters. - Play the recording (CD2, track 27). - Ask Ss to listen and focus on the underlined letters. - Play the recording again, have Ss listen and repeat with a focus on the stress feature. Task c + d. Listen and cross out the word that doesn’t follow the note in “a”. - Play the recording (CD 2 – Track 28), have Ss listen and cross out the option that doesn’t follow the note in “a”. - Call Ss to give answers. - Play the recording again and check answers as a whole class using DCR. - Give feedback and evaluation. - Listen. - Listen again and repeat. - Listen and give answers. Answer keys  Activity 2: While-speaking (22’) a) Objective: Students can compare energy sources. b) Content: - Ask and answer. Then, compare energy sources in Bigton and Greenville. Swap roles and repeat. - You're an energy expert interested in how two different cities use different kinds of energy. In pairs: Student B, turn to page 123, File 11. Student A, ask about Springfield and complete the table. Swap roles. Answer questions about Twin Peaks. - Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE * Ask and answer. Then, compare energy sources in Bigton and Greenville. Swap roles and repeat. - Demonstrate the activity by practicing the role-play with a student. - Divide the class into pairs. - Have pairs ask and answer using the information in the table and compare energy sources in Bigton and Greenville. - Swap roles and repeat. - Observe, give help if necessary. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. SPEAKING: Which City is Greener? Task a. You're an energy expert interested in how two different cities use different kinds of energy. In pairs: Student B, turn to page 123, File 11. Student A, ask about Springfield and complete the table. Swap roles. Answer questions about Twin Peaks. - Demonstrate the activity by practicing the activity with a student. - Divide the class into pairs. - Have Student B turn to page 123, File 11. - Have students ask and answer to complete the table. - Have students swap roles and repeat. - Observe, give help if necessary. - Remind Ss to use ways to ask for clarification. - Observe, listen. - Work in pairs. - Present. - Observe and listen. - Work in pairs. - Swap roles and repeat.  Activity 3: Production (5’) a) Objective: Students compare the energy usage of two cities. b) Content: Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable energy? - Have Ss compare the energy sources for Twin Peaks and Springfield. Then answer: Which city uses more renewable energy? - Have some students share their findings with the class. - Give feedback and evaluation. - Discuss in pairs. - Present. C. Consolidation and homework assignments (5’) * Consolidation: put stress on the first syllable for numbers which are multiples of ten. * Homework: - Practice: Putting stress on the first syllable for numbers which are multiples of ten. - Prepare: Unit 10 - Lesson 2.1 – New words and Reading (page 79 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 60 & 61). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… e. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: …………………… TỔ DUYỆT