Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 04/05/23 12:42
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Nguồn: ENGLISH 7 - I LEARN SMART WORLD
Mô tả: School: …………………………………….. Date: …………………………….. Class: …………………………..................... Period: 97 UNIT 10: ENERGY SOURCES Lesson 2.2 - Grammar (Page 80) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - use connectors: and, but correctly. - talk about benefits and drawbacks of energy sources. 1.2. Competences - improve speaking, listening and writing 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. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and repeat. - Ss’ performance. - T’s feedback. - Study the grammar box. - Ss’ task. - T’s observation. - Write sentences, using the prompts. - Ss’ answers. - T’s feedback/Peers’ feedback. - Fill in the blanks using “and” or “but”. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: Make sentences about different types of transportation. Use the prompts. - Ss’ performance/ 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: Adjectives used to talk about advantages and disadvantages of energy sources. c) Expected outcomes: Ss review old knowledge and have general ideas about the grammar points they are going to study in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Jumbles words - Have Ss close all books. - Have Ss work in pairs to rearrange letters to make a meaningful word in each number. - Call Ss to give answers, have Ss read the words again, tell the meaning. - Lead to the new lesson. *Illustration: 1. NAECL 2. EAPHC 3. WAENERBEL 4. PIVEEXNSE 5. RANDEGUSO  Option 2: Number the pictures - Have Ss work in pairs to number the pictures. - Call Ss to give answers, read the adjectives again and tell the meaning. - Give feedback. - Lead to the new lesson. *Illustration: - Close books. - Work in pairs. - Give answers. - Listen. Answers keys 1. CLEAN 2. CHEAP 3. RENEWABLE 4. EXPENSIVE 5. DANGEROUS - Work in pairs. - Give answers. - Listen. Answers keys A. 6 B. 5 C. 3 D. 1 E. 4 F. 2 B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce: Connectors: and, but. b) Content: - Listen and repeat. - Introduce the grammar point: Connectors: and, but. c) Expected outcomes: Ss know how to use Connectors: and, but to do some following exercises. 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 30) and have Ss listen and read the speech bubbles. - Play the audio again and have Ss listen and repeat. Grammar box - Have Ss look at the grammar explanation and read: Connectors: and, but - Have Ss read the examples with different forms. - Briefly explain the grammar point. - Ask Ss to make sentences with Connectors: and, but. - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Look and read. - Listen and take notes. - Make sentences.  Activity 2: Practice (19’) a) Objective: Students can use Connectors: and, but correctly. b) Content: - Write sentences, using the prompts. - Fill in the blanks using “and” or “but. c) Expected outcomes: Students can use Connectors: and, but to talk about benefits and drawbacks of energy sources. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Write sentences, using the prompts. - Demonstrate the activity using DCR. - Have students write sentences, using the prompts. - Have pairs check each other's work. - Have some students share their answers with the class. - Check Ss’ answers, give feedback. Task c. Fill in the blanks using “and” or “but”. - Demonstrate the activity on DCR using the example. - Have students fill in the blanks using “and” or “but. - Have students check their answers with a partner. - Check answers as a whole class using DCR. - Look and listen. - Work individually. - Work in pairs. - Write answers on the board. Answer keys - Look and listen. - Work individually. - Work in pairs. - Give answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Make sentences about different types of transportation. Use the prompts. c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have learnt in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. Make sentences about different types of transportation. Use the prompts. - Divide class into pairs. - Have Ss make sentences about different types of transportation. Use the prompts. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Work in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) *Consolidation - Connectors: and, but * Homework: - Make 2 sentences, use Connectors: and, but. - Do the exercises in WB: Grammar (page 59). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 63). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 81 – 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: 98 UNIT 10: ENERGY SOURCES Lesson 2.3 – Pronunciation and Speaking (Page 81) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - distinguish and pronounce the sound change of “and” correctly. - talk about advantages and disadvantages of energy sources. 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. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen. Notice the sound changes of the underlined words. - Ss’ performance and answers. - T’s observation. - Listen and cross out the sentence that doesn’t follow the note in “a”. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the sentences with the correct sound changes to a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Ask and answer. - Ss’ performance. - T’s feedback/Peers’ feedback. - Discuss the advantages and disadvantages of the energy sources, and say why each would be good or bad for your city/town. - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Now, decide on the three best options, and what percentage each source should be. - Ss’ performance / 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: and, but / Review: Energy sources. c) Expected outcomes: Ss review the old knowledge and get to know what they are going to study in the new lesson and use them in other speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Review: and, but - Give Ss a small exercise: Rearrange the words to make a meaningful sentence. - Have Ss work in groups in 3 minutes, then give answers. - Check Ss’ answers, give feedback. - Correct Ss’ answers if necessary. - Lead to the new lesson. *Illustration: 1. Hydropower / clean / expensive / build / but / is / is / it / to // 2. easy / cheap / use / is / to / and / Coal // 3. hometown / noisy / but / love / is / I / there / living / My // 4. save / and / clean / they / Solar panels / money / are //  Option 2: Review: Energy sources - Have Ss close all books. - Give Ss some information about some energy sources. - Have Ss read and answer: What source of energy is it? - Give feedback, give correct answers. - Lead to the new lesson. *Illustration: What source of energy is it? 1. It is expensive to build. It is cheap and clean. It needs windy location. 2. It is expensive to build. It is cheap and clean. It needs big rivers 3. It is expensive to build. It is renewable. It doesn’t work at night. 4. It is expensive to build. It is clean. It may be dangerous. - Work in pairs to rearrange the words to make a meaningful sentence. - Give answers. - Listen. Answer keys 1. Hydropower is clean but it is expensive to build. 2. Coal is cheap and easy to use. 3. My hometown is noisy but I love living there. 4. Solar panels save money and they are clean. - Close all books. - Read and answer: What source of energy is it? - Give answers. Answer keys 1. It is expensive to build. It is cheap and clean. It needs windy location. *WIND ENERGY 2. It is expensive to build. It is cheap and clean. It needs big rivers *HYDROPOWER 3. It is expensive to build. It is renewable. It doesn’t work at night. *SOLAR ENERGY 4. It is expensive to build. It is clean. It may be dangerous. *NUCLEAR POWER B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (7’) a) Objective: the sound change of “and”. b) Content: - recognize: the sound change of “and”. - listen to the sound change of “and”. Cross out the word that doesn’t follow the note in “a”. - practice. c) Expected outcomes: Ss distinguish and pronounce the sound change of “and” correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen. Notice the sound changes of the underlined words. - Play the recording (CD2, track 31). - Ask Ss to listen and focus on sound changes of the underlined words. - Play the recording again, have Ss listen and repeat with a focus on the sound feature. - Explain: Task c + d. Listen and cross out the sentence that doesn’t follow the note in “a”. Read the sentences with the correct sound changes to a partner. - Play the recording (CD 2 – Track 32), have Ss listen, then cross out the sentence 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. - Have Ss read the sentences with the correct sound changes to a partner. - Listen. - Listen again and repeat. - Listen. - Listen and give answers. - Read the sentences with the correct sound changes to a partner. Answers keys  Activity 2: While-speaking (23’) a) Objective: Students can talk about advantages and disadvantages of energy sources. b) Content: - Ask and answer. - Discuss the advantages and disadvantages of the energy sources, and say why each would be good or bad for your city/town. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE: Ask and answer. - Demonstrate the activity by practicing the role-play with a student. - Divide the class into pairs. - Have pairs read the information in the table, practice the conversation. - Swap roles and repeat. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. SPEAKING: * Task a. Discuss the advantages and disadvantages of the energy sources, and say why each would be good or bad for your city/town. - Demonstrate the activity by practicing the activity with a student. - Divide the class into pairs. - Have pairs discuss the advantages and disadvantages of the energy sources and why each would be good or bad for their city/town. - Observe, give help if necessary. - Observe, listen. - Work in pairs. - Present. - Observe, listen. - Work in pairs.  Activity 3: Production (5’) a) Objective: Students can decide the best options and the amount of energy should be used. b) Content: Decide on the three best options, and what percentage each source should be. c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES SPEAKING: Task b. Decide on the three best options, and what percentage each source should be - Have pairs choose the three best energy sources for their city/town. - Have pairs decide on how much of their city/town's total energy they will get from each source. - Have some students share their ideas with the class. - Give feedback and evaluation. - Discuss in pairs / groups. - Present. C. Consolidation and homework assignments (5’) * Consolidation: The sound change of “and”. * Homework: - Practice: The sound change of “and”. - Prepare: Unit 10 - Lesson 3 –Listening and Reading (page 82 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 62 & 63). - 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: 99 UNIT 10: ENERGY SOURCES Lesson 3.1 - Listening and Reading (Page 82) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about different energy sources. - practice listening (for general and specific information) and understanding an interview about energy. - read (for gist and details) and understand a formal email about energy. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - save energy. - choose suitable, economical and environmentally friendly types of energy for everyday use. - protect the environment. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Let’s Talk: Look at the picture. What problem can you see? What causes it? What can we do to improve it? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Listening: Listen to an interview. What is Harry's job? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and answer the questions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read Elizabeth's email and circle Windrush City's biggest problem? - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, read and fill in the blanks - Ss’ answers. - T’s feedback/Peers’ feedback. -Speaking: Is your town polluted? What are the causes? What should your town do to improve it? - Ss’ answers / presentation. - T’s observation/ DCR and T’s 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 giving enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Introduce the topic: Pollution. c) Expected outcomes: Ss have general ideas about the topic “Pollution”, which they are going to listen and read in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Let’s Talk! Look at the picture. What problem can you see? What causes it? What can we do to improve it? - Use the “Let’s talk!” part in the textbook– page 82 for warm-up activity. - Ask Ss to work in pairs to look at the picture and answer the questions: What problem can you see? What causes it? What can we do to improve it? - Call Ss to share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: Negative effects of some energy sources - Show a picture, ask Ss some questions. 1. What problem can you see in the picture? 2. What causes it? 3. What kind of energy do you think that people use in this situation? 4. Can you use 1 word to describe this picture? - Have Ss discuss and give answers. - Give feedback and evaluation. - Lead to the new lesson: Pollution is one of the biggest negative impacts of energy sources. - Work in pairs to answer. - Present. - Look at the pictures, discuss and answer the questions. - Listen. B. New lesson (35’)  Activity 1: Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to an interview. What is Harry's job? - Listen and answer the questions. c) Expected outcomes: Students can practice listening and understanding general + specific information about energy. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to an interview. What is Harry's job? - Have Ss read the question. - Play audio (CD2 – Track 33). - Have Ss listen and circle the correct answer. - Call Ss to give answer, explain. - Play the audio again and check the answer as a whole class using DCR. Task b. Listen and answer the questions - Have Ss read through the questions in Task b first, underline the key words for listening. - Play the audio again (CD2 – Track 33). - Have Ss listen and answer the questions. - Remind Ss to use short answers. - Have Ss check answers with their partners. - Call Ss to give answers, explain. - Check the answers as a whole class using DCR. - Read and guess the answer. - Listen. - Listen and circle the correct answer. - Give answer, explain. Answer keys - Read, find and underline the key words. - Listen and answer the questions. - Exchange answers. - Read answers. Answer keys  Activity 3: Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read Elizabeth's email and circle Windrush City's biggest problem? - Now, read and fill in the blanks. - Is your town polluted? What are the causes? What should your town do to improve it? c) Expected outcomes: Students can read a formal email for gist and detail, and they can give their opinion about how to protect the environment when using energy. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read Elizabeth's email and circle Windrush City's biggest problem? - Have Ss read the content in Task a. - Ask Ss to scan the email to choose the correct answer. - Have Ss underline the supporting ideas. - Call a student to give answer. - Check the answer as a whole class using DCR. Task b. Now, read and fill in the blanks. - Have Ss read the content in Task b and underline the key words. - Have Ss read the email again and fill in the blanks. - Remind Ss to use short answers for each blank. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answers as a whole class using DCR. Task c. Speaking: In pairs: Is your town polluted? What are the causes? What should your town do to improve it? - Have Ss discuss the questions in pairs. - Call some Ss to share their answers with the whole class. - Give feedback and evaluation. - Scan the email to choose the correct answer. - Underline the supporting ideas. - Give answer. Answer keys - Read and underline the key words. - Read the email again for details. - Exchange answers. - Give answers. Answer keys - Discuss in pairs. - Present. C. Consolidation and homework assignments (5’) *Consolidation: Negative effects of energy - cause pollution - be dangerous - cost much money - … *Homework - Do the exercises in WB: Listening and Reading (page 60). - Talk about negative effects of energy. - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 64). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 10 - Lesson 3 – Writing and Speaking (page 83 – 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: …………………………………………………………………………………………