Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
Ngày cập nhật: 5/6/25 9:42 PM
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Nguồn: Sách Student's book, workbook i-learn Smart World 7
Mô tả: School: ……………………………………….. Date: ……………………………… Class: ……………………………..................... Period: 90 UNIT 9: ENGLISH IN THE WORLD Lesson 3.1 - Listening and Reading (page 74) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about benefits of speaking English. - practice listening and understanding a recording about benefits of English (for general and specific information). - read and understand a postcard about a visit to an English speaking country (for gist and details). 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - love studying English, love travelling. - have good preparation for any trip. 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 pictures of people using English. What are they doing? What are some ways speaking English can help you? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Listening: Listen to Minh talking at a school career day. Choose the correct statement. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and tick (✓) the things Minh used English for. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read the postcard. Which country is An visiting? - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, read and write True or False. - Ss’ answers. - T’s feedback/Peers’ feedback. -Speaking: Would you like to visit an English-speaking country? Which one? What problems do you think you would have? - 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 follow-up steps. b) Content: Introduce the topic: Benefits of speaking English. c) Expected outcomes: Ss have general ideas about the topic “Benefits of speaking English”, 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 pictures of people using English. What are they doing? What are some ways speaking English can help you? - Use the “Let’s talk!” part in the textbook– page 74 for warm-up activity. - Ask Ss to work in pairs to answer the questions: Look at the pictures of people using English. What are they doing? What are some ways speaking English can help you? - Call Ss to share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: - Divide class into 4-5 groups. - Have Ss work in groups to list as many as possible the advantages of speaking English (in 2 minutes). - Have Ss write answers on the board. - Check Ss’ answers. - Give feedback and evaluation. - Announce the winner. (The group with most correct answers.) - Lead to the new lesson. - Work in pairs to discuss. - Present. - Work in groups to list the benefits of speaking English. - Listen. B. New lesson (35’)  Activity 1: Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to Minh talking at a school career day. Choose the correct statement. - Listen and tick (✓) the things Minh used English for. c) Expected outcomes: Students can practice listening and understanding general + specific information about the benefits of speaking English. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Minh talking at a school career day. Choose the correct statement. - Have Ss read the question. - Play audio (CD2 – Track 22). - Have Ss listen and circle the correct answer. - Call Ss to give answer, explain. - Play the audio again and check answers as a whole class using DCR. Task b. Listen and tick (✓) the things Minh used English for. - Have Ss read through the content in Task b first, underline the key words for listening. - Play the audio again (CD2 – Track 22). - Have Ss listen and tick (✓) the things Minh used English for. - Have Ss check answers with their partners. - Call Ss to give answers, explain. - Check answers as a whole class using DCR. - Listen and guess the answer. - Read. - Listen and circle the correct answer. - Give answer, explain. Answer keys - Read, find and underline the key words. - Listen and tick (✓). - Exchange answers. - Read answers. Answer keys  Activity 3: Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read the postcard. Which country is An visiting? - Now, read and write True or False. - Would you like to visit an English-speaking country? Which one? What problems do you think you would have? c) Expected outcomes: Students can read a festival blog post for gist and detail, and they can give their opinion about this festival. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the postcard. Which country is An visiting. - Have Ss read the content in Task a. - Ask Ss to scan the postcard to choose the correct answer. - Have Ss underline the supporting ideas. - Call a student to give answer. - Check answers as a whole class using DCR. Task b. Now, read and write True or False. - Have Ss guess the meaning of the words in violet. - Call Ss to give meaning, briefly explain their meaning, part of speech and usage. - Have Ss read the content in Task b and underline the key words. - Have Ss read the postcard again and write True or False. - 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: Would you like to visit an English-speaking country? Which one? What problems do you think you would have? - Have Ss discuss the questions in pairs. - Call some Ss to share their answers with the whole class. - Give feedback and evaluation. - Scan the postcard to choose the correct answer. - Underline the supporting ideas. - Give answers. Answer keys Suggested answers 1. aquarium: a glass container in which fish and other water creatures can be kept 2. nervous: worried and anxious - Read and underline the key words. - Read the postcard again for details. - Exchange answers. - Give answers. Answer keys - Discuss in pairs. - Present. C. Consolidation and homework assignments (5’) *Consolidation: *Homework - Do the exercises in WB: Listening and Reading (page 54). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 58). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - List some English speaking countries in Vietnam. - Prepare: Unit 9 - Lesson 3 – Writing and Speaking (page 75 – 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: 91 UNIT 9: ENGLISH IN THE WORLD Lesson 3.2 – Speaking and Writing (page 75) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know the format of a postcard. - talk about a vacation in an English-speaking country (where to go, what to do, who to meet, what to eat). - write a holiday postcard to a friend. 1.2. Competences - improve communication, collaboration, writing and critical thinking skills. 1.3. Attributes - love studying English, love travelling. - have good preparation for any trip. 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 - Speaking: Imagine you went to an English-speaking country on vacation. In pairs: Talk with your partner. Where did you go? Why? What did you do there? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Make a list of ways you used English on your vacation. Use the table below and the examples to help you. Then, share with your friend. - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Writing: Read about writing postcards. Then, read An's postcard again and circle the examples she uses for each point in the Writing Skill box - Ss’ answers. - T’s feedback/Peers’ feedback. - Underline and correct the mistakes. Then, rewrite the postcard in the correct order in your notebook. Use the skill box to help you, - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, write a postcard to your friend using two or three ideas from your notes in Speaking b. or your own ideas. Use the Feedback form to help you. Write 60 to 80 words. - Ss’ answers. - T’s observation and feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review: English-speaking countries / Introduce: Postcard. c) Expected outcomes: Ss know about the topic that they are going to talk and write about in new the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Option 1: Game: CROSS WORD - Have Ss review names of some English-speaking countries by doing the cross word puzzle. - Call Ss to choose lines and give answers. - Encourage Ss to guess the keyword as soon as possible. - Lead to the new lesson: Writing a vacation postcard. *Illustration:  Option 2: Kim’s Game - Have Ss close books. - Show some stamps of some English-speaking countries. - Have Ss look at the pictures and try to remember the country names as many as possible. - Hide the pictures one by one, have Ss tell the countries of the stamps again. - Lead to the new lesson. *Illustration: - Take part in the game. - Listen. - Close books. - Look at the pictures and try to remember the country names. - Listen. B. New lesson (35’)  Activity 1: Pre-Writing (Speaking) (8’) a) Objective: Ss prepare for what they are going to write about. b) Content: - Speaking: Imagine you went to an English-speaking country on vacation. In pairs: Talk with your partner. Where did you go? Why? What did you do there? - Make a list of ways you used English on your vacation. Use the table below and the examples to help you. Then, share with your friend. c) Expected outcomes: Ss have more ideas and language for their writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Imagine you went to an English-speaking country on vacation. In pairs: Talk with your partner. Where did you go? Why? What did you do there? - Divide the class into pairs. - Have Ss think of an English-speaking country, then ask each other the questions. - Go round and support Ss if necessary. - Have some students share their ideas with the class. - Give feedback and evaluation. Task b. Make a list of ways you used English on your vacation. Use the table below and the examples to help you. Then, share with your friend. - Draw students' attention to the table and the example answers. Elicit one or two more answers from the whole class. - Have the students come up with two or three examples for each column. Then, have students share their ideas with their partner. - Have some students share some of their ideas with the class. - Work in pairs. - Present. - Look and listen. - Work in pairs. - Present.  Activity 2: While - Writing (22’) a) Objective: Students can develop their writing skill. b) Content: - Read about writing postcards. Then, read An's postcard again and circle the examples she uses for each point in the Writing Skill box. - Underline and correct the mistakes. Then, rewrite the postcard in the correct order in your notebook. Use the skill box to help you. - Now, write a postcard to your friend using two or three ideas from your notes in Speaking b. or your own ideas. Use the Feedback form to help you. Write 60 to 80 words. c) Expected outcomes: Students can write a holiday postcard, using right format, structures and rich vocabulary. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read about writing postcards. Then, read An's postcard again and circle the examples she uses for each point in the Writing Skill box. -Briefly explain the Writing skill box using DCR and have some Ss read it aloud. - Have Ss read about writing postcards. Then, read An's postcard again (page 74) and circle the examples she uses for each point in the Writing Skill box. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answer as a whole class using DCR. Task b. Underline and correct the mistakes. Then, rewrite the postcard in the correct order in your notebook. Use the skill box to help you. - Have students read the sentences. - Have students underline and correct the mistakes. Then, rewrite the postcard in the correct order in Ss’ notebook. - Remind Ss to use information in the skill box. - Have students check their answers with a partner. - Check answer as a whole class using DCR. *Let’s Write: Write a postcard to your friend using two or three ideas from your notes in Speaking b. or your own ideas. Use the Feedback form to help you. Write 60 to 80 words. - Draw Ss’ attention to the feedback form. - Have Ss use their notes in speaking part and the instruction in the Writing box to write a holiday postcard. - Go round, observe and give help if necessary. - Have some Ss write their postcard on the board. - Listen and read. -Work in pairs. - Exchange their answers with a partner. - Give answers. Answer keys - Read the sentences, underline and correct the mistakes. - Exchange answers. - Read answers. Answer keys - Do the writing part. -Write.  Activity 3: Post - Writing (5’) a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings. c) Expected outcomes: Students know whether their writings follow the model and use the correct structures and language, whether their writings are interesting and understandable or not. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: + the format, the structures + the understandability + the coherence and cohesion + the punctuation and the spelling - Look, listen and correct mistakes. Suggested writing C. Consolidation and homework assignments (5’) * Consolidation: - Writing Skill: * Homework - Remember how to write a holiday postcard. - Finish the writing part. - Do the exercises in WB: Writing, page 55. - Complete grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 59). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 9 – Review, pages 108, 109. 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:92 UNIT 9: ENGLISH IN THE WORLD Lesson 4 – Review (pages 108, 109) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about tourism and culture (photos, sightseeing, wallet, historic, tour guide, flight, souvenirs, stadium, …) and talk about them. - review grammar: Past Simple with irregular verb, articles (“the” and “zero article”). - talk about tourist attractions, cultures and holiday in English-speaking countries. - pronoun some vowels and consonants correctly: /ɪ/, /e/, /æ/, /ə, /ð /, / θ /. - put stress on nouns with two and three syllables. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for any assessment. 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 - Listening: You will hear Anna talking to her friend, Jamie, about her trip to the UK. Where's she going to visit on each day? For each question, write a letter (A – H) next to each day. You will hear the conversation twice. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read about the three people. Choose the correct answer (A, B, or C). - Ss’ answers. - T’s feedback/Peers’ feedback. - Vocabulary: Fill in the blanks with the words in the box. - Ss’ answers. - T’s feedback/Peers’ feedback. - Grammar: Fill in the blanks using the or Ø (zero article). - Write sentences in the Past Simple using the prompts. - Ss’ answers. - T’s feedback/Peers’ feedback. -Pronunciation: Circle the word that has the underlined part pronounced differently from the others. + Circle the word that differs from the other three in the position of primary stress in each of the following questions. - 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 follow-up steps. b) Content: Review: Past Simple with Irregular verbs / Review: Tourist Attractions in the UK. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Review: Past Simple with Irregular verbs. - Have Ss review Past Simple with Irregular verbs by giving the past form of the verbs given. 1. make 2. take 3. come 4. see 5. go 6. buy 7. have 8. be 9. do 10. eat 11. meet 12. sell 13. lose 14. wear - Give feedback. - Lead to the new lesson.  Option 2: Review: Tourist Attractions in the UK. - Introduce Ss to some Tourist Attractions in the UK which are in their listening section. - Lead to the new lesson. *Illustration: - Give answers. Answer keys 1. make - made 2. take - took 3. come - came 4. see - saw 5. go - went 6. buy - bought 7. have - had 8. be – was, were 9. do - did 10. eat - ate 11. meet - met 12. sell - sold 13. lose - lost 14. wear - wore - Listen. - Look. - Listen. B. New lesson (35’)  Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - You will hear Anna talking to her friend, Jamie, about her trip to the UK. Where's she going to visit on each day? For each question, write a letter (A – H) next to each day. You will hear the conversation twice. c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES You will hear Anna talking to her friend, Jamie, about her trip to the UK. Where's she going to visit on each day? For each question, write a letter (A – H) next to each day. You will hear the conversation twice. - Have Ss read through the listening part. - Demonstrate the activity on DCR by using the example. - Play the audio (CD 2 – Track 43). Have Ss listen and choose the correct answer. - Have Ss check answers with pairs, then read answers. - Check answers as a whole class using DCR. - Read in silence. - Listen and read answers. Answer keys  Activity 2: Reading (7’) a) Objective: Students can improve their reading skill. b) Content: - Read about the three people. Choose the correct answer (A, B, or C). c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Read about the three people. Choose the correct answer (A, B, or C). - Demonstrate the activity on DCR by using the example. - Have Ss look and read, then choose the correct answer (A, B, or C). - Call Ss to give answers, explain. - Give feedback and evaluation. - Observe and listen. - Listen and choose the correct answer (A, B, or C). - Give answers, explain. Answer keys  Activity 3: Vocabulary (7’) a) Objective: Ss can review vocabulary about tourism and cultures. b) Content: Fill in the blanks with the words in the box. c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Fill in the blanks with the words in the box. - Have Ss read the sentences, - Ask Ss to work in pairs to fill in the blanks with the words in the box. - Have Ss give answers, tell the meaning of the words /phrase again. - Check answers as a whole class using DCR. - Read the sentences. - Work in pairs to fill in the blanks. - Give answers. Answer keys  Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: Past Simple with irregular verb, articles (“the” and “zero article”). b) Content: - Fill in the blanks using the or Ø (zero article). - Write sentences in the Past Simple using the prompts. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Fill in the blanks using the or Ø (zero article). - Have Ss tell the way to use the or Ø (zero article) again. - Ask Ss to work individually to fill in the blanks using the or Ø (zero article). - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, explain for their choice. - Check answers as a whole class using DCR. Task b. Write sentences in the Past Simple using the prompts. - Ask Ss to read the content of Task b. - Have Ss write sentences in the Past Simple using the prompts. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers. - Check answers as a whole class using DCR. - Answer. - Work individually. - Work in pairs. - Give answers. Answer keys - Read. - Work individually. - Work in pairs. - Give answers. Answer keys  Activity 5: Pronunciation (4’) a) Objective: Ss can review the stress of nouns with 2 and 3 syllables, vowels and consonants: /ɪ/, /e/, /æ/, /ə, /ð /, / θ /. b) Content: - Circle the word that has the underlined part pronounces differently from the others. - Circle the word that differs from the other three in the position of primary stress in each of the following questions. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Circle the word that has the underlined part pronounced differently from the others. - Have Ss distinguish vowels and consonants: /ɪ/, /e/, /æ/, /ə, /ð /, / θ /. - Ask Ss to work individually to circle the answer. - Have Ss work in pairs to check each other’s work - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Remind Ss some basic rules of putting stress on nouns with 2 or 3 syllables. - Ask Ss to work individually. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. - Review. - Work individually. - Work in pairs. - Give answers. Answer keys - Listen. - Work individually. - Work in pairs. - Give answers. Answer keys C. Consolidation and homework assignments (5’) * Consolidation: Grammar of Unit 9: Past Simple with irregular verb, articles (“the” and “zero article”). Vocabulary of Unit 9: Words about tourism and culture (photos, sightseeing, wallet, historic, tour guide, flight, souvenirs, stadium, etc.). * Homework: - Review vocabulary, grammar of unit 9. - Do the exercises in WB: Review of Unit 9 (page 70). - Prepare: Unit 10 – New words and Listening (page 76 – 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: 93 UNIT 10: ENERGY SOURCES Lesson 1.1 – New words and Listening (Page 76) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know more vocabularies about types and sources of energy (wind power, solar power, oil, coal, natural gas, hydropower, renewable energy, non-renewable energy). - talk about renewable energy sources that could be useful in their places. - listen to and understand a conversation of two people talking to experts at an energy convention (for general and specific details). - know how to ask for clarification. 1.2. Competences - improve communication, collaboration, and critical thinking skills. 1.3. 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. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Fill in the table. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and repeat. - Ss’ presentation. - T’s feedback/Peers’ feedback. - Discuss which renewable energy source could be useful where you live. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen to Emma and James talking to experts at an energy convention. What do they want to learn about? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and circle True or False - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: What sources of energy does your country use? Do you think it uses more non-renewable or renewable energy? - Ss’ answers/ presentation. - T’s observation and feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Introduce types and sources of energy. c) Expected outcomes: Ss get to know some new words / structures they are going to study in the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Fill in the table. Listen and repeat. - Use the “New words” part a.– page 76 for the warm-up activity. - Show words and pictures, have Ss look and fill in the blanks (in pairs). - Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson. - Play the audio (CD2 – Track 23), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: Song: Energy - Let Ss watch a video clip of a song about energy. - Have Ss watch, sing together and try to remember how many types of energy and names of some energy sources mentioned in the song. - Call Ss to give answers. - Check Ss’s answers and give feedback. - Lead to the new lesson. *Illustration: Link: https://www.youtube.com/watch?v=WgYxQE7aOXY - Work in pairs to fill in the blanks. - Give answers. - Listen. - Listen and repeat. Answer keys - Watch, remember. - Read answers. - Listen. Answers keys There are 2 types of energy: Renewable (from the sun and the wind) and non-renewable (from petroleum, coal and natural gas) B. New lesson (35’)  Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words about types and sources of energy. b) Content: - Vocabulary study (wind power, solar power, oil, coal, natural gas, hydropower, renewable energy, non-renewable energy). - Speaking: Discuss which renewable energy source could be useful where you live. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when they do some listening tasks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Fill in the table. Listen and repeat.  Option 1 (If the teacher hasn’t used this part for the Warm-up activity) - Demonstrate the activity on DCR, using the example. - Have Ss fill in the table. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers. - Check answers as a whole class using DCR. - Play audio (CD2 – Track 23). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: (If the teacher has used part a for the Warm-up activity): Fill in the blanks - Have Ss look at the pictures and fill in the blanks by the words they have known in Task a (from Warm up activity. (T uses different pictures from those in the textbook.) - Have Ss give answers and tell the meaning of words / phrases again. - Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. *Illustration: Task b. In pairs: Discuss which renewable energy source could be useful where you live. - Have Ss work in pairs to discuss which renewable energy source could be useful where they live. - Go round and give help if necessary. - Have some pairs share their ideas in front of the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. Answer keys - Work in pairs. - Give answers, meaning. - Read. Answer keys 1 hydro 2 natural gas 3 coal 4 oil 5 wind 6 solar - Work in pairs to discuss. - Present. Sample answers  Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to Emma and James talking to experts at an energy convention. What do they want to learn about? - Listen and circle True or False. c) Expected outcomes: Ss can listen to and understand a conversation of two people talking to experts at an energy convention.(for general and specific details). d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Emma and James talking to experts at an energy convention. What do they want to learn about? - Have Ss read the question, guess the answer. - Play audio (CD2 - Track 24). - Have Ss listen and give answers. - Check answer as a whole class using DCR. Task b. Now, listen and circle True or False. - Have Ss read the through the content of Task b, underline the key words. - Play the audio again (CD2 - Track 24). - Have Ss listen and circle True or False. - Have Ss check answers with their partners. - Call Ss to give answers. - Give feedback and show correct answers. -Work individually. - Listen. - Give the correct answers. Answer keys - Read, underline the key words. - Do the task. - Exchange answers. Answer keys  Activity 3: Post - Listening (6’) a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: Speaking: What sources of energy does your country use? Do you think it uses more non-renewable or renewable energy? c) Expected outcomes: Students can talk about sources of energy in Vietnam. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Conversation skill - Have Ss look at the Conversation skill box and read - Play audio (CD 2 - Track 25), have Ss listen and repeat - Ask Ss to find more ways to ask for clarification. Task c. In pairs: What sources of energy does your country use? Do you think it uses more non-renewable or renewable energy? - Have Ss work in pairs to discuss the question. - Observe and give help if necessary. - Call some pairs to share their ideas with the class. - Give feedback and evaluation. - Look and read. - Listen and repeat. - Give answers. - Work in pairs. - Present. C. Consolidation and homework assignments (5’) * Consolidation: - Words about types and sources of energy (wind power, solar power, oil, coal, natural gas, hydropower, renewable energy, non-renewable energy). - Language for asking for clarification: - Did you say…? - Is that …? * Homework - Learn the new words by heart. - Do the exercises in WB: New words and Listening (page 56). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 60). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.2 – Grammar (page 77 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… e. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… 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: ………………………………………………………………………………………… f. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………………………… TỔ DUYỆT