Giáo án Tiếng Anh 7 - Period 75-77, Unit 10: Energy sources - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

Nội dung text: Giáo án Tiếng Anh 7 - Period 75-77, Unit 10: Energy sources - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

1. Teaching date: 4/4/2023 PERIOD 75:UNIT 10: ENERGY SOURCES SKILLS 1 I. OBJECTIVES: By the end of this unit, students will be able to gain the following things: 1. Knowledge: - Read for specific information about renewable and non-renewable sources of energy. - Talk about advantages and disadvantages of different sources of energy + Vocabulary: - Use the vocabulary to talk about different sources of energy + Grammar: 2. Competence: a) General competencies: - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities b) Specific competencies: - Develop communication skills. - Be cooperative and supportive in pair work and teamwork. - Actively join in class activities. 3. Qualities: - Be benevolent and responsible - Develop self-study skills. II. PREPARATIONS - Teacher: Grade 7 text book, laptop - Students : Text books, studying equipment . III. PROCEDURE: Activity 1. WARM UP (5’) * Aim: To introduce the topic of reading. To lead in the lesson. Teacher’s & Student’s activities Content Game: Hangman R E N E W A B L E R E N E W A B L E * Teacher divides class into 2 teams and asks them to think of the word which has 9 letters in it related the topic “ENERGY
2. SOURCES”. ** Ss have 1 min to think of the words related to the topic or they can discuss with their partners. *** Each member from each team turn by turn guesses the letter in the secret word. **** Teacher corrects their answers. - The team which can find or guess the secret first will be the winner. READING - Teacher leads students into the lesson by telling what they are going to learn: “We are going to read a passage about renewable and non-renewable source of energy.” Activity 2. KNOWLEDGE FORMATION (15') * Aim: To provide students with some lexical items before reading the text To introduce words related to skin conditions to Ss and help Ss have a general idea of what they are going to read Teacher’s & Student’s activities Content * VOCABULARY * VOCABULARY - - Teacher introduces the - produce (v) /prəˈdjuːs/ sản xuất vocabulary by: + Providing the definition of the words = to make things, mostly in large and gives examples quantity Concept check: Rub out and Remember Examples: Companies produce many technique toys for children before Christmas. - limited (a) /ˈlɪmɪtɪd/ bị hạn chế = not very great in amount or extent Examples: coal, oil, - available (a) /əˈveɪləbl/ có sẵn
3. = that you can get, buy or find Examples: The coal takes a long time to be available again. * DISCUSSION: * DISCUSSION: * Teacher asks Ss to work in pairs to look at the Picture in Ex1 and discuss to Suggested keys: answer the questions. 1. Coal, oil, hydro, ** Ss work in pairs. 2. Wind, solar, *** Teacher calls some Ss to check what they have discussed. **** Teacher corrects Activity 3. PRACTICE (15’) * Aim: - To help Ss develop their reading skill for details and specific information (skimming and scanning) - To help Ss further develop their reading skill for specific information (scanning). - To check students’ reading comprehension. - To help Ss talk about how they apply the rules in the reading to themselves.; - To provide Ss an opportunity to ask and answer questions about the advantages and disadvantages of different types of energy sources. Teacher’s Student’s activities Content Task 1: Read the text and choose the 1. Read the email and match the best option to complete the sentences. highlighted words with their meanings. (Ex 2, p. 46) * Teacher gives Ss time to: read each question, locate where the information Answer key: appears in the text, read that part carefully 1. B 2. A 3. C 3. A and circle the correct answer.
4. ** Ss do the task independently *** Teacher tells Ss to compare their answers in pairs before calling some of them to check. **** Teacher confirms the correct answer and explains if needed. 1. Non-renewable sources are cheap and ______. A. available B. easy to use C. expensive 2. ______ come from the sun, wind or water. A. Renewable sources B. All energy sources C. Non-renewable sources 3. When energy comes from water, we call it ______. A. wind energy B. solar energy Task 2: Read the text again and C. hydro energy 4. Renewable energy sources are better Answer key: for ______. 1. There are two energy sources. They A. the environment are non-renewable sources and B. our cars renewable sources. C. hydro energy 2. Non-renewable sources are coal, oil Task 2: Read the text again and answer and natural gas. the questions 3. Renewable sources are available, clean and safe to use.
5. 4. In the future, we will rely more on renewable energy sources. *Teacher asks Ss to do the exercise carefully and individually. ** Ss do the task independently. *** Teachers has Ss compare their answers in pairs and call some Ss to give their ideas. **** Teacher checks and confirms the correct answers. Task 3: Work in groups. Discuss and Task 3: Work in groups. Discuss and put the following words or phrases in put the following words or phrases in the appropriate columns. the appropriate columns. * Teacher asks Ss to work in groups and tells them to focus on the table. Answer key: ** Ss work in groups. Teacher goes Advantages: easy to use, safe to use, around and listens and gives help if good for environment, cheap, available needed. Disadvantages: run out, expensive, *** Teacher calls on some Ss to share limited, cheap their answers with the class. Teacher encourages **** Teacher listens and corrects if needed
6. Task 4: Work in pairs. Ask and answer Task 4: Work in pairs. Ask and questions about the advantages and answer questions about the advantages disadvantages of different energy and disadvantages of different energy sources sources * Teacher has Ss work in pairs and asks them to take turns to ask and answer ** Ss work in pairs to do the task. Teacher goes around, listens and gives help if needed. *** Teacher calls on some pairs to share their answers with the class. **** Teacher comments and correct Activity 4. APPLICATION (7’) * Aim: - To help students practice presenting the advantages and disadvantages of different types of energy source - To consolidate what students have learnt in the lesson. - To prepare for the next lesson Skills 2. - To consolidate what students have learnt in the lesson. Task 5: Give the advices on dangerous Task 5: Give the advices on dangerous situations on the road. situations on the road. * Teacher has students work in groups to prepare a presentation (poster/pictures/notes ) *** Teacher calls on some groups to share their answers with the class. **** Teacher comments and corrects if needed. Consolidation Teacher asks students to talk about what they have learnt in the lesson
7. * Home assignment * Home assignment - Do exercises in the workbook. - Do exercises in the workbook. - Prepare for the next lesson: Skills 2. - Prepare for the next lesson: Skills 2. Teaching date: 6/4/2023 PERIOD 76:UNIT 10: ENERGY SOURCES SKILLS 2 I. OBJECTIVES: By the end of this unit, students will be able to gain the following things: 1. Knowledge: + Listening - use the lexical items related to the topic Energy sources - listen for main ideas and specific information about the topic how to save energy at home. + Writing: Write a paragraph of about 70 words about how you save energy at home. 2. Competence: a) General competencies: - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities b) Specific competencies: - Develop communication skills. - Be cooperative and supportive in pair work and teamwork. - Actively join in class activities. 3. Qualities: - Be benevolent and responsible - Be ready to know the words about energy resources. - Develop self-study skills. II. PREPARATIONS - Teacher: Grade 7 text book, laptop - Students : Text books, studying equipment . III. PROCEDURE: Activity 1. WARM UP (5’) * Aim: To activate students’ prior knowledge and vocabulary related to the lesson. To introduce the new lesson. Teacher’s & Student’s activities Content
8. PASS THE CHALK PASS THE CHALK * Teacher writes on the board the word “HOW TO SAVE ENERGY” and and divide the class into 2 groups. ** Ss take turns to go to the board *** Teacher calls some students to give their answers. **** Teacher listens and give comments. - Teacher introduces students the content of the lesson: “In the lesson today, we are going to listen to a person talking about how to save energy at home.” Activity 2. KNOWLEDGE FORMATION (15') * Aim: To help Ss brainstorm the topic and prepare for the listening text. To help Ss develop their skill of listening for specific information Teacher’s & Student’s activities Content TASK 1: WHAT CAN YOU SEE IN THIS PICTURE? WHAT IS SPECIAL ABOUT IT? Suggested answers: * Teacher asks ss to work in pairs to answer the questions in the picture. 1- Solar energy 2- Turn off the tap while brushing your teeth, use paper fan, ** Ss work with their partner to do the task. *** teacher calls on some ss to answer. **** teacher gives comments and leads ss Task 2: Listen and circle the phrases Task 2: Listen and circle the phrases you hear you hear * Teacher asks Ss to read and underline
9. the key words. ** Ss work independently to guess then listen to the recording once to check their guess. *** Teacher calls on some students to give the answers the have listened. What do you know about street painting? Where do artists paint their pictures? Do they have to pay to paint there? Activity 3. PRACTICE (15’) * Aim: To help students develop their skill of listening for details. To help Ss use what they have listened to life context. Teacher’s Student’s activities Content Task 3: Listen again and tick T (True) Task 3: Listen again and tick T (True) or F (False) for each sentence or F (False) for each sentence Answer key: 1. 3. 5. 2. 4. * Teacher asks Ss to read and underline the key words. ** Ss work independently listen to the recording and tick T or F *** Teacher calls on some students to give the answers the have listened. Task 4: Discuss: What is the most Task 4: Discuss: What is the most effective way to save energy? effective way to save energy?
10. * Teacher tells Ss to work in groups to discuss and find out “What is the most effective way to save energy”. Write down onto the notebooks in full sentences E.g. The most effective way to save energy is only read and write in day light ** Ss work in groups. Teacher moves around and offers help if needed. *** Teacher invites some Ss to share their answers. **** Teacher corrects if needed. Activity 4. APPLICATION (7’) * Aim: To help Ss prepare ideas to write a passage To help Ss practise writing a passage about 70 words about how you save energy at home To peer check, cross check and final check students’ writing. To consolidate what students have learnt in the lesson. To allow students finalize their passage after being checked by friends and the teacher. To consolidate what students have learnt in the lesson. Task 5: Work in pairs. Read some ways Task 5: Work in pairs. Read some to save energy at home. Choose three ways to save energy at home. Choose ways and write them in your notebook. three ways and write them in your notebook. * Teacher asks Ss to write the methods they use to save energy at home then asks them to give out more if they can. ** Ss think of it and can discuss with their partners.
11. *** Teacher calls on some Ss to raise their ideas. **** Teacher listens and confirms. Task 6: Write a paragraph of about 70 words about how you save energy at home. * Teacher tells Ss that they are going to write a passage about how you save energy at home. ** Teacher reminds Ss of the structure of a passage and steps to make an outline for the passage. ** Ss work independently to do the task and try to use the notes from the previous tasks. Teacher goes around and help if necessary. Suggested answers: Peer check and cross check We use a lot of energy at home and it costs us a lot. To save energy, we should *** Teacher asks Ss to share their writing try making use of natural light more with their partners. Then, call on some Ss instead of keep the lights unnecessarily to show their writing in front of the class. in the morning and afternoons. Moreover, we should unplug your **** Teacher checks ideas, grammar, electrical gadgets when not in use. These vocabulary and gives comments. devices consume at least 10% of electricity even when inactive. Therefore, unplug them to save electricity. Most importantly, installing solar panels can help you excessively. They are very economical and help in saving a lot of energy. This can help in Consolidate getting cheap electricity and protect the environment. Teacher asks students to talk about what they have learnt in the lesson. * Home assignment * Home assignment - To allow students finalize their letter - To allow students finalize their letter
12. after being checked by friends and the after being checked by friends and the teacher. teacher. - Rewrite the letter on the notebook. - Rewrite the letter on the notebook. - Prepare for the next lesson: Looking - Prepare for the next lesson: Looking back and project. back and project. Teaching date:7/4/2023 PERIOD 77:UNIT 10: ENERGY SOURCES LOOKING BACK AND PROJECT I. OBJECTIVES: By the end of this unit, students will be able to gain the following things: 1. Knowledge: - Review the vocabulary and grammar of Unit 10 - Apply what they have learnt (vocabulary and grammar) into practice through a project 2. Competence: a) General competencies: - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities b) Specific competencies: - Develop communication skills. - Be cooperative and supportive in pair work and teamwork. - Actively join in class activities. 3. Qualities: - To educate the love of music and art. - Be ready to know the words about music and arts. - Develop self-study skills. II. PREPARATIONS - Teacher: Grade 7 text book, laptop - Students : Text books, studying equipment . III. PROCEDURE: Activity 1. WARM UP (5’) * Aim: To help students revise the vocabulary items they have learnt in the unit. To enhance students’ skills of cooperating with team mates. Teacher’s & Student’s activities Content
13. Quick revision check * Teacher asks Ss to think of what they Answer keys: have learnt already in Unit 10. 1. e 2. a ** Ss work in pairs to do the task. 3. d 4. b 5. c ***Teacher calls some students to retell. **** Teacher confirms and leads them to do all the exercises in books. Task 1: Match the adjectives in A with the nouns in B to make phrases * Teacher has Ss work individually. ** Ss do this activity individually, then compare their answers with their partners. *** Teacher asks for Ss’ answers. **** Teacher confirms the correct ones and asks students to make sentences using the phrases. Activity 2. KNOWLEDGE FORMATION (15') * Aim: - To help Ss revise the vocabulary items (verbs) they have learnt in the unit - To help Ss revise grammar points. Teacher’s & Student’s activities Content Task 2: Complete the sentences, using Task 2: Complete the sentences, using the phrases in 1 the phrases in 1 Answer keys: 1. low energy light bulbs 2. electrical applicances
14. 3. renewable energy sources 4. solar energy 5. hot water * * Teacher has Ss work individually. ** Ss do this activity then compare their answers with their partners. *** Teacher asks for Ss’ answers. **** Teacher confirms the correct ones Task 3: Complete the sentences by Task 3: Complete the sentences by using the correct form of the present using the correct form of the present continuous or present simple of the continuous or present simple of the verbs in brackets. verbs in brackets. * Teacher asks Ss to recall the structures Answer keys: of “The present continuous”, and tell them 1- is raining to do Ex 3 in the book. 2- start ** Ss do the exercise individually and swap with their partners. 3- is walking *** Teacher calls some Ss to check their 4- does answer. 5- am writing **** Teacher confirms the correct answer. 1. Look! It (rain) ______ heavily. 2. Normally they (start) ______ school at eight o’clock in the morning. 3. He hasn’t got a bike at the moment, so he (walk) ______ to school this week. 4. He always (do) ______ his homework in the evening.
15. 5. I’m afraid I have no time to help just now. I (write) ______ an essay Activity 3. PRACTICE (15’) * Aim: To help Ss revise the grammar points of the unit Teacher’s Student’s activities Content Task 4: Find ONE mistake in each Task 4: Find ONE mistake in each sentence and correct it sentence and correct it * Teacher asks Ss to do the task. Answer keys: ** Ss work individually to do the task. 1. do -> are doing *** Teacher calls Ss to give out their 2. explain -> explaining answers. 3. is -> are **** Teacher checks and confirms their 4. use -> using answer. 5. look -> are looking Activity 4. APPLICATION (7’) * Aim: To help Ss develop team work skills and pratice using what they have learnt to make a poster To consolidate what students have learnt in the lesson. To prepare for the next lesson. Task 5: Discussion: Which tips can be applied in your school. * Teacher asks Ss to dicuss in groups of 4-6 * Teacher also has Ss spend some time to
16. make their brainstorm, narrow down the ideas, make a poster out of these ideas and practise presenting within their groups. ** Ss discuss with their group memebers. *** Some students raise their ideas and explain their answers among groups **** Teacher listens, correct (if needed) and confirms. \ Task 6: : Poster presentation: How to save energy in your school * Teacher asks Ss to work in groups of 4 – 6 to stick their posters onto the classroom’s wall and present about them. ** Ss work in group to do the task. *** Teacher calls some groups to present their poster to the class **** Teacher confirms and corrects* Consolidate Teacher asks students to talk about what they have learnt in the lesson Home assignment Prepare for the next lesson: Unit 5 – * Home assignment Getting Started Prepare for the next lesson: Unit 5 – Getting Started Ngày duyệt: 3/4/2023 Người duyệt: Hà Thị Vân Anh