Giáo án English 7 - Week 26 - Năm học 2021-2022

Week 26 – Period 76	
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 10: SOURCES OF ENERGY
Lesson 1: Getting started
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will have some information about energy sources and they are able to talk about the different types of energy sources 
- Vocabulary: lexical items related to the topic “sources of energy”.
- Grammar: Future continuous and future simple passive.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative.
3. Behavior: Ss will be more aware of saving energy and be more responsible for protecting the environment.
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
Contents
Warm up (5’)
a, Aims: To warm up the class and introduce the lesson.
b, Contents: Ss work in groups to play a game related to the topic energy.
c, Outcome: SS can know more words about the topic “energy”. 
d, Organization:
- Have Ss play games related to the topic: New words.
+What types of energy do you know?
- Have Ss read the words three times in chorus.
+Which types of energy do you think that it is renewable or non-renewable?
 Energy
Presentation (5’)
a, Aims: Help students know some vocabularies, have some information about energy sources.
b, Contents: Ss study some new words individually.
c, Outcome: SS can know some vocabularies related to the topic “energy”
d, Organization: 
- Ask some questions.
+ Who are they?
+ Where are they?
+ What are they talking about?
- Elicit some new words from the pictures and situations.
- Read many times in chorus.
-Check vocab: Slap the board.
-Call some individuals.
1. Listen and read
*Vocabulary.
Negative effect =carbon footprint.
Energy, source =>source of energy
Renewable >< non – renewable
To last (forever)
To use up
To produce
Practice (25’)
a, Aims: Help students listen and read the words or phrases and answer the questions and Help students distinguish renewable sources and non – renewable sources.
b, Contents: 
+ Ss work individually to answer the questions.
+ Ss work in groups to complete the table.
c, Outcome: SS can answer the questions well and they can distinguish renewable sources and non-renewable sources.
d, Organization:
- Have Ss do Ex 1-a
- Guide Ss how to do Ex1
- Call some Ss to give the answer
- Provide the answers.
- Ss work in groups to complete the table.
- Look at the table, listen and repeat the words or phrases.
- Call some students read aloud the words or phrases.
- Correct the pronunciation
-Ask Ss to put the words in to the correct groups in the table.
(individually)
-Check.
-T provide the keys.
a. Answer the questions.
1, It’s about the negative effects we have on the environment.
2, “Non-renewable energy” means that it will run out if we use it up.
3, Sunlight is a renewable energy because we can’t use it all up or it will last forever.
4, Mai thinks she has a small carbon footprint because she recycles the products she uses and she goes everywhere by bike.
5, The products that we use are bad for the environment or the energy that we use produces carbon dioxide might create a big carbon footprint. 
b. Complete.
 SOURCES OF ENERGY 
Renewable sources
Non-renewable sources
wind
Wave
solar
coal
Gas
oil
Renewable sources
Non-renewable sources
Wind, coal, hydro, nuclear 
Natural gas, biogas, oil, solar 
Application (7’)
a, Aims: Help students talk about the different types of energy sources: renewable and non - renewable sources.
b, Contents: Ss work in groups to ask and answer the questions.
c, Outcome: SS can talk about renewable and non - renewable sources well.
d, Organization:
- Divide the class in to 6 groups.
- Have Ss make up the dialogues then role – play.
- The groups take turn to present their dialogue
- T Listen and feedback.
Ask and answer the questions
A: What type of energy source is wind? 
B: It’s a renewable source of energy.
A: What type of energy source is coal?
B: It’s a non-renewable source of energy.
A: ..
3. Guides for homework (3’)
- Retell the different types of energy sources: renewable and non - renewable sources.
- Learn by heart all the new words and phrases.
- Prepare Review 3 (P1).
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Week 26 - Period 77
Date of planning: ./ ./2021
Date of teaching: ./ ./2021
REVIEW 3 (P1)
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be to review the language focus from unit 7 to unit 9.
- Vocabulary: Pronunciation in Units 7- 9
- Grammar: Grammar in Units 7- 9
2. Competence: Ss will develop some competences such as being determined, self-studying, creative and communicating. They will use language correctly.
3. Behavior: Students are hardworking and attentive.
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures
1. Checking: During the lesson.
2. New lesson:
Students’ and Teacher’s activities
Contents
1. Warm up (5’)
a, Aims: Review the titles which they have learnt.
b, Contents: Ss work individually to answer the questions.
c, Outcome: SS can retell what they have learnt in unit 7, 8, 9.
d, Organization:
Brainstorming
? What have you learnt in unit 7, 8, 9 in terms of language?
- Vocabulary
- Pronunciation
- Grammar
2. Pronunciation (8’)
a, Aims: Help students review the Sounds: / t / and / d /, /id/; / e / and / ei /.
b, Contents: Ss work individually to review the pronunciation.
c, Outcome: SS can review the Sounds: / t / and / d /, /id/; / e / and / ei / and do pronunciation exercises well.
d, Organization:
- T asks students to retell the Sounds: / t / and / d /, /id/; / e / and / ei /.
- Ss listen and remember and then do exercises
- Ss do this exercise individually then share their answers with a partner before giving T the answers. Write the correct answers on the board. Have some Ss read out the words.
- Organise this as a game. Ss do this in pairs. Which pair adds the most words will go to the board and write their answers. Other pairs may want to add more words. Write other words on the board.
1. Sounds: / t / and / d /, /id/
- Đuôi “ed” được phát âm là /t/ khi nó đứng sau một phụ âm vô thanh: /p/, k/, /f/, /s/, /ʃ/, /tʃ/.
Eg: stopped /stɒpt/
- Đuôi “ed” được phát âm là /d/ khi nó đứng sau một nguyên âm hoặc 1 phụ âm hữu thanh: /b/, /g/, /v/, /z/, /ʒ/, /dʒ/, /ð/, /m/, /n/, /ŋ/, /l/, /r/.
Eg: cried /kraɪd/
- Đuôi “ed” được phát âm là /ɪd/ khi nó đứng sau âm /t/ hoặc /d/.
Eg: waited /’weɪtɪd/ ) 
2. Sounds: / e / and / ei /. 
* Diphthong /eɪ/ (Nguyên âm đôi /eɪ/)
- "a" , "ea", "ei" ,"ey" được phát âm là /eɪ/
Eg; Pay / /peɪ/
- "ai" được phát âm là /eɪ/ khi đứng trước một phụ âm trừ "r"
Eg: rain	/reɪn/
- "ay" thường được phát âm là /eɪ/ trong những từ có tận cùng bằng "ay"
	Eg: clay //kleɪ/
* Short vowel /e/ (Nguyên âm ngắn /e/)
- "a" được phát âm là /e/
Eg: many / /'menɪ/
1. Choose the words whose the underlined part is pronounced differently. 
 1. B	2. C	3. C	4. A	5. B
2. Complete the two word webs with two-syllable words according to stress pattern. 
Suggested answers:
- O’bey: receive, polite, perform 
- ‘Dancer: beauty, copy, teacher
3. Vocabulary (10’)
a, Aims: Help students review some vocabularies.
b, Contents: 
+ Ss work individually to write the phrases from the box under the road signs.
+ Ss work individually to fill each blank with the correct form of the word in brackets.
+ Ss work in groups to do the crossword puzzle.
c, Outcome: SS can do vocabulary exercises correctly.
d, Organization:
- Ss do this individually and then share their answers with a partner. Check Ss’ answers.
- Ask Ss what kind of word can be filled in each blank (i.e. noun, verb, etc). Elicit answers. Ss do this exercise individually. Two Ss write their answers on the board. Confirm the correct answers.
- This can be done as a small completion game. The student who solves the crossword the fastest is the winner
3. Write the phrases from the box under the road signs. 
1. Ahead only 2. No crossing 
3. No U-turn 4. Right turn only 
5. Railway crossing
4. Fill each blank with the correct form of the word in brackets. 
1. celebrations 2. Cultural 
3. performances 4. Parades 
5. festive
5. Solve the crossword puzzle.
1. documentary 2. Hilarious
3. boring 4. Thriller
5. moved 6. Animation
Grammar (20’)
a, Aims: Help students review H/Wh- question, used to and connectors.
b, Contents: 
+ Ss work individually to match the questions with the answers.
+ Ss work individually to rewrite the sentences so that they have the same meaning as the original ones. Use the words given.
+ Ss work in pairs to put the lines of the dialogue in the correct order. Then act out the conversation with a classmate.
c, Outcome: SS can do grammar exercises correctly.
d, Organization:
- Elicit the kinds of H/Wh question. Ss do this exercise individually. Chech Ss answers and write the correct answers on the board.
- Ss do this individually and compare their answers with a partner. Call some Ss to go to the board to write their sentences. Other Ss comment. Confirm the correct sentences.
- Ss do this in pairs. After checking their answers, ask one or two pairs to act out the conversation.
6. Match the questions with the answers. 
1. c 2. f 3. a 4. b 
5. d 6. e
7. Rewrite the sentences so that they have the same meaning as the original ones. Use the words given.
1. It’s about 1,877 kilometres from Ha Noi to Can Tho.
How far is it from Hue to Da Nang?
There didn’t use to be many traffic jams when I was young.
In spite of being tired/their tiredness, they wanted to watch the film./ They wanted to watch the film in spite of being tired/their tiredness.
5. Although the festival took place in a remote area, a lot of people attended it./ A lot of peole attended the festival although it took place in a remote area.
8. Put the lines of the dialogue in the correct order. Then act out the conversation with a classmate. 
____6___ Yeah. ..
___7___ Haha. 
___1___ Mai, let’s .. 
___4___ That’s fine. .
___5___ It’s only two kilometres .
___2___ Great idea, Mi. .
___8___ OK. That’s a good idea. ...
___3___ How about the Cinemax? .
3. Guides for homework (2’)
- Retell the vocabularies and the H/Wh- question and used to and connectors. 
- Review the target knowledge
- Prepare for Review 3 (P2).
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Week 26 - Period 78
Date of planning: ./ ./2021
Date of teaching: ./ ./2021
REVIEW 3 (P2)
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be to review the skills from unit 7 to unit 9.
- Vocabulary: Lexical items related to topic from Unit 7 to Unit 9.
- Grammar: Grammar in Units 7- 9
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Ss will be more aware of studying English.
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures
1. Checking: During the lesson.
2. New lesson:
Students and Teacher’s activities
Contents
1. Warm up (3’)
a, Aims: To warm up the class.
b, Contents: Ss work individually to answer the questions.
c, Outcome: SS can answer the questions correctly.
d, Organization:
? Let ss look at the picture and ask: 
 What is this? (It’s a cup.)
Who can receive this cup? (People who win the Oscars.)
2. Reading (15’)
a, Aims: Help students know how to read and answer the questions.
b, Contents: 
+ Ss read the passage and match the headings with the paragraphs.
+ Ss read the passage. Match the headings with the paragraphs.
 c, Outcome: SS can do reading exercises correctly.
d, Organization:
- Give ss some tip to do this kind of reading text: Read the headings first. Then read the paragraph quickly. Find the main point of each paragraph by finding topic sentence.
- Ss read the text quickly and match the headings with the paragraphs. Ss compare their answers with a partner before giving the teacher the answers. Confirm the correct answers.
- Ss do these exercises individually, check their answers with a partner before giving the answers to T. Two Ss go to the board and write their answers if time allows.
1. Read the passage. Match the headings with the paragraphs. 
A. 2 B. 3 C.1
2. Read the passage again and answer the questions. 
1. They were first organised in 1929.
2. They are named after the Oscar statuette.
3. He is the preson who designed/ He designed the Oscar statuette 
4. Emil Jannings received the first Oscar statuette
5. It is the prize for/ given to the best film.
3. Speaking (5’)
a, Aims: Help students know how to ask and answer about Oscar.
b, Contents: Ss work in groups to discuss the questions.
 c, Outcome: SS can do speaking exercise correctly.
d, Organization:
- Ss work in groups and discussed the questions. 
- Ss report their group’s answers to the class. 
- Summarize Ss’ ideas.
3. Discuss the following questions.
E.g.:
1. Tom Hanks – Kate Winslet.
2. The prize proves their talents of acting.
4. Listening (10’)
a, Aims: Help students listen to the conversation and do exercises.
b, Contents: 
+ Ss listen and write T or F.
+ Ss listen and tick the appropriate column.
 c, Outcome: SS can do listening exercise correctly.
d, Organization:
- Play the recording for the first time. Ss listen and decide if the statements are true or false. Elicit the answers from Ss and write them on the board. Don’t confirm the correct answers at this stage.
- Ss listen to the recording again and answer the questions. Ss compare their answers before giving T their answers. Write their answers on the board.
Now play the recording again to check the answers to exercise 4 and 5.
4. Write T or F.
1. F (Because Mrs Hoa said: It’s the first time you’ve come to my house, isn’t it?)
2. F (Because the photos are on the wall)
3. T 4. T 5. T
5. Listen to the conversation again. Who did the following things? Tick the appropriate column. 
Ms Hoa
Nick
1.tried Dutch foods and drinks
٧
2. watched traditional Dutch dancing
٧
٧
3. watched parades
٧
4. listened to folk music
٧
5. was interested in the festival
٧
٧
5. Writing (10’)
a, Aims: Help student know how to write an e-mail.
b, Contents: Ss work individually to write an email.
 c, Outcome: SS can know how to write an e-mail correctly.
d, Organization:
- Ss read Mai’s email to understand the context. Ss write their email individually. Ask one S to write the email on the board. Other Ss and T comment on the email on board. Collect some emails to correct at home.
Read the e-mail from one of your friends and write a reply.
Suggested writing:
Dear Mai, 
Bicycle is a good idea. Cycling is good for health and it’s a good chance for us to do exercise. We should check our bicycles carefully before the trip. We also wear coats, hats, gloves and prepare some snakes and bottles of water. I’ll ride to your house. We’ll start from your house.
Cheers,
Nam
3. Guides for homework (2’)
- Retell the way to do all skills. 
- Review unit 7, 8, 9.
- Prepare for the mid-term 45 - minute test.