Giáo án English 7 - Week 29 - Năm học 2021-2022

Week 29 – Period 85	
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 10: SOURCES OF ENERGY
Lesson 6: Skills 2
A. Objectives 
1. Knowledge: By the end of the lesson students will be able to listen to a passage of a new source of energy and write a short passage about how to save energy. 
- Vocabulary: lexical items related to the topic “sources of energy”.
- Grammar: The future simple passive, the future continuous.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
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: Talk the advantages and disadvantages about energy sources (3’)
2. New lesson:
Teacher’s and students’ activities
Contents
1. Warm up (3’)
a, Aims: To warm up introduce the lesson.
b, Contents: Ss work individually to write new words and tell the advantages and disadvantages of the energy they know.
c, Outcome: SS can write many new words and tell the advantages and disadvantages of the energy they know correctly.
d, Organization:
- Have Ss - SS write new words and tell the advantages and disadvantages of the energy they know.
2. Presentation (15’)
a, Aims: Help students listen and get information about energy.
b, Contents: 
+ Ss work in pairs to discuss the questions.
+ Ss work individually to tick T or F statements.
+ Ss work individually to listen and complete the sentences.
c, Outcome: SS can do listening exercises about energy correctly.
d, Organization:
-Discuss some questions.
-Set the scene.
-Lead to the new lesson
- T asks Ss to read the task 2 in their book. Have Ss guess the answers first.
- Call on some Ss to talk about their guess as a class.
- T can give some words before Ss listen.
- T plays the recording twice.
- T asks Ss to listen and do the task.
- Ss listen again and check their answers
- T corrects their answers
- Ss copy in notebook
- T asks Ss to listen and do the task individually.
- Ss check their answers each other
- T calls Ss to give their answer to the class and correct the mistakes where necessary.
I. Listening
1. Look at the pictures. Discuss the followings.
1. What do you think is unusual about this means of transport?
2. Have you seen any transport like this?
3. What should we do to save energy in our life?
2. Listen to the passage and tick true or false to the statements.
1. T 2. T 3. T 
4. F 5. T
3. Listen to the passage again and complete the sentences. 
1. mountainous 
2. Cooking and heating
3. air pollution
4. on the increase 
5. wind and the sun 	
3. Practice (17’)
a, Aims: Help students write a passage about energy and the ways how to save energy in life.
b, Contents: 
+ Ss work individually to complete the article.
+ Ss work in groups to discuss ways to save energy.
+ Ss work individually to write a short passage about What should you do to save energy.
c, Outcome: SS can do writing exercises about how to save energy correctly.
d, Organization:
- Ask Ss to complete the article independently, using the phrases (A - E). Have Ss read the complete article, paying attention to the problems and solutions of how to save energy.
- T checks and confirms the correct answers.
- Have Ss look at the prompts and discuss the ways to save energy.
- Call one student to give the answers to the class.
- Check and confirm the correct answers.
- If there’s time, SS write a short passage about what they should do to save energy. SS can use information in 5. If there is not time, SS can do it as homework.
II. Writing 
4. Complete the article. Use the phrases below. 
1-E , 2 -D , 3 -A , 4-B , 5-C
5. Discuss the following ways to save energy . Decide on the 5 most important , then write them in the box
What should you do to save energy?
1.Reduce our electricity.
2.Use public transport.
3.Reduce the use of fossil fuel.
4.Increase the tax on petrol.
5.Use low energy light bulbs.
6. Write a short passage about What should you do to save energy?
It’s very important to save energy. What should we do to save energy? I think we should use electricity more efficiently to reduce our electricity bills. We can do this by turning off the light before going to bed and using low energy light bulbs. We should avoid using cars or motorbikes for short trips .
4. Application (5’)
a, Aims: Ss can talk about what should you do to save energy 
b, Contents: Ss work individually to talk about what should you do to save energy.
c, Outcome: SS can talk about what should you do to save energy well.
d, Organization:
T asks Ss to talk about what should you do to save energy
Ss talk about what should you do to save energy
T corrects and remarks
Eg: 
Hello, I am going to tell you about what should you do to save energy. Every day,we use too much energy at home.We should turn off the lights.
3. Guides for homework (2’)
- Retell the ways how to save energy in life.
- Prepare for next lesson (find the meaning of the new words in the next lesson)
 - Do Writing (Workbook)
 - Redo Exercise 6 (Student’s book)
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Week 29 – Period 86
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 10: SOURCES OF ENERGY
Lesson 7: Looking back and Project
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to recycle the knowledge and the vocabulary they learnt in this unit.
- Vocabulary: lexical items related to the topic “sources of energy”.
- Grammar: The future simple passive, the future continuous.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Students are hardworking and attentive. They know how to save energy.
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures
1. Checking: Talk the ways how to save energy in life. (3’)
2. New lesson:
Teacher’s and students’ activities
Contents
1. Warm up (2’)
a, Aims: To warm up the class.
b, Contents: Ss sing an English song.
c, Outcome: SS can sing an English song well.
d, Organization: 
T asks Ss to sing an English song
Ss sing an English song
2. Vocabulary (5’)
a, Aims: Review some vocabularies.
b, Contents: Ss work individually to put the words into the correct groups.
c, Outcome: SS can do vocabulary exercise well.
d, Organization:
-Have Ss put the words in to the correct groups to recall some new words.
-T calls someone to represent their answers.
- T provide the keys
I. Vocabulary. (Review) 
1. Put the words into the correct groups
Sources of energy
Advantages
Disadvantages
Biogas 
Solar energy
Gas 
Nuclear energy
Water power 
Clean
Cheap
Plentiful
Available
unlimited
Polluted 
Expensive 
Limited 
Exhausted/ dangerous 
Harmful
3. Grammar (23’)
a, Aims: Help students review the future continuous tense and the future simple passive form.
b, Contents: 
+ Ss review briefly the usages and forms of the future continuous tense and the simple future passive voice form.
+ Ss work individually to complete the sentences using the verbs in brackets in the future continuous.
+ Ss work individually to change the following sentences into the passive voice.
+ Ss work individually to complete the dialogue, using the future continuous form of the verbs.
c, Outcome: SS can review the future continuous tense and the future simple passive form and do grammar exercises well.
d, Organization:
- Review briefly the usages and forms of the future continuous tense and the simple future passive voice form.
- Give examples
- Ss complete this task individually.
- Have Ss compare the answers in pairs.
- Check and confirm correct answers.
- Ss complete this task individually.
- Have Ss compare the answers in pairs.
- Call some SS to write their answer on the board. 
- Check and confirm correct answers
- Ss complete this task individually.
- Have Ss compare the answers in pairs.
- Check and confirm correct answers.
The future continuous tense
=> expressing an action in progress at a definite point of time in the future . 
(+) S + will be + V-ing 
(-) S + will not be + V-ing
(?) Will + S + be + V-ing ?
2. Complete the sentences using the verbs in brackets in the future continuous.
1. will be wearing 2. will be lying 
3. will be working 4. will be studying 
5. will be building 
3. Change the following sentences into the passive voice. 
A lot of money will be spent on heating next year.
Biogas will be used for fuel in homes and for transport.
Renewable energy like wind and solar energy will be used to solve the problems of pollution.
The use of electricity will be reduced to save energy.
A hydro power station will be built in this area next year.
4. Complete the dialogue, using the future continuous form of the verbs
 1, will be earning 2, will be doing 
 3, will be doing 4, will be hosting 
 5, will be doing 
4. Communication (5’)
a, Aims: Help students talk about how to save energy.
b, Contents: Ss discuss in groups about how to save energy.
c, Outcome: SS can talk many ways to save energy.
d, Organization:
- SS look at the pictures and discuss in groups what they should do to save energy. 
- Ask some SS to share ideas with the whole class. 
- T comments. 
5. Look at the pictures and answer the question below .
 What should you do to save energy ?
We should turn off the fire when the kettle is boiling .
We should turn off the faucet when the tub is full of water .
We should close the refrigerator’s door when we do not use it .
We should turn off the fan when we do not use it.
We should turn off the lights when there is no one in the room .
We should turn off the gas-stoves when we do not cook .
5. Project (5’)
a, Aims: Help students write simple slogans.
b, Contents: Ss work in groups to discuss and write simple slogans.
c, Outcome: SS can write simple slogans well and correctly.
d, Organization:
-Have Ss discuss the slogans.
- Observe and feedback.
-Divide the class into 6 groups.
- Have Ss work in groups to draw slogans about how to save energy.
- Call some groups to present their products.
- T observes
- Feedback.
* Project: Poster / sub-boards
1. Look at the slogans and answer the questions below.
- How are they used?
- Why are they important?
2. Write a simple slogan in your groups about how to save energy.
(Exhibition their slogans)
(may be do at home)
3. Guides for homework (2’)
- Retell the ways how to save energy in life and the future continuous tense and the future simple passive form.
- Learn by heart all the new words.
- Redo 3,5 and project (students’ book)
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Week 29 – Period 87
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 11: TRAVELLING IN THE FUTURE
Lesson 1: Getting started
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to practice listening and speaking with the lexical items related to the topic "Travelling in the future".
- Vocabulary: lexical items related to future means of transport and movement.
- Grammar: Will for future prediction
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Students are hardworking and attentive. They appropriate traveling in the future.
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
1. Warm up (3’)
a, Aims: To warm up the class and review the words.
b, Contents: Ss brainstorm one or two means of transport that are now commonly used in Viet Nam. 
c, Outcome: SS can brainstorm some means of transport that are now commonly used in Viet Nam. 
d, Organization:
- To start the lesson, asks Ss as a class to brainstorm on the board one or two means of transport that are now commonly used in Viet Nam. 
Example: “motorbikes”
- have motors powered by engines.
- use petrol
- used for road traffic
- advantages, practical, personal transport
- disadvantages: not safe cause pollution
2. Presentation (25’)
a, Aims: Use lexical items related to future means of transport and movement, the use “will” for future prediction.
b, Contents: 
+ Ss study vocabularies related to the topic.
+ Ss listen and read the conversation in pairs. Then choose the best answer and answer the questions.
c, Outcome: SS can know some lexical items related to the topic and understand the conversation well.
d, Organization:
- Elicit the new words.
Write ‘flying car’ on the board. Ask Ss what they think how a ‘flying car’ might be different from an ordinary car (eg: appearance, energy, advantages, disadvantages, etc )
Write ‘jet pack’ and ‘teleporter’ on the board. Ask Ss to guess what they are?
-Let Ss predict how people travel in the future, then write some of the students’ answers on the board.
- Let ss draw the usage of “will” in this situation.
 Have Ss cover the text 
T asks them to look at the piture only. Introduce the names of the students (Veronica, Mai, and Phuc).Ask them: 
- What can you see in the picture?
- What are Veronica, Mai, and Phuc doing? What makes you think so?
- What do you think is on the screen? Is there a connection between what is on the screen with what Mai is thinking about?
- What topic are they talking about?
- Ss work individually to answer the questions. 
Ss compare answers in pairs and then discuss as a class. 
T writes correct answers on the board.
 - Ss work in pairs to ask and answer the question. After that call some pairs to ask and answer for the class to listen. 
b. Ss work in pairs to ask and answer the question. After that call some pairs to ask and answer for the class to listen. For a more advanced class, questions 2 &3 can be used as a team – based class .
1. Listen and read.
* New words 
Flying car (n): ô tô bay
Jet pack (n) : động cơ phản lực mini
Teleporter (n): dịch chuyển tức thời
Driverless car (n): ô tô không người lái
Crash (v) (n) : đâm, va chạm
Avoid (v): tránh
Helicopter (n) : máy bay trực thăng
Imaginative(n) : giàu trí tưởng tượng
* Model sentences:
Eg: People will own driverless cars in the future. 
Will + V: for future prediction.
a. Read the conversation again and choose the correct answers. 
1. a 2. B 3. C 4. A
Look out!
“-less” is added to a noun to make an adjective meaning “without”.
b. Answer the questions.
1. If there are too many flying cars, there will be traffic jams in the sky. Some means of transport will not be convenient in bad weather. Future means of transport may use a lot of fuel which will make pollution worse.
3. Practice (10’)
a, Aims: Understand the difference between facts and opinions.
b, Contents: Ss work in pairs to tick the Facts vs Opinions box.
c, Outcome: SS can distinguish Facts and Opinions well.
d, Organization:
- Draw Ss attention to the Remember box. Give more examples if necessary and ask Ss to identify which are facts and which are opinions.
- Ask Ss to work in pairs to tick the Facts vs Opinions box. Then ask for their answers as a class.
- Ask Ss to explain their decisions before giving the keys.
2. Facts or opinions.
1. F 
2. O 
3. F 
4. O 
5. O
4. Application (5’)
a, Aims: Help Ss know more about some future means of transport.
b, Contents: Ss work individually to find any future mean of transport.
c, Outcome: SS can know more about some future means of transport 
d, Organization:
Ss work individually to come up with the means of transport mentioned in the conversation.
T makes an example by giving a combination, e.g. an electric car.
T tells Ss how to do this task by looking at the example given. Then ask Ss to work individually to make a list of the combined words.
3. Can you find any future mean of transport
Eg: flying car driverless car
3. Guides for homework (2’)
- Retell the use “will” for future prediction.
-Learn new words and phrases
- Prepare A closer look 1: Find the means of transport and verbs related to means of transport. Review preposition of place