Giáo án English 7 - Week 30 - Năm học 2021-2022

Week 30 – Period 88
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 11: TRAVELLING IN THE FUTURE
Lesson 2: A closer look 1
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to use lexical items related to future means of transport and movement. They will appropriately using rising and falling intonation for Yes-No and Wh-questions.
- Vocabulary: lexical items related to future means of transport and movement.
- Pronunciation: Rising and falling intonation for questions.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Ss will be more aware of and be more responsible for protecting the environment and the future means of transport and movement 
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 (4’)
a, Aims: To warm up the class and lead in the new lesson.
b, Contents: Ss work in groups to play a game.
c, Outcome: SS can perform the action looking at the verb and the class guess what action the Ss is doing.
d, Organization:
The class can be started with a game. 
T writes the verbs: drive, ride, fly, sail, pedal on the board. 
Ss volunteer to perform the action looking at the verb and the class guess what action the Ss is doing.
Presentation (18’)
a, Aims: Use lexical items related to future means of transport and movement.
b, Contents: 
+ Ss study vocabularies related to the topic.
+ Ss work in pairs to cross out the means of transport that doesn’t go with the verb.
+ Ss work individually to match the students with the transport.
+ Ss work individually to complete the sentences.
c, Outcome: SS can perform the action looking at the verb and the class guess what action the Ss is doing.
d, Organization:
- T introduces some new words.
- Check: Rub out and Remember.
- T lets Ss work in pairs to do activity 1 then elicit the new words from the pictures
- Check Ss answer.
- After having the keys, Ss work in pairs again to say the correct .
Eg: drive a train, drive a car, drive a bus.
- T asks Ss to underline the most important key words in the thinking bubbles. 
T gives an example. 
Ss then work individually and compare their answers in pairs.
- Ss work individually then pairs. 
T explains the use of in and on in Remember box.
If time allows, ask Ss to ask and answer how they often go/ travel to some places (school, supermarket, the sea )
Write two questions on the board: one Y/N question and one Wh-question. Tell Ss to say the questions aloud and ask them to notice how the two questions are said in different ways. Ask Ss to find out the rules in Look out! Box. Ask Ss to give some questions and have more practice.
I. Vocabulary
Pedal (v), (n): đạp (xe), bàn đạp
Float (v): nổi
Heated (adj): nóng
Hot air balloon (n): kinh khí cầu
Tram (n):
Bullet train (n): tàu hỏa siêu tốc (tàu viên đạn)
Cross out the means of transport that doesn’t go with the verb.
Key:
a. a motorbike (explain when ride is used and drive is used)
b. a car c. a train 
d. a bus e. a plane
2. Match the students with the transport
Key: 
a. a ship b. a bus 
c. a hot air balloon d. a bicycle 
e. a plane f. motorbikes
3. In or on? Complete the sentences.
Key: 
1. in 
2. on 
3. on 
4. in 
5. in; on
3. Practice (20’)
a, Aims: Appropriately use rising and falling intonation for Yes – No and Wh-questions.
b, Contents: 
+ Ss study how to use rising and falling intonation for Yes – No and Wh-questions.
+ Ss listen and tick the correct boxes.
+ Ss practice reading the questions.
+ Ss ask and answer questions in 6 in pairs.
c, Outcome: SS can know how to use rising and falling intonation for Yes – No and Wh-questions and practice pronouncing well.
d, Organization:
-- Write two questions on the board: one Y/N question and one Wh-question. Tell Ss to say the questions aloud and ask them to notice how the two questions are said in different ways. Ask Ss to find out the rules in Look out! Box. Ask Ss to give some questions and have more practice.
- Play the recording. Ss work individually and tick in the appropriate box.
- SS share their ideas. 
- SS practice saying the questions individually, then as a class.
- Ss practice saying the questions individually and decide if they are spoken with rising or falling voices. Do not give the keys at this point. Play the recording for Ss to check their answers, then confirm their correct answers.
- Ss work in pairs and ask and answer the question in 6.
II. Pronunciation 
4. Listen and tick the correct boxes. 
1. falling 2. Rising 3. Falling
4. rising
5. Now read the questions. 
6. Practice these questions. 
7. In pairs, ask and answer the questions in 6.
3. Guides for homework (3’)
- Retell the vocabulary and the use rising and falling intonation for Yes – No and Wh – questions.
- Learn new words and phrases
- Prepare for A closer look 2: 
+ Review “will”for future prediction
+ Review: The personal pronouns I,you,she,he, it,we, they, correspond the respective possessive adjectives my, your, his, her, its, our, their, and the respective possessive pronouns mine, yours,his, hers,its, ours, theirs.
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Week 30 – Period 89
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 11: TRAVELLING IN THE FUTURE
Lesson 3: A closer look 2
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to use will for future prediction. They will be able to use possessive pronouns correctly. 
- Vocabulary: lexical items related to future means of transport and movement.
- Grammar: Will for future prediction, possessive pronounces.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Ss will be more aware of and be more responsible for protecting the environment and the future means of transport and movement 
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 lead in the new lesson. 
b, Contents: Ss answer the teacher’s questions.
c, Outcome: SS can answer the questions well and fluently.
d, Organization:
Set up the situation to lead in to the lesson:
T – Ss exchange:
Lead in to the objectives of the lesson are use will for future prediction and use possessive pronouns.
T: How do you go to school every day?
Ss: I go to school by .. (by bike)
T: What color is your bike?
Ss: My bike/ It is red/ ..
T: Mine is white.
 And how will you travel when you are 25?
Ss: I will ..
2. Presentation (25’)
a, Aims: Help students use “will” for future prediction then do exercises.
b, Contents
+ Ss study the use of Will for future prediction.
+ Ss work individually to rearrange the words to make the sentences.
+ Ss work in pairs to complete the sentences with the correct form of will.
c, Outcome: SS can know how to the use of Will for future prediction and do the related exercises correctly.
d, Organization:
T reminds Ss of Phuc, Veronica, and Mai and the group’s project in Getting Stated
Ask Ss if they are talking about the past , the present , or the future. For more able class elicit from Ss more information about what the group discuss.
 Ss cover the text to listen carefully to pick up any phrases/sentences that contain will.
-Ss work individually then compare their answers with each other.
-Write ‘fortune teller’ on the board. Ask Ss why people want to visit a fortune teller,and what the fortune teller is expected to talk about. If you have experience asking a fortune teller to predict your future (or simi-lar), tell the class what the fortune teller sáy(in direct form).Ask ss if they have ever talked with a fortune teller about the future, and if the predictions have become true or not.
Ss work in pairs to complete the task.
Then T gives feedback to Ss as a class.
If time allows, ask Ss to play roles to predict the future of each other.
I. Grammar.
1. Will for future prediction
Key: We often use will to make a prediction about the future.
Prediction
Affirmative
S + will + V
Negative
S + will not (won’t) + V
Interrogative
Will + S + V?
2. Rearrange the words to make the sentences.
1. Pepple won’t use flying cars until the year 2050.
2. Do you think the fuel price will increase next month?
3. The mail won’t arrive until next week.
4. I don’t think he will take the new position.
5. We will use more solar energy in the future
3. Complete the sentences with the correct form of will.
Key:	
1. Will I be	
2. will be	
3. Will I be 
4. will be	
5. Will I be 
 6. won’t be	
7. will travel
3. Practice (10’)
a, Aims: Ss can use possessive pronouns and do exercise well.
b, Contents
+ Ss study the use of possessive pronouns.
+ Ss work individually to complete the sentences with possessive pronouns. 
c, Outcome: SS can know how to the use of possessive pronouns and do the related exercises correctly.
d, Organization:
T explains that we use possessive pronouns to avoid repeating information.
Draw Ss’ attention to the table.
The personal pronouns I, you, she, he, it, we, they correspond the respective possessive adjectives my, your, his, her, its, our, their, and the respective possessive pronouns mine, yours, his, hers, its, ours, theirs.
- Go through the example with Ss. Say the two sentences have the same meaning. Highlight the changes in the possessive in the two sentences.
- Ss work individually to complete task 4.Then T calls on some Ss to write the answers on the board and give feedback.
2. Possessive pronouns.
This is your pen “your” is a possessive adjective and it is put before the noun.
This pen is yours. “yours” is a possessive pronoun and stands alone.
Instead of saying: This pen is your pen (Which sounds repetitive)
We say This pen is yours.
Instead of saying: This bike is my bike, not his bike, we say This bike is mine, not his.
4. Complete the sentences with possessive pronouns
1. This computer is theirs.	
2. The black bike is mine
3. These shoes are his.
4. The cat is Veronica’s
5. The picture is ours
4. Application (5’)
a, Aims: Ss can talk sentences using the structure they have learnt.
b, Contents: Ss work in groups to tell sentences using the structure they have learnt
c, Outcome: SS can tell sentences using the structure they have learnt correctly.
d, Organization:
Have Ss work in groups of 4 or 5. Each group member writes 5 sentences individually, then the group get together to see how many sentences they have. The group that has the most correct sentences wins.
* Game: TALKING
3. Guides for homework (2’)
- Retell the use “will” for future prediction and use possessive pronouns.
- Learn new words and phrases.
- Prepare for Communication.
+ Write bad experience of yours about using a particular means of transport.
+ Give traffic problems and give solutions.
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Week 30 – Period 90
Date of planning: ./ ../2021
Date of teaching: / ../2021
UNIT 11: TRAVELLING IN THE FUTURE
Lesson 4: Communication + Test 15’
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will be able to talk about their carbon footprint as well as the ways how to save energy in life. 
- Vocabulary: lexical items related to future means of transport and movement.
- Grammar: Will for future prediction, possessive pronounces.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Ss will be more aware of and be more responsible for protecting the environment and the future means of transport and movement 
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures
1. Test 15’: 
Code 1:
I. Choose the best opion to complete each sentence .Circle A,B , C or D.
1.This time next month, they a new hydro power station on the river.
A.are going to build	B.will be building	C.are building D.will be build
2.Our class ways to save energy at home this time next Saturday morning.
A.is discussing	B.is going to discuss	C.will be discussing	D.will discuss
3.The village ..solar panels this time next year.
A.will be installing B.will install	C.has been installing	D.will installed
4.Lan used to go to school .
A. with bike
B. by foot
C. in car
D. by bus
5.This time in 2030 , many countries ..nuclear power.
A.are using	B.are going to use	C.will be using	D.have been using
 6. They go to work . train. 	 
 A. in
B. to
C. at
 D. by
II. Change the following sentences in to the future passive.
1.They will build a new house here.
-> A new house .
2.Jane will buy a new computer.
->A new computer .
Code 2:
I. Choose the best opion to complete each sentence. Circle A,B , C or D.
1. That picture is 
 A. us	
 B. ours
 C. our
 D. we
2. ..is a renewable source.	
 A. Coal
 B. Oil
C. Wind
D. Gas
3.Everybody attends the festival . fun.
A.with	B.for	C.in	D.of
4.Solar energy by many countries in the world in the future.
A.use	B.will use	C.will be using	D.will be used
5.A friend of is coming to stay with me next month.
A.me	B.my	C.I	D.mine
6. The village ..solar panels this time next year.
A. will be installing B. will install	C. has been installing	D. will installed
II. Change the following sentences in to the future passive.
1.They will build a new school here.
-> A new school .
2.We will buy some pens at the market.
-> Some pens ..
KEYS:
I. Choose the best option to complete each sentence. Circle A,B , C or D.
Code 1: 1B	2.C	3.A	4.D	5.C	6.D
Code 2: 1B	2.C	3.B	4.D	5.D	6.A
II. Change the following sentences in to the future passive.
Code 1
1. A new house will be built here.
2.A new computer will be bought by Jane.
Code 2
1. A new school will be built here.
2. Some pens will be bought by us at the market.
2. New lesson:
Teacher’s and students’ activities
Contents
1. Warm up (5’)
a, Aims: To warm up the class and lead in the new lesson 
b, Contents: Ss work in pairs to talk about their bad experiences about using a means of transport.
c, Outcome: SS can talk about their bad experiences about using a means of transport well.
d, Organization:
- Start the lesson by telling the class one bad experience of yours about using a particular means of transport. Write the key words of the story on the board. Ask Ss if they have similar experience. You can also bring in one or two photos about transport problems where you live and discuss them with the class.
-Ss work in pairs to do this task. T then calls on some pairs to share their list with the class.
2. Presentation (5’)
a, Aims: Help students know to use some new words.
b, Contents: Ss study some new words
c, Outcome: SS can talk about their bad experiences about using a means of transport well.
d, Organization:
- T introduces some new words.
Picture 
Picture
Synonym
Example 
- Check: Rub out and Remember.
New words:
- ‘Metro (n): tàu ngầm(đi trong thành phố)
- ‘Skytrain (n): tàu trên không
- ‘Gridlocked (n): kẹt cứng, tắc nghẽn giao thông
- Face (v): đối mặt với
3. Practice (13’)
a, Aims: Talk about traffic problems and give solutions.
b, Contents: Ss work individually to underline all the problems you can find.
c, Outcome: SS can talk about traffic problems and give solutions well.
d, Organization:
Ss read the two texts individually and underline the problems mentioned. 
T elicits their answers on the board. 
T asks if they have similar problems where they live.
If time allows, ask Ss to suggest solutions to these problems.
Ss work in groups of 4 or 5 to design a future means of transport that will help people in Wonderland, using the prompt web provided. 
2. Underline all the problems you can find
- Biggest city without a metro of skytrain.
- The city is getting gridlocked
- There are too many cars (10 million in traffic every day) and more cars are coming
- Serious pollution
- Fewer buses
- It takes too long to drive in the city
4. Application (5’)
a, Aims: Ss can design a future means of transport that will help people in Wonderland, using the prompt web provided.
b, Contents: Ss work in groups to design a future means of transport that will help people in Wonderland, using the prompt web provided.
c, Outcome: SS can design a future means of transport that will help people in Wonderland, using the prompt web provided well.
d, Organization:
T explains they should listen carefully to other groups in order to give evaluation (as a group). (5 is the highest score and 1 is the lowest score).
T collects the evaluation and adds up the scores to find out the best presentation.
3. Design a future means of transport that will help people in Wonderland, using the prompt web provided.
Mean of transport
What kind of energy will it use?
Where can people use it?
3. Guides for homework (2’)
- Retell the traffic problems and solution
- Learn new words
- Prepare for skills 1: 
+ Find means of transport. 
+ Give facts or opinions about transports.