Giáo án Tiếng Anh Lớp 7 - Tuần 29

Period: 85
UNIT 10: SOURCES OF ENERGY
Skill 2
I. Objectives
By the end of the lesson, Ss will be able to write a passage about energy and the ways how to save energy in life.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the lexical items related to “sources of energy”.
- Grammar: future continuous, future simple passive
b. Skills: listening, speaking, reading and writing.
c. Attitude: Being aware of the importance of sources of energy, and being interested in saving energy
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’) Aims: Ss can listen and write about energy problems and the solution
Sts’ and T’s activities
Contents
- Have Ss play game “ spider-web of phrases ”
- Read 3 times in chorus 
- Discuss some questions
- Set the sense 
- Lead to the new lesson
Questions:
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?
 Cycle to work /school
 Use public transport
 Turn off lights .. 
 What we should do to save energy 
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: developing their vocabulary
Elicit some new words (pictures , realias , situations .)
- Have Ss read many times in chorus 
- Call some individuals 
* Checking vocab: What & Where
Vocabulary : 
( in developing countries)
to use up
to lead to 
to change 
to heat up 
to release 
to solve ( the problem)
to protect 
to invest 
to increase >< to reduce 
to avoid ( doing ST)
Aims: developing their listening skills.
Have Ss guess the answers before listening 
- Cross-check 
- Play the tapes
- Call someone to give their answers 
- Play the tape again 
- provide the keys 
Listening
2. Listen to the passage and tick true or false to the statements.
 1, T 2,T 3,T 
 4, F 5, T
- Ask Ss to work individually
- Cross –check
- Call some Ss to the black-board 
- Provide the correct answers 
- Have Ss work in groups to discuss what we should do to save energy 
- T observe and feedback
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
Aims: developing their writing skill
Writing
4. Complete the article. Use the phrases below. 
1 -E , 2 -D , 3 -A , 4-B , 5-C
- Divide the class into 6 groups
- Have Ss practice in group 
- Present their works on the sub-boards 
- T observe 
- Feedback 
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? 
Reduce our electricity 
Use public transport 
Reduce the use of fossil fuel
Increase the tax on petrol
Use low energy light bulbs
- Let Ss practice writing in groups
- Go around the class to help Ss.
- Have Ss display their writings.
- Correct and give feedback.
6. Write a short passage about what we should do to save energy.
I think we should use electricity efficiently and remember to turn off the lights before going to bed or going out. Morever, we should also to use energy light bulbs and travel by public transport.
3. Consolidation 4’
Ss demonstrate their writing and give feedback
4. Using knowledge (option)
5. Further practice (option)
- Prepare the next lesson: (Looking back)
IV. Experience:
Period: 86
UNIT 10: SOURCES OF ENERGY
Looking back & Project
I. Objectives
- By the end of the lesson, Ss will be able to review what they have learnt about ENERGY SOURCES in the previous lessons as well as make their own products slogans about how to save energy.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: Sources of energy & ways to save energy in life
- Grammar: The future continuous tense and the future simple passive form
b. Skills: listening, speaking, reading and writing.
c. Attitude: Being aware of the importance of sources of energy, and being interested in saving energy
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’) 
Sts’ and T’s activities
Contents
- Have Ss put the words into the correct groups to recall some new words 
- Read 3 times in chorus 
- Checking remembering by games 
- Guide how to play 
- observe & feedback
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
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: reviewing about how to use future continuous tense and the future simple passive form
Review briefly the usages and forms of the future continuous tense and the simple future passive voice .
- Give examples 
- re-explain the uses and the form
II. Grammar
A, 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 ?
 B, The future simple passive form. Passive form is used when .
- the doer is not known /not important 
- the object is not important 
* Form 
(+) S + will be + Vpp ( by O ) .
(-) S + will be + Vpp ( by O ) .
(?) will + S + be + Vpp ( by O ) ?
NOTE : If the doer is definite and still important, we can add “ by O ” at the end of the sentence .
Aims: focusing students on developing their writing skill.
- Have Ss do Ex ( pair work & group-work)
- cross- check
- call someone to represent their answers.
- Provide the keys 
* Practice : 
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. 
1. A lot of money will be spent on heating next year .
2. Biogas will be used for fuel in homes and for transport.
3. Renewable energy like wind and solar energy will be used to solve the problems of pollution.
4. The use of electricity will be reduced to save energy.
5. A hydro power station will be built in this area next year.
Aims: developing their writing and speaking skill
- Ask Ss to do the task in pairs to complete the conversation. 
- Have them to practice the conversation with their partner.
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 
- Have Ss look at the pictures and say out 
- Call some ones to present 
- Feedback and correct mistakes if necessary 
III. Communication: How to save energy 
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 .
3. Consolidation 4’
Sts’ and T’s activities
Contents
Aims: reviewing their grammar
- 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 (exhibition)
- T observe 
- Feedback
Project
1. Look at the slogans and answer the questions below.
How are they used ?
Why are they important ? 
2. Write a simple slogans in your groups about how to save energy .
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 87
Unit 11: TRAVELLING IN THE FUTURE
Getting started
I. Objectives
By the end of the lesson, Ss can use lexical items related to future means of transport and movement, understand the difference between facts and opinions, state prediction.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: future means of transport and movement
- Grammar: will for future prediction, possessive pronouns
b. Skills: listening, speaking, reading and writing.
c. Attitude: Be interested in future transport and movement 
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
To start the lesson, ask Ss as a class to brainstorm on the board one or two means of transport that are now commonly used in Viet Nam. Connect this with what they have learnt in Unit 7 (Traffic) andUnit 10 (Energy) by asking Ss to describe how these means of transport work in which situations they are used, and the advantages and disadvantages of using them.
Example: “motorbikes”
- have motors powered by engines.
- use petrol
- used for road traiffic
- advantages, practical, personal transport
- disadvantages: not safe cause pollution
Ask Ss how people in Viet Nam will travel around in year 2100. Ask them to predict it theirmeans of transport mentionedon the board will still be used. Ask them to explain their preductions.
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: developing their listening and reading skills
- Elicit the new words
- Have Ss read twice 
- Checking vocabulary: Rub-out and remember.
- T. plays the recording. 
- Ss listen and read.
- Ss can read the conversation in pairs and answer the questions.
- T corrects and gives the feedback.
1. Listen and read
I. 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
II. Model sentences:
Eg: People will own driverless cars in the future. 
Will + V: for future prediction.
a. Read the conversation again. Then choose the correct answers.
Key
1. a 2. b 3. c 4. a
b. Answer the questions.
Key: 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 (e.g.jet pack). Future means of transport may use a lot of fuel which will make pollution worse.
2. I like driverless cars best becaues I don’t need a driver to make me to some place.
3. Jet pack, driverless cars.
Aims: developing their understading skill.
- T. has Ss work independently.
- Ss look at the table and tick the items they would like to take with them. 
2. Fact or opinions (v) in the F (fact) or O (opinion) box.
1. F 2. O 3. F 
4. O 5. O
- Ss work in pairs and say.
- T corrects and gives feedback.
3a. Can you find any pictures means of transport from the coversation in 1 here?
- Flying car
- Driverless car
b. Combine more adjectives and nouns. How many words can you make? Be creative!
- Flying taxi
- wind-power bus
- soler-power airplane
- underwater ship
- electric bicycle
c. Choose your three most interesting means of trainport. Then share them with your partner.
A: I think a pace train sounds great.
B: Oh, I don’t. I think underwater bus is better!
A: Solar-power airplane is great to transport.
B: Yes, I realy like that.
A: Underwater ship is so impressive.
B: Yes, I think so.
3. Consolidation 4’
- T asks Ss to say some mains of trainsport in the future.
- Ss say.
- T corects.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Signature
Week 29: ........................................................