Giáo án Tiếng Anh Lớp 7 - Tuần 30

Period: 88
Unit 11: TRAVELLING IN THE FUTURE
A closer look 1
I. Objectives
By the end of the lesson, Ss can appropriately use rising and falling intonation for Yes-No and Wh-questions.
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
The class can be started with a game. Write the verbs: drive, ride, fly, sail, pedal on pieces of paper. Ask one S at a time to volunteer to perform the action looking at the verb and the class guess what action the S is doing.
After each correct guess, write the verb on the board. Ask Ss to add means of transport they know that go with that verb. 
S at a time perform the action looking at the verb and the class guess what action the S is doing.
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Let Ss work in pairs to do activity 1then elicit the new words from the pictures
I. New words
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)
Aims: developing their vocabulary about means of transport in present and future
 Check ss’ answer
After having the keys, Ss work in pairs again to say the correct phrases.
ex: drive a train, drive a car, drive a bus.
VOCABULARY
1. 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
- Ask Ss to underline the most important key words in the thinking bubbles.
- Do the first item with Ss as an example. Ss then work individually and compare their answers in pairs.
2. The students are thinking of means of transport. Can you 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
- Ss work individually then pairs. 
- Explain 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, etc.)
3. In or on? Complete the sentences.
Key: 1. in 2. on 
3. on 4. in 5. in; on
Aims: developing their pronunciation
- Play the recording. Ss work individually and tick in the appropriate box.
- 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.
PRONUNCIATION
Rising and falling intonation for questions.
4. Listen and tick the correct box.
Look out: 
- We use rising intonation for Yes-No questions.
- We use falling intonation for Wh-questions.
Audio script:
1. What will be next?
2. Do you think you can use it in bad weather?
3. How much fuel will these means of transport use?
4. Will pollution be much worse?
Key: 
1. falling 2. rising 3. falling 4. rising
- Ss practise saying the questions individually then as a class.
5. Now repeat the questions.
- Ss practise 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.
6. Practise these questions. Work out whether they have rising or falling intonation? Listen then repeat.
Ss work in pairs and ask and answer the question in 6.
7. In pairs, ask and answer the questions in 6.
3. Consolidation 4’
Give ss survey form then guide them to conduct it ( pay attention to intonation when questioning)
Have you ever (travelled in/on..)..?
What is your favorite means of transport?
4. Using knowledge (option)
5. Further practice (option)
- Learn vocabulary by heart.
- Prepare the next lesson (A closer look 2)
IV. Experience:
Period: 89
Unit 11: TRAVELLING IN THE FUTUR
A closer look 2
I. Objectives
By the end of the lesson Ss will be able to use will for future prediction, use possessive pronouns
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
- Set up the situation to lead into the lesson:
- T- Ss exchange:
- Lead into the objectives of the lesson are to 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. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: using “will” for prediction
- Remind 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 discussion. 
- Ask Ss to cover the text to listen carefully to pick up any phrases/sentences that contain will.
Grammar
1. Listen again to the part of the conversation. What words do Phuc, Veronica and Mai when talking about the future? Complete the rules in the box.
* 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?
- Ss work individually then compare their answers with each other.
2. Rearrange the words to make sentences.
Key:
1. People 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
- 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 similar), tell the class what the fortune teller says (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.
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
Aims: using possessive pronouns in right way.
Go through the example with Ss. Say the two sentences have the same meaning.
Highlight the changes in the possessive in the two sentences.
Explain 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.
Ss work individually to complete task 4. Then T calls on some Ss to write the answers on the board and gives feedback.
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.
For more advanced classes, this can be done using ‘Sentence - making race’.
Have groups write in 10 minutes as many sentences as possible. The group that has the most correct sentences wins.
* 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 pronouns and stands alone.
Look out:
- We use a possessive pronoun instead of phrase:
 Ex: Phuc’s bike is red. Mine is blue.(mine= my bike)
- A possessive pronoun comes before a noun.
Ex: Their garden is so beautiful.
4. Complete the sentences with possessive pronouns. Look at the example.
Key:	
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
5. Game
Now, choose any five things you can see in the classroom. Make sentences about them.
Ex: This class is ours.
 ..
 ..
 ..
3. Consolidation 4’
Practice fluently
4. Using knowledge (option)
5. Further practice (option)
- Learn vocabulary by heart.
- Prepare the next lesson (Communication)
IV. Experience:
Period: 90
Unit 11: TRAVELLING IN THE FUTURE
Communication
I. Objectives
By the end of the lesson Ss will be able to talk about traffic problems and give solutions
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
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.
1. What problem with transport do you have? With a partner, discuss and make a list.
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
- Elicit the new words
- Checking technique: What and where
I. 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
Aim: developing their reading skill
Ss read the two texts individually and underline the problems mentioned. As a class, elicit their answers on the board. Ask if they have similar problems where they live.
If time allows, ask Ss to suggest solutions to these problems.
2. Now read this case study, .. Underline all the problem you can find.
Suggested answers:
- 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
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. If possible, provide Ss with posters (A0 sized paper) and marker pens.
3. In groups, think of a future mean of transport that will help people in Wonderland. Brainstorm your ideas below.
Ex:
Flying car
- What kind of energy will it use? Solar
- What will it look like? Like a normal car
- What technology will it use? Modern technology to help people not crash on the sky
- How many people can it transport? Most people
Prepare the evaluation form on A4 paper for each group to allow for more writing space if possible. Otherwise, ask the group to copy the table in their notebook. Explain 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).
After all groups have presented, T collects the evaluation and adds up the scores to find out the best presentation.
4. Prepare your solution to the class. As you listen to the other groups, write your comments in the table below.
3. Consolidation 4’
Practice fluently
4. Using knowledge (option)
5. Further practice (option)
Prepare: Skill 1
IV. Experience:
Signature
Week 30: ........................................................