Giáo án tiếng anh 7 unit 10

Giáo án tiếng anh lớp 7 theo chương trình mới đã được soạn tương đối đầy đủ chi tiết đến từng bài theo PPCT nhà trường, theo mẫu hướng dẫn của Bộ giáo dục và đào tạo. Giúp giáo viên tham khảo thuận lợi trong giảng dạy, không phải mất thời gian để soạn mà tập trung vào công việc khác, tiết kiệm được thời gian, tiền của cho giáo viên. Đây là tài liệu tham khảo rất bổ ích.

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GIÁO ÁN TIẾNG ANH 7: UNIT 10

Class: ……… Period: ………

UNIT 10: ENERGY SOURCES

Lesson 1.1 – New words and Listening (Page 76)

I OBJECTIVES

By the end of the lesson, Ss will be able to:

1.1 Language knowledge and skills

- know more vocabularies about types and sources of energy (wind power, solar power, oil, coal,

natural gas, hydropower, renewable energy, non-renewable energy).

- talk about renewable energy sources that could be useful in their places

- listen to and understand a conversation of two people talking to experts at an energy convention (for general and specific details)

- know how to ask for clarification

1.2 Competences

- improve communication, collaboration, and critical thinking skills

1.3 Attributes

- save energy

- choose suitable and economical types of energy for everyday use

II TEACHING AIDS AND LEARNING MATERIALS

1 Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương

tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides

2 Students’ aids: Student’s book, workbook, notebook.

III ASSESSMENT EVIDENCE

Performance Tasks Performance Products Assessment Tools

- Fill in the table - Ss’ answers. - T’s feedback/Peers’ feedback

- Listen and repeat - Ss’ presentation - T’s feedback/Peers’ feedback

- Discuss which renewable

energy source could be useful

where you live

- Ss’ answers. - T’s feedback/Peers’ feedback

- Listen to Emma and James

talking to experts at an energy

convention What do they want

- Ss’ answers. - T’s feedback/Peers’ feedback

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to learn about?

- Listen and circle True or False - Ss’ answers. - T’s feedback/Peers’ feedback

- Speak: What sources of energy

does your country use? Do you

think it uses more non-renewable

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get

students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed

b) Content: Introduce types and sources of energy

c) Expected outcomes: Ss get to know some new words / structures they are going to study in

the lesson

d) Organization of the activity:

 Option 1: Fill in the table Listen and repeat.

- Use the “New words” part a.– page 76 for the warm-up

activity

- Show words and pictures, have Ss look and fill in the

blanks (in pairs)

- Call Ss to give answers

- Give feedback and show correct answers

- Lead to the new lesson

- Play the audio (CD2 – Track 23), have Ss listen and

repeat

- Correct Ss’ pronunciation if necessary

 Option 2: Song: Energy

- Let Ss watch a video clip of a song about energy

- Have Ss watch, sing together and try to remember how

many types of energy and names of some energy

- Work in pairs to fill in the blanks

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sources mentioned in the song.

- Check Ss’s answers and give feedback

natural gas)

B New lesson (35’)

 Activity 1: Pre-Listening (Vocabulary) (12’)

a) Objective: Ss get to know words about types and sources of energy.

b) Content:

- Vocabulary study (wind power, solar power, oil, coal, natural gas, hydropower, renewable energy,

non-renewable energy).

- Speaking: Discuss which renewable energy source could be useful where you live.

c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when they

do some listening tasks

Task a Fill in the table Listen and repeat.

 Option 1 (If the teacher hasn’t used this part for

the Warm-up activity)

- Demonstrate the activity on DCR, using the

example

- Have Ss fill in the table

- Divide class into pairs and have them check their

answers with their partners

- Check answers as a whole class using DCR

- Play audio (CD2 – Track 23) Have Ss listen and

repeat

- Correct Ss’ pronunciation

 Option 2: (If the teacher has used part a for the

Warm-up activity): Fill in the blanks

- Have Ss look at the pictures and fill in the blanks by

- Look and listen

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the words they have known in Task a (from Warm up

activity (T uses different pictures from those in the

textbook.)

- Have Ss give answers and tell the meaning of

words / phrases again

- Check answers as a whole class

- Call some Ss to read the words again

- Correct Ss’ pronunciation if necessary

*Illustration:

Task b In pairs: Discuss which renewable energy

source could be useful where you live.

- Have Ss work in pairs to discuss which renewable

energy source could be useful where they live

- Go round and give help if necessary

- Have some pairs share their ideas in front of the

class

- Give feedback and evaluation

- Give answers, meaning

 Activity 2: While - Listening (17’)

a) Objective: Students can develop their listening skill.

b) Content:

- Listen to Emma and James talking to experts at an energy convention What do they want to learn about?

- Listen and circle True or False.

c) Expected outcomes: Ss can listen to and understand a conversation of two people talking to experts

at an energy convention.(for general and specific details)

Task a Listen to Emma and James talking to

experts at an energy convention What do they

want to learn about?

- Have Ss read the question, guess the answer

- Play audio (CD2 - Track 24) -Work individually.- Listen.

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- Have Ss listen and give answers.

- Check answer as a whole class using DCR

Task b Now, listen and circle True or False.

- Have Ss read the through the content of Task b,

underline the key words

- Play the audio again (CD2 - Track 24)

- Have Ss listen and circle True or False.

- Have Ss check answers with their partners

- Give the correct answers

 Activity 3: Post - Listening (6’)

a) Objective: Students can use the vocabulary and the content in listening part to develop their

speaking skill

b) Content: Speaking: What sources of energy does your country use? Do you think it uses more

non-renewable or non-renewable energy?

c) Expected outcomes: Students can talk about sources of energy in Vietnam.

- Ask Ss to find more ways to ask for clarification.

Task c In pairs: What sources of energy does

your country use? Do you think it uses more

non-renewable or non-renewable energy?

- Have Ss work in pairs to discuss the question

- Observe and give help if necessary

- Call some pairs to share their ideas with the class

- Look and read

- Listen and repeat

- Give answers

- Work in pairs

- Present

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- Give feedback and evaluation.

C Consolidation and homework assignments (5’)

* Consolidation:

- Words about types and sources of energy (wind power, solar power, oil, coal, natural gas,

hydropower, renewable energy, non-renewable energy)

- Language for asking for clarification:

- Did you say…?

- Is that …?

* Homework

- Learn the new words by heart

- Do the exercises in WB: New words and Listening (page 56)

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 60)

- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

- Prepare: Lesson 1.2 – Grammar (page 77 – SB)

D Reflection

a What I liked most about this lesson today:

………

b What I learned from this lesson today: ………

c What I should improve for this lesson next time: ………

School: ……… Date: ………

Lesson 1.2 - Grammar (Page 77)

I OBJECTIVES

- use comparison (more…than… and less…than…) correctly.

- compare the consumption of energy in different places

1.2 Competences

- improve speaking, listening skills

- improve the use of English

1.3 Attributes

- save energy

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tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts

2 Students’ aids: Student’s book, workbook, notebook, handouts.

- Listen and repeat - Ss’ performance - T’s feedback

- Study the grammar box - Ss’ answers/ presentation - T’s feedback

- Unscramble the sentences - Ss’ answers - T’s feedback/Peers’ feedback

- Look at the table and write

the sentences

- Ss’ answers - T’s feedback/Peers’ feedback

- Speak: Compare more

information from the table Use

b) Content: Review: types and sources of energy.

c) Expected outcomes: Ss review some types and sources of energy which are very useful for

them in the new lesson

 Option 1: Chatting and reviewing types of energy

- Have Ss close books and notebooks

- Ask Ss some questions:

1 What is renewable energy?

2 What is non - renewable energy?

3 Can you tell some sources of energy that are

renewable and non-renewable?

4 What sources of energy do Vietnamese people use

most?

- Check Ss’ answers, give feedback

 Option 2: Pie chart of energy consumption

- Briefly introduce the pie chart

- Close books and notebooks

- Listen, then answer the questions

- Listen

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Source:

https://www.e-education.psu.edu/earth104/node/1345

- Have Ss look at the pie chart and answer some

questions:

1 How many sources of energy are there?

2 Which source of energy do people use most /

least?

3 Which is consumed more: fossil fuels

(non-renewable energy) or non - fossil fuels ((non-renewable

energy)? How many percent?

- Check Ss’ answers, give feedback

- Look at the pie chart, then answer the questions

- Listen and repeat.

- Introduce the grammar points.

c) Expected outcomes: Ss know the new grammar points: Comparison (more…than… and less…

than…) and use them in some exercises that follow.

Task a Listen and repeat.

- Have Ss look at the picture using DCR

- Play audio (CD2 – Track 26) and have Ss listen and

read the speech bubbles

- Remind Ss ways to read %: percent

- Play the audio again and have Ss listen and repeat

Grammar box

 Option 1:

- Have Ss look at the grammar explanation and read:

Comparison (more…than… and less…than…)

- Look

- Listen, then read

- Listen and repeat

- Look and read

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- Have Ss read the examples:

- Explain more about the way to use Comparison

(more…than… and less…than…).

- Ask Ss to make more sentences using Comparison

 Option 2:

- Have Ss look at the sentences in the speech bubbles

in Task a and read them again

- Have Ss make comments on the words in bold (more

… than …).

- Ask Ss some elicit questions:

1 Do they use “more…than…” to make comparison

for things with bigger amount or smaller amount?

2 What types of word / phrases that go between

“more …” and “than …”?

- Give feedback

- Then, lead to the grammar box, briefly explain the

way to use Comparison (more…than… and less…

than…).

- Have Ss read the grammar box and examples

- Read examples of different forms

- Listen and take notes

- Give more examples

- Look and read

- Comment

- Listen and take notes

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- Ask Ss to make more sentences using Comparison

- Unscramble the sentences

- Look at the table and write the sentences

c) Expected outcomes: Students can get used to the usage of Comparison (more…than… and less…

than…) and use them correctly.

Task b Unscramble the sentences.

example

- Have Ss read the prompts, then unscramble the

sentences

- Have Ss work in pairs to check each other’s work

- Have some Ss share their answers with the whole

class

- Give feedback, correct Ss’ answers if necessary

- Look and listen

- Work individually

- Work in pairs

- Write answers on the board

Answer keys

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Task c Look at the table and write the sentences.

- Have Ss look at the information in the table

- Demonstrate the activity using the example

- Have students look at the table and write the

sentences

- Have pairs check each other's work

- Have some students share their answers with the

a) Objective: Students master the grammar points they study in the lesson

b) Content: Speaking: Compare more information from the table Use the prompts.

c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point

in the lesson in everyday speaking and writing

Task d In pairs: Compare more information

from the table Use the prompts.

- Divide class into pairs

- Have Ss take turns to compare more information

from the table, use the prompts

- Have some pairs share their answers with the class

- Work in pairs

- Present

- Listen

* Consolidation: Comparison (more…than… and less…than…)

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* Homework: - Make 2 sentences using Comparison (more…than… and less…than…) - Do the exercises in WB: Grammar (page 57) - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 61) - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.3 – Pronunciation and Speaking (page 78 – SB) D Reflection a What I liked most about this lesson today: ………

c What I learned from this lesson today: ………

Lesson 1.3 – Pronunciation and Speaking (Page 78)

I OBJECTIVES

- put stress on the first syllable for numbers which are multiples of ten correctly

- ask and answer about energy

- compare energy sources in different places

1.2 Competences

- improve listening and speaking skills

1.3 Attributes

- save energy

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2 Students’ aids: Student’s book, workbook, notebook, paper.

- Listen to the words and focus

on the underlined letters - Ss’ performance and answers - T’s observation.

- Listen and cross out the word

that doesn’t follow the note in

“a”

- Read the words with the

correct stress to a partner - Ss’ performance. - T’s feedback/Peers’ feedback.

- Ask and answer Then,

compare energy sources in

Bigton and Greenville Swap

roles and repeat

- Ss’ performance. - T’s feedback/Peers’ feedback

- You're an energy expert

interested in how two different

cities use different kinds of

energy In pairs: Student B, turn

to page 123, File 11 Student A,

ask about Springfield and

complete the table Swap roles

Answer questions about Twin

Peaks

- Ss’ performance /Presentation - T’s observation, T’s feedback/Peers’ feedback

- Compare the energy sources

for Twin Peaks and Springfield

Which city uses more

renewable energy?

- Ss’ performance /Answers - T’s feedback/Peers’ feedback.

IV PROCEDURES

A Warm up: (5’)

b) Content: Review sources of energy / Review: numbers.

c) Expected outcomes: Ss know some information that is useful for them in other speaking

activities

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TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

 Option 1: Review sources of energy.

- Divide class into 4-5 groups

- Have Ss in each group write as many as possible the

sources of energy they know

- Call Ss to write answers on the board

- Check Ss’ answers give feedback

- The group which has the most correct answers will be

the winner (T also checks spelling.)

- Announce the winner and give a small present

- Lead to the new lesson: /ð/ sound

Option 2: Review: numbers.

- Have Ss watch and listen to the song: Counting by 10

- Have Ss sing together

 Activity 1: Pre-Speaking: Pronunciation (8’)

a) Objective: Introduce: Stress the first syllable for numbers which are multiples of ten.

b) Content:

- recognize: stress the first syllable for numbers which are multiples of ten.

- listen and check, cross out the word that doesn’t follow the note in “a”.

- practice

c) Expected outcomes: Ss put stress on the first syllable for numbers which are multiples of ten in their

speaking

Task a + b Listen to the words and focus on the

underlined letters.

- Play the recording (CD2, track 27)

- Ask Ss to listen and focus on the underlined letters

- Play the recording again, have Ss listen and repeat

with a focus on the stress feature

Task c + d Listen and cross out the word that

doesn’t follow the note in “a”.

- Play the recording (CD 2 – Track 28), have Ss listen

- Listen

- Listen again and repeat

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and cross out the option that doesn’t follow the note in

“a”

- Play the recording again and check answers as a

whole class using DCR

- Listen and give answers

Answer keys

 Activity 2: While-speaking (22’)

a) Objective: Students can compare energy sources.

b) Content:

- Ask and answer Then, compare energy sources in Bigton and Greenville Swap roles and repeat

- You're an energy expert interested in how two different cities use different kinds of energy In pairs: Student B, turn to page 123, File 11 Student A, ask about Springfield and complete the table Swap roles Answer questions about Twin Peaks

- Compare the energy sources for Twin Peaks and Springfield Which city uses more renewable energy?

c) Expected outcomes: Ss produce the new language successfully.

PRACTICE

* Ask and answer Then, compare energy sources

in Bigton and Greenville Swap roles and repeat.

- Demonstrate the activity by practicing the role-play

with a student

- Divide the class into pairs

- Have pairs ask and answer using the information in

the table and compare energy sources in Bigton and

Greenville

- Swap roles and repeat

- Observe, give help if necessary

- Have some pairs demonstrate the activity in front of

the class

SPEAKING: Which City is Greener?

Task a You're an energy expert interested in how

two different cities use different kinds of energy

In pairs: Student B, turn to page 123, File 11

Student A, ask about Springfield and complete the

table Swap roles Answer questions about Twin

Peaks.

- Demonstrate the activity by practicing the activity

with a student

- Divide the class into pairs

- Have Student B turn to page 123, File 11

- Have students ask and answer to complete the table

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- Have students swap roles and repeat.

- Observe, give help if necessary

- Remind Ss to use ways to ask for clarification - Swap roles and repeat.

 Activity 3: Production (5’)

a) Objective: Students compare the energy usage of two cities.

b) Content: Compare the energy sources for Twin Peaks and Springfield Which city uses more

renewable energy?

c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing d) Organization of the activity:

Task b Compare the energy sources for Twin

Peaks and Springfield Which city uses more

renewable energy?

- Have Ss compare the energy sources for Twin

Peaks and Springfield Then answer: Which city

uses more renewable energy?

- Have some students share their findings with the

class

- Give feedback and evaluation.

- Discuss in pairs

- Present

* Consolidation: put stress on the first syllable for numbers which are multiples of ten.

* Homework:

- Practice: Putting stress on the first syllable for numbers which are multiples of ten

- Prepare: Unit 10 - Lesson 2.1 – New words and Reading (page 79 – SB)

- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook

(pages 60 & 61)

D Reflection

a What I liked most about this lesson today:

………

d What I learned from this lesson today: ………

Lesson 2.1 – New words and Reading (Page 79)

I OBJECTIVES

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- know some new words about things relating to energy (wind turbine, power play, solar panel, nuclear

power) and adjectives about advantages and disadvantages of energy sources ( renewable,

non-renewable, cheap, expensive, polluting, dangerous, clean, noisy).

- talk about advantages and disadvantages of energy sources

- read a text about choosing the best option for energy to understand general and specific information

1.2 Competences

- improve communication, collaboration, analytical and critical thinking skills

1.3 Attributes

- save energy

tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, pictures

- Match the words with the

pictures - Ss’ answers. - T’s feedback/Peers’ feedback.

- Add each word/phrase (5–9)

to the correct column Listen

and repeat

- Ss’ answers/ presentation - T’s observation / feedback

- Discuss which energies you

think are clean to run or cause

pollution

- Read the text and underline

the correct title - Ss’ answers. - T’s feedback/Peers’ feedback.

- Read and answer the

questions - Ss’ answers. - T’s feedback/Peers’ feedback.

- Speak: Which of the energy

sources is the best choice for

the future of your country?

- Ss’ answers/ presentation - T’s feedback/Peers’ feedback

IV PROCEDURES

A Warm up: (5’)

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b) Content: Introduce: adjectives to talk about advantages and disadvantages of energy sources / Introduce devices to exploit energy.

c) Expected outcomes: Ss have general ideas about the topic of the new lesson: Advantages and disadvantages of energy sources.

 Option 1: Introduce: Adjectives used to talk about

advantages and disadvantages of energy sources.

- Show list of adjectives, have Ss work in pairs divide

them into 2 groups: positive and negative

- Lead to the new lesson: Advantages and

disadvantages of energy sources.

*Suggested adjective list: polluting, clean, safe,

limited, abundant, expensive, dangerous, cheap,

renewable, non-renewable, noisy, harmful, available.

 Option 2: Vocabulary (use New words part a for

warm up activity)

- Have Ss close books and notebooks

- Show pictures and words, have Ss do the matching

- Negative: polluting, limited, expensive,

dangerous, non-renewable, noisy, harmful

- Close books and notebooks

- Work in pairs, then give answers

 Activity 1: Pre-Reading (Vocabulary) (12’)

a) Objective: Ss know some words about energy.

b) Content:

- Vocabulary study: wind turbine, power play, solar panel, nuclear power, renewable, non-renewable,

cheap, expensive, polluting, dangerous, clean, noisy.

- Match the words with the pictures Add each word/phrase (5–9) to the correct column Listen and

repeat

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- Speaking: Discuss which energies you think are clean to run or cause pollution.

c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in

appropriate situations

Task a Match the words with the pictures.

 Option 1

- Demonstrate the activity, using the example

- Have Ss match the words with the pictures

- Call Ss to give answers (read or write)

 Option 2:

- Demonstrate the activity, using the example

- Have Ss match the words with the pictures (T uses

different pictures and different orders from those in

the textbook.)

- Check answers as a whole class

*Illustration:

Task b Add each word/phrase (5–9) to the correct

column Listen and repeat.

example

- Have Ss add each word/phrase (5–9) to the correct

column

- Play audio (CD2 – Track 29) Have Ss listen and

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Task c Discuss which energies you think are clean

to run or cause pollution.

- Have pairs discuss which energies they think are

clean to run or cause pollution

- Have Ss share their answers in front of the class

- Give feedback and evaluation - Work in pairs.

- Present

Sample answers

 Activity 2: While - Reading (18’)

a) Objective: Students can develop their reading skill.

b) Content:

- Read the text and underline the correct title

- Read and answer the questions

c) Expected outcomes: Students can read a text and understand more about advantages and

disadvantages of energy sources.

Task a Read the text and underline the correct

title.

- Ask Ss to scan the text scan the text, then underline

the correct title

- Remind Ss to underline or highlight the keywords

or supporting ideas for their answers

- Have some Ss share their answers with the class

(read), explain for their answers

- Give feedback

- Give feedback and correct Ss’ answers if necessary

Task b Read and answer the questions.

- Have Ss look at the content of task b

- Work individually: Scan the text underline the correct title

- Read answers, explain

- Check answers

Answer keys

- Read

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- Have Ss underline key words.

- Have Ss scan the text again, and answer the

questions

- Elicit answers from different pairs

- Work in pairs to answer the questions

- Read answers

Answer keys

 Activity 3: Post - Reading (5’)

a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking

skill

b) Content: Speaking: Which of the energy sources is the best choice for the future of your country? c) Expected outcomes: Students can express their choice for the future of Vietnam.

Task c In pairs: Which of the energy sources is

the best choice for the future of your country?

- Have Ss work in pairs to answer the questions

- Go round and give help if necessary

- Call some Ss to share their ideas with the whole

- Learn the new words by heart

- Do the exercises in WB: New words + Reading (pages 58, 59)

- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 62)

- Prepare: Unit 10 - Lesson 2.2 – Grammar (page 80 – SB)

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Lesson 2.2 - Grammar (Page 80)

I OBJECTIVES

- use connectors: and, but correctly.

- talk about benefits and drawbacks of energy sources

1.2 Competences

- improve speaking, listening and writing skills

- improve the use of English

1.3 Attributes

- save energy

- Listen and repeat - Ss’ performance. - T’s feedback

- Study the grammar box. - Ss’ task - T’s observation

- Write sentences, using the

prompts - Ss’ answers. - T’s feedback/Peers’ feedback.

- Fill in the blanks using “and”

or “but”. - Ss’ answers. - T’s feedback/Peers’ feedback.

- Speak: Make sentences about

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IV PROCEDURES

A Warm up: (5’)

b) Content: Review: Adjectives used to talk about advantages and disadvantages of energy

sources

c) Expected outcomes: Ss review old knowledge and have general ideas about the grammar

points they are going to study in the new lesson

 Option 1 : Jumbles words

- Have Ss close all books

- Have Ss work in pairs to rearrange letters to make a

meaningful word in each number

- Call Ss to give answers, have Ss read the words again,

tell the meaning

 Option 2: Number the pictures

- Have Ss work in pairs to number the pictures

- Call Ss to give answers, read the adjectives again and

tell the meaning

Tiêu đề	Energy Sources
Trường học	Unknown University or School
Chuyên ngành	English
Thể loại	Giáo án tiếng anh 7 unit 10

Định dạng
Số trang	47
Dung lượng	4,87 MB
File đính kèm	GIÁO ÁN TIẾNG ANH 7 unit 10.rar (5 MB)