Kế hoạch bài dạy English 7 - Period 85 + 86 + 87, Unit 10 + 11: Sources of Energy. Travelling in the future

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WEEK 30
Date of planning: 
Date of teaching: 
Period :85 UNIT 10: SOURCES OF ENERGY
 Lesson 6: SKILLS 2
 I. OBJECTIVES:
 - By the end of the lesson, Ss will be able to: 
 1. Knowledge: - Write a passage about energy and the ways how to save energy 
in life.
 2. Skills: - Develop Ss’ listening to a passage of a new source of energy and 
writing skills 
 3. Attitudes: Educate Ss how to save energy.
 4. Competence: Language competence, solving problem competence, verbal 
linguistic.
 II. TEACHING AIDS:
 1. Teacher’s preparation:
 - Materials: Ss’ books, an extra- board, a CD & a cassette player, reference books 
and projector.
 2. Students’ preparation: 
 - Textbook
 - Sts’ book 
III. PROCEDURE
I. Organization
- Greetings.
- Checking attendance.. ...
II. New lesson
 Ss’ and T’s activities Content
 ACTIVITY 1. Warm- up (7’) I. Vocabulary.
 Aims : Ss can know What we should do to Use public Ride to 
 save energy transport work 
 Step 1: - Have Ss play game “ spider-web 
 of phrases ”
 What we 
 Step 2: Read 3 times in chorus should do to 
 save energy 
 - Discuss some questions
 Look at the picture. Discuss the following.
 1, What do you think is unusual about this Turn off .
 means of transport? lights .. 
 2, Have you seen any transport like this ? 3, What should we do to save energy in our 
life?
Step 3: Set the sense 
Step 4: Lead to the new lesson
ACTIVITY 2: PRESENTATION(10’) I . Vocabulary : 
Aims: Ss guess the meaning of some words (in developing countries)
and phrases in the text 1. to use up (v) 
- Instruction: Ss find the some words and2. to lead to 
phrases in the text. Discuss the meaning of3. to change 
each word/ phrase with a partner. Then4. to heat up .
check the meaning. 5. to release ..
* Elicit some new words (pictures, realias , 6. to solve ( the problem)
situations .) 7. to protect 
*Elicit the question “What should you do? 8. to invest 
Step 1: Have Ss read many times in chorus 9. to increase >< to 
Step 2: Read 3 times in chorus reduce 
Step 3: Call 3 Ss read individuals to avoid ( doing ST)
Step 4: Checking vocab: What & Where * Structure: 
 “What should you do?
ACTIVITY 3: PRACTICE(12’) II. Practice.
Aim: Ss can listen to get information aboutA. Listening. 
a new source of energy. Listen to the passage and tick true or 
Step 1: + Have Ss guess the answers and false to the statements.
the word before listening 1, T 2,T 3,T 4, F 5, 
- Listen to the passage and tick true or false T
to the statements. Listen to the passage again and 
- Listen to the passage again and complete complete the sentences. 
the sentences . 1, mountainous 
- Ss work in group. 2, Cooking and heating
Step 2: - Cross-check 3, air pollution
- Play the tapes 4, on the increase 
Step 3: 5, wind and the sun 
- Call 5 groups to give their answers B.
- Play the tape again. C.
Step 4: Check and confirm the correct 
answer
ACTIVITY 4. PRODUCTION (14’) Writing 
Aims: Ss write a short passage about what Complete the article. Use the phrases 
they should do to save energy. below. 
Step 1: - Ask Ss to complete the article 1 -E , 2 -D , 3 -A , 4-B , 5-C
independently before writing in 4 Discuss the following ways to save 
- Ss discuss the way to save energy in pair energy. Decide on the 5 most important in 5 , then write them in the box
 - Ss write a short passage about what we What should you do to save energy 
 should do to save energy. (maybe at home) ? 
 Step 2: 1. Reduce our electricity 
 - Ss read the complete article, paying 2. Use public transport 
 attention to the problems and solution of 3. Reduce the use of fossil fuel.
 how to save energy. 4. Increase the tax on petrol.
 - Ss work in pair to compare the answer. 5. Use low energy light bulbs.
 - Ss work individually to write a short Write a short passage about what we 
 passage. Ss can use the information in 5. should do to save energy. (maybe at 
 Step 3: home)
 - Call 1 student to give the answer to the Start like this : 
 class. Every day, we use too much energy at 
 - Present their works on the sub-boards home. We should 
 - Provide the correct answers .
 - 2 Ss read aloud their passage. If there is ..
 not time to write in class, Ss can do it as 
 homework.
 Step 4: 
 - T observe 
 - Feedback
 Consolidation(2’)
 Homework Do at home
 - Learn by heart all the new words.
 - Prepare for next lesson (find the meaning 
 of the new words in the next lesson) 
 - Do writing (workbook)
 - Redo Ex6 (student’s book)
Teacher’s reflextion
 WEEK : 30
Planning date: .
Teaching date: .....................
Period: 86
 UNIT 10: SOURCES OF ENERGY
 Lesson 7: LOOKING BACK & PROJECT 
I. OBJECTIVES:
- By the end of the lesson, Ss will be able to 
 1. Knowledge: - Revise what they have learnt about ENERGY SOURCES in the 
previous lessons as well as make their own products slogans about how to save energy. 
 2. Skills: - Develop Ss’ listening, speaking, reading and writing skills. 
 3. Attitudes: Educate Ss know sources of energy & ways to save energy in life. 
 4. Competence: Language competence, visual spatial, verbal linguistic
 II. TEACHING AIDS:
 1. Teacher’s preparation:
 - Materials: Ss’ books, an extra- board, a CD & a cassette player, reference books 
and projector.
 2. Students’ preparation: 
 - Textbook
 - Sts’ book 
 - Review all the words and structures.
III. PROCEDURE
I. Organization
- Greetings.
- Checking attendance.. ...
II. New lesson
 Sts’ and T’s activities Content
 ACTIVITY 1. Warm up(10’) I. Vocabulary. (Review) 
 Aims: - Encourage Ss to complete 1 . Put the words into the correct groups.
 Looking back without referring to Sources of Advantage Disadvantages 
 the previous sections in the unit. energy s 
 Step 1: Ss read the words and put Biogas Clean Polluted 
 them in the correct columns. Solar energy Cheap Expensive 
 - Weaker class can do in pairs or in Gas Plentiful Limited 
 small group. Nuclear Available Exhausted/ 
 Step 2: energy dangerous 
 - Have Ss put the words into the unlimited Harmful
 correct groups to recall some new Water power 
 words.
 Step 3:
 - 3 Ss or 3 groups give their answer. Step 4:
- Other Ss observe & feedback
- All the class read the words aloud 3 
times.
ACTIVITY 2: PRACTICE (15’) II. Grammar: (Review)
Aims: - Encourage Ss to review the A. The future continuous tense .
grammar in this unit: the future => expressing an action in progress at a 
continuous and the future simple definite point of time in the future . 
tense(passive) by doing exercises. (+) S + will be + V-ing 
PRACTICE 1 (-) S + will not be + V-ing
Step 1: - Review briefly the usages (?) Will + S + be + V-ing?
and forms of the future continuous B. The future simple passive form. Passive 
tense and the simple future passive form is used when.
voice . - the doer is not known /not important 
- Give examples - the object is not important 
Step 2: - Ss work individually * Form 
Step 3: (+) S + will be + Vpp (by O).
- 2 Ss Re-explain the uses and the (-) S + will be + Vpp (by O).
form. (?) will + S + be + Vpp (by O)?
Step 4: 1 Student checks. NOTE: If the doer is definite and still 
 important, we can add “ by O ” at the end of 
 the sentence.
 * Practice: 
PRACTICE 2 2. Complete the sentences using the verbs in 
Step 1 - Have Ss do Ex (pair work & brackets in the future continuous.
group-work) 1, will be wearing 2, will be lying 
Step 2: - cross- check 3, will be working 4, will be studying 
Step 3: 5, will be building 
- Call 2 Ss represent their answers. 3. Change the following sentences into the 
 passive voice. 
Step 4: Provide the keys. 1. A lot of money will be spent on heating next 
 year.
Ask Ss to write down their answers 2. Biogas will be used for fuel in homes and for 
on their notebooks 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.
 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 
ACTIVITY 3: PRACTICE 3(10’) III. Communication: How to save energy 
Aims: Review to say what you 5. Look at the pictures and answer the 
should do to save energy? question below.
Step 1: - Ss look at the pictures and What should you do to save energy?
say out - We should turn off the fire when the 
Step 2: Discuss with their friends kettle is boiling.
Step 3: Call some ones to present - We should turn off the faucet when the 
Step 4: Feedback and correct tub is full of water.
mistakes if necessary. - 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.
ACTIVITY 4: PRODUCTION(9’) IV: Project.( Poster / sub-boards)
Aims: Writing a simple slogans 1. Look at the slogans and answer the 
about saving energy questions below.
Step 1: - Have Ss discuss the slogans - How are they used?
- Observe and feedback. - Why are they important? 
Step 2: 
- Divide the class into 6 groups 2. Write simple slogans in your groups about 
- Have Ss work in groups to draw how to save energy. 
slogans about how to save energy. (exhibition their slogans) 
Step 3: (maybe do at home)
- Call 2 groups to present their 
products (exhibition)
Step 4: 
- T observe 
- Feedback
3. Homework (1’)
- Learn by heart all the new words. Do at home
- Prepare for next lesson (find the 
 meaning of the new words in the 
 next lesson) 
- Redo 3, 5 and project (students’ book)
Teacher’s reflection
 WEEK : 30
Planning date: .
Teaching date: .....................
Period: 87
 Unit 11: TRAVELLING IN THE FUTURE
 Lesson1: Getting Started
I. Objectives.
1.Knowledge: By the end of the lesson, Ss can:
 - use lexical items ralated to future means of transport and movement.
 - understand the difference between facts and opinions
 - use will for future prediction
2. Skills: Drill listening, speaking ,reading and writing skills .
3.Attitudes:Be interested in future means of transport and influence on the environment.
4. Competence: Develop: teamwork, communication, self-study.
II. Preparation:
-T: Powerpoint file means of transport in the future.
SS: Prepare the lesson in advance.
III. Procedure
 Teacher and Students’activities Contents
 ACTIVITY 1.Warm up.(5’) ADJECTIVES: NOUNS 
 Aim: To get ss involve in the lesson. Underwater car
 To introduce the topic.
 Encourage SS’s reative power. high-speed train
 Step 1: T: Hey, class. Now we will do a driverless bicycle
 macthing exercise. You will work in 4 solar- powered airplane
 groups, macth the ADJECTIVES and 
 electric taxi 
 NOUNS, in 3 minutes. How many words 
 can you make? Be creative! Envirnmentally 
 Step2: SS do the task. T goes around the helicopter
 class to help. flying 
 Step3: SS from 3 groups read loud the 
 answers. bus
 wind-powered ship 
 pilotless
 Step4: T confirms, gives comments, the 
 key.
 Key: 
 Underwater train flying bus
 solar- powered airplane 
 wind- powered ship
 pilotless helicopter
 Electric bicycle
 ............................
 Model sentences:
 Eg: People will own driverless cars in 
- Let Ss draw the usage of “will” in this 
 the future. 
situation
 Will + V: for future prediction.
- Ss follow T’s instructions
- Lead to the new lesson 
ACTIVITY 2. Presentation(10’) Listen and read .
Task 1. Introduction: - What can you see in the picture?
-Have Ss cover the text and ask them to - What are Veronica, Mai, and Phuc 
look at the picture only. doing? What makes you think so?
-Introduce the names of the students - What do you think is on the screen? 
(Veronica, Mai, and Phuc). Is there a connection between what is 
- Ask them questions on the screen with what Mai is 
- Ask Ss to uncover the text. Play the thinking about?
recording and ask them to locate the parts of - What topic are they talking about?
‘flying cars’, ‘jet pack’, and ‘teleporter’.
Task 2. Vocabulary: Vocabulary:
Step 1: -Ask them to listen to the tapescript( 
twice times) Flying car (n): ô tô bay
 Jet pack (n) : động cơ phản lực mini
Step 2: T uses powerpoint file showing Teleporter (n): dịch chuyển tức thời
means of transport in the future to present Driverless car (n): ô tô không người lái
some new words. Crash (v) (n): đâm, va chạm
Step 3: Ss follow T instructions and take Avoid (v): tránh
notes Helicopter (n) : máy bay trực thăng Step 4: -Check the understanding by Imaginative(n) : giàu trí tưởng tượng
making sentences with the new words.
ACTIVITY 3. Practice(10’) a. Read the conversation again. Then 
Task 1. Read the conversation again. Then choose the correct anwsers
choose the correct anwsers.
Step 1: T asks ss to: 
 - Read the conversation again. Then 
choose the correct answers.
 - Work in dividually 
 - Time: 3 minutes
Step 2: Ss do the task.
 Key
Step 3: -Have Ss compare the answers in 1. a 2. b 
pairs and then discuss as a class. 3. c 4. a
Step 4: -T goes through each question and 
asks Ss how the text in the conversation 
supports their answers.
-Give correct answer b. Answer the quesions
Task 2. Answer the quesions
Step 1: T gives the task to ss: 
 Work in groups of six
 Times: 5 minutes Key: 
 1. If there are too many flying cars, 
Step 2: Ss do the task.
 there will be traffic jams in the sky. 
 Step 3:- Write the answer on the board.
 - Compare the answer with their Some means of transport will not be 
groups convenient in bad weather (e.g.jet 
Step 4: -Give correct answer pack). Future means of transport may 
 use a lot of fuel which will make 
 pollution worse.
 2&3: Open answers from Ss.
ACTIVITY 4. Production(Low-level) 
(10’) Task 1. Can you find any future 
 means of transport from the