Giáo án Tiếng Anh 7 - Unit 10: Energy sources - Lesson 4 - Hoàng Thị Ngà

Nội dung tài liệu: Giáo án Tiếng Anh 7 - Unit 10: Energy sources - Lesson 4 - Hoàng Thị Ngà

1. --------------------------------------------------------------------------------------------- KẾ HOẠCH BÀI DẠY MÔN TIẾNG ANH 7 Họ và tên: Hoàng Thị Ngà Giáo viên trường TH & THCS Tân Thành – Dương Kinh – Hải Phòng. UNIT 10: ENERGY SOURCES LESSON 4: COMMUNICATION ( P 109 ) Week 28 Period: 83 Class Date of teaching Attendance I. OBJECTIVES By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: + Vocabulary: use words related to Comminication: go to school on foot, public transport, low energy light bulb, warm water, turn off * Pronunciation: - Pronounce the new words correctly: go to school on foot, public transport, low energy light bulb, warm water, turn off * Grammar: + Grammar: Review Present continuous 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Be co-operative and supportive in pair work and teamwork. - Actively join in class activities. b. Specific competencies: - pratice asking for explanation by listening and reading the conversation about the topic “energy sources” - Lexical items related to the topic “communication”: Asking for explanations. - Make similar conversations to ask for explanations of the phrases: hydro energy, energy from cool . - Practice speaking about how well you save energy. 3. Qualities: - Develop awareness of energy sources and energy saving. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector ------------------------------------------------ 1 ------------------------------------------
2. --------------------------------------------------------------------------------------------- Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW) 1. Aim: Everyday English Asking for explanations Play games or have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new lesson. 2. Content: Having a chance to speak English and focus on the topic of the lesson. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson - Developing the language skills by asking and answering questions about themselves. 4. Implementation: - Teacher instructs - Sts do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance + Greeting + Greeting + Game: PASS THE SECRET + Game: PASS THE SECRET - Teacher divides class into 2 teams. - T_ Ss Each team has 5 members. Asks them to think of “TYPES OF ENERGY” with the words: Solar, hydro, coal, natural gas, oil, wind, - Ss have 1 min to pass the wordswith their partners. - The last member from each team run to the Suggested answers: board and write one word. - Solar, hydro, coal, natural gas, oil, - Teacher corrects their answers. wind, - The team which has more correct words will be the winner - Students (Ss) listen and learn how to do. - Teacher checks and gives feedback. - T encourages Ss to talk in English as much as possible. OR: + Give Ss a few minutes to revise the previous lesson by making some sentences with the present continuous. ------------------------------------------------ 2 ------------------------------------------
3. --------------------------------------------------------------------------------------------- + Have Ss ask and answer the questions in 5 again to reinforce the uses of the present continuous + Lead to the new lesson. Step 3: Report and discussion - Sts join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: To provide Ss with the way of asking for explanations. 2. Content: To introduce the expressions for asking for explanations. Listen and read the conversation, pay attention to the highlighted sentences. 3. Products: Ss learn how to express for expressing disappointment correctly. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context to reading and listening - T ask the whole class to do the Tasks in Communication Step 2: Task performance Task 1. Listen and read the Task 1. Listen and read the conversation. conversation. Pay attention to the Pay attention to the highlighted questions highlighted questions - Play the recording and have Ss listen and read the conversation at the same time. Then have them read the conversation, sentence by sentence. - Draw their attention to the highlighted sentences. - Elicit the questions to ask for explanations (What does "solar energy" mean?, And what does "wind energy" mean?) and the answers to these questions (Well, it's energy that comes from the sun, It's another *Audio script - Track 72: type of energy, and it comes from wind). Lan: What does "solar energy" - Ask them to act out the conversation in mean? pairs. Go around and offer help, if necessary. Mr Tan: Well, it's energy that comes - T_ Ss from the sun. + Students (Ss) listen to the instructions Lan:And what does "wind energy" ------------------------------------------------ 3 ------------------------------------------
4. --------------------------------------------------------------------------------------------- carefully and learn how to do the tasks. mean? - Check their pronunciation. Mr Tan: It's another type of energy, Task 2. Work in pairs. Make similar and it comes from wind. conversations to ask for explanations of the phrases: hydro energy, energy from coal - Have Ss read the instructions of the activity to understand what they are going to do. - Remind them that What does “solar Task 2. Work in pairs. Make similar energy"mean?, And what does "wind energy" conversations to ask for explanations mean? are used to ask for explanations. of the phrases: hydro energy, energy Check comprehension. from coal - Have Ss work in pairs, one asks questions for explanations about types of energy such * A: What does wind energy mean? as hydro energy, energy from coal,... and the B: It’s energy that comes from the other gives the answers. wind. What does nuclear energy mean? - Comment on their performance. A: It’s energy that comes from the Step 3: Report and discussion nuclear power. - T asks, Sts answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Sts ACTIVITY 3: PRACTICE (20' - GW/PM/IM) 1. Aims: To help Ss express what they do to save energy. To help Ss say what their classmates do to save energy. To help Ss practise answering the questions, tick Yes or No. 2. Content: Ask and answer about saving energy Do the telling. Tell the group how well your partner saves energy. 3. Products: Ss can answer the questions freely/ correctly Ss can tell the group how well their partner saves energy. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Sts study the examples, consume the rules and do the exercises Step 2: Task performing Task 3. Work in pairs. Ask Task 3. Work in pairs. Ask your your partner the following questions partner the following questions and tick and tick (✓) his or her answers in (✓) his or her answers in the boxes. the boxes. - Have Ss read the instructions to understand ------------------------------------------------ 4 ------------------------------------------
5. --------------------------------------------------------------------------------------------- what they are going to do. Teach new words (e.g. public transport, low energy light bulbs,...). Check comprehension. - Have Ss work in pairs, one student in each pair asks the questions and ticks the other's answers in the boxes. - Students work in pairs to do this activity - Students listen carefully and learn how to do. - Students do the tasks. - Select one or two pairs to ask and answer the questions in front of the class. Praise them when they give the answers - Comment on their performance. Task 4. Work in groups. Tell the group Task 4. Work in groups. Tell the how well your partner saves energy. group how well your partner saves - Have Ss read the instructions. Then let them energy. read the example to understand how to do the * Example: task. Mai saves a lot of energy. She often - Have Ss work in groups. goes to school on foot and uses public - Ask them to look at the answers to the transport. She always turns off the lights when going to bed. questions they have ticked in 3 and tell the groups how well their partners save energy. Remind Ss of the use of the present simple of the verbs (e.g. Mai saves a lot of energy. She always goes to school on foot and uses public transport. She always turns off the lights when going to bed.). - Select a few group representatives to perform the task in front of the class. Praise them when they do the task well. - T_ Ss - Students Listen to the instructions clearly - Confirm the correct answers. Task 5. Answer the questions in 3 on your Task 5. Answer the questions in 3 on own. Then tell the class how well you save your own. Then tell the class how energy. well you save energy. - Have Ss read the instructions. Remind them Example: that they have to answer the questions in 3 on I don’t save much energy. I go their own and then tell the class how well to school on foot, but I never recycle they save energy. plastic bottles. I don’t turn off the TV when not watching it. ------------------------------------------------ 5 ------------------------------------------
6. --------------------------------------------------------------------------------------------- - Give Ss time to answer the questions in 3 individually. - Get them to share their answers in pairs or groups. - Let them read the example to understand how to perform the task. Remind them that they have to use / and the present simple of the verbs. - T_ Ss - Students listen to the instructions clearly - Call on a few Ss to perform the task in front of the class. Praise them when they do the task well. Step 3: Report and discussion - Ss work independently and in groups - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitude of Sts in class. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To consolidate what Ss have learnt in the lesson. To give Home assigment 2. Content: Revision of the lesson Home assigment 3. Products: Review the old lesson Take note Home assigment 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment) - T summarizes the lesson and let Sts tell what the have learnt T asks Ss to talk about what they have learnt and ticked the objectives they can do in the lesson. - Home assigment Step 2: Task performance - Teacher summarizes the lesson - T has Ss tell what they have learnt * Home assigment: - T lets Sts take note the home assignment - Do more exercises in workbook. ------------------------------------------------ 6 ------------------------------------------
7. --------------------------------------------------------------------------------------------- Step 3: Report and discussion - Prepare new lesson. SKILLS_1 - T asks, Sts answer about community service -Step 4: Judgement T gives feedback and requires Sts do homework. IV. FEED-BACK: ------------------------------------------------ 7 ------------------------------------------