Giáo án Tiếng Anh 7 - Unit 10: Energy sources - Lesson 5 - Hoàng Thị Ngà

Nội dung tài liệu: Giáo án Tiếng Anh 7 - Unit 10: Energy sources - Lesson 5 - 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 5: SKILLS 1 ( P 110 ) Week: 28 Period: 84 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 energy sources produce (v); limited (a); available (a); elictrical appliances. * Pronunciation: - Pronounce the new words correctly: produce (v); limited (a); available (a): elictrical appliances. * 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 reading Mr Lam’s lecture on energy sources - Speaking about the advantages and disadvantages of different energy sources 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 Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW) ------------------------------------------ 1 --------------------------------------
2. 1. Aim: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. 2. Content: - Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new lesson. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson - A chance to speak English and focus on the topic of the lesson.. 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: Hangman + Game: Hangman - - Teacher divides class into 2 teams and asks + T_ Ss them to think of the word which has 9 letters in it related the topic “ENERGY SOURCES”. - Ss have 1 min to think of the words related to the topic or they can discuss with their partners. - - Each member from each team turn by turn guesses the letter in the secret word. - - Teacher corrects their answers. - The team which can find or guess the secret first will be the winner. - OR: Ask a few Ss to go to the board and tell R E N E W A B L E the class how well they save energy. - Have the class listen and make notes. Select one or two Ss to retell what their classmates have just said. The class listens and comments. - Have Ss open their books to page 110 (SKILLS 1). - Students Open the book and write the tittle of the lesson. - Quickly write them on the board. ------------------------------------------ 2 --------------------------------------
3. 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 help Ss understand the knowledge of the topic (type of energy sources) To help Ss read for specific information about a lecture on energy sources. 2. Content: Look at the pictures and answer the questions Read the text and choose the best option A, B or C. 3. Products: Ss can answer the questions freely/ correctly. Ss can read the text and choose the best option correctly. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the speaking and reading. - T ask the whole class to do the Tasks in Skills 1 Step 2: Task performance Pre- reading Task 1. Work in pairs. Discuss the Task 1. Work in pairs. Discuss the following questions. - T_ Ss following questions. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary *Vocabulary: + Ask the class to look at the pictures. - produce (v) /prəˈdjuːs/ sản xuất Encourage them to focus on the main energy - limited (a) /ˈlɪmɪtɪd/ bị hạn sources in Viet Nam. chế Ask Ss to work in pairs. Have them ask and - available (a) /əˈveɪləbl/ có sẵn answer the questions provided. - electrical appliance: thiết bị điện + Students (Ss) listen to the instructions * Key: a ; c carefully and learn how to do the tasks. Call on some pairs to role-play in front of the class. The class comments. ------------------------------------------ 3 --------------------------------------
4. Task 2. Mr Lam is giving a lecture on Task 2. Mr Lam is giving a lecture energy sources. Read the text and choose on energy sources. Read the text the best option (A, B, or C) to complete the and choose the best option (A, B, sentences. or C) to complete the sentences. - Have Ss read the sentences and guess the - T_ Ss options given (A, B or C) to focus on the * Key: information they have to find in the passage. 1. B 2. A 3. C 4. A - Set a time limit for Ss to read the passage individually and do the task. Help them understand the passage by giving the meanings of the difficult words / phrases, or explanations, or the Vietnamese equivalents (e.g. non-renewable sources, renewable sources, produce energy, limited, run out, expensive to produce, rely on,...). - T may ask them to underline the structures or phrases relating to the questions they are going to answer. - Get them to share their answers in pairs or groups before checking as a class. Go around and offer help, if necessary. - Students Listen to the teacher’s instructions carefully and learn how to do. - If there is enough time, ask one or two Ss to write the answers on the board and explain their answers. Confirm the correct answers as a class. Step 3: Report and discussion - Sts write down the new vocabulary - 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' ) 1. Aim: To help Ss read for specific information about the text. To help Ss identify the advantages and disadvantages of different types of energy sources To help Ss ask and answer questions about the advantages and disadvantages of different energy sources. 2. Content: Read the text again and answer the questions. Discuss and put the words or phrases in the columns. ------------------------------------------ 4 --------------------------------------
5. Further practice. Ask and answer about the advantages and disadvantages of different energy sources 3. Products: Ss can answer the questions correctly. Ss can put the words or phrases in the columns correctly. Ss will be able to ask and answer about the advantages and disadvantages of different energy sources 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. Read the text again and Task 3. Read the text again and answer answer the questions. the questions. - Ask Ss to read the instruction (read the text and find the answers to the questions). Explain that this task helps them focus on the * Game: Lucky numbers. main information of the text. - Set a time limit for Ss to read the text and do the task individually. Ask Ss to note or * Key: underline where they find the information 1. There are two. They are non- that helps them answer the questions. renewable and renewable. - Ask Ss to work in pairs. Have them ask and 2. They include coal, oil and natural answer the questions provided. gas. - Select one or two pairs to do the task in 3. It's available, clean, and safe to front of the class. The class listens and use. comments. 4. We will rely more on renewable * Game: Lucky numbers. energy sources in the future - T_ Ss - Students Listen to the teacher’s instructions carefully and follow them. Task 4. Work in groups. Discuss and put Task 4. Work in groups. Discuss the following words or phrases in the and put the following words or appropriate columns. phrases in the appropriate - Have Ss read the instructions to identify columns. how the task is done. Key: - Have Ss work in groups. Ask them to read Advantages: easy to use, cheap, the words or phrases provided and discuss available, safe to use, good for the which ones are advantages and which are environment Disadvantages: run disadvantages. out, limited, expensive.. - Have Ss put the words and phrases in the ------------------------------------------ 5 --------------------------------------
6. appropriate columns. T goes around and corrects mistakes or gives help when necessary. - Call on some Ss to perform the task in front of the class. - T_ Ss - Students Listen to the teacher’s instructions carefully and follow them. - Students Work individually. - T and other Ss listen and comment Task 5. Work in pairs. Ask and Task 5. Work in pairs. Ask answer questions about the advantages and answer questions about the and disadvantages of different energy advantages and disadvantages of sources. different energy sources. - Have Ss read the instructions to identify how to do the task. - Remind them that they have to ask and answer questions about the advantages and disadvantages of different energy sources. - Have Ss work in pairs to read the example to understand how to make a dialogue. Then set a time limit for them to ask and answer the questions about advantages and disadvantages of different types of energy, such as hydro energy, nuclear energy, energy from coal, etc. - Encourage some pairs to role-play in front of the class. - T_ Ss - Students Listen to the teacher’s instructions carefully and follow them. - Students Work in pairs. - The class comments on their performances. - Comment on Ss' performance. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 4: APPLICATION (5' ) 1. Aim: ------------------------------------------ 6 --------------------------------------
7. - Check Ss’ understanding about the reading passage. - To help some Ss enhance presentation skill. - To consolidate what Ss have learnt in the lesson. - To give Home assigment 2. Content: A mind map summarising the main points 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 has Ss summarise what they have learnt with the two skills. - T can instruct them to draw a mind map to summarise the main points of the lesson. - Home assigment Step 2: Task performance *T allows Ss to give comments for their friends and vote for the most interesting and informative presentation. ** Ss do as required. *** T calls Ss to share answer. ****T gives feedback and comments. - T lets Sts take note the home assignment Step 3: Report and discussion - T asks, Sts answer about community service and tips for treating health problems. * Home assigment: -Step 4: Judgement - Do more exercises in workbook. T gives feedback and requires Sts do - Prepare new lesson. Skills 2. homework. IV. FEED-BACK: ------------------------------------------ 7 --------------------------------------