Giáo án Tiếng Anh 7 - Unit 10: Energy sources - Lesson 7 - Bùi Thị Hậu

Nội dung tài liệu: Giáo án Tiếng Anh 7 - Unit 10: Energy sources - Lesson 7 - Bùi Thị Hậu

1. ... KẾ HOẠCH BÀI DẠY MÔN TIẾNG ANH 7 Họ và tên: Bùi Thị Hậu Giáo viên trường TH & THCS Tân Thành – Dương Kinh – Hải Phòng. . UNIT 10: ENERGY SOURCES LESSON 7: LOOKING BACK & PROJECT ( P 112 – 113 ) Week 29 Period: 86 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 types of energy sources * Pronunciation: - Pronounce the new words in Unit 10 correctly * Grammar: + Grammar: Review Present continuous, Present simole. 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: - Practice doing some exercises related to Unit 10 “Energy Sources” - Match the adjectives in A with the nouns in B to make phrases. - Compete the sentences, using the phrases in 1. - Complete the semtences by using the correct form of the present continuous or present simple of the verbs in brackets. - Find ONE mistake in each sentence and correct it. - Do Project: SAVING ENERGY AT SCHOOL. 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. .. 1
2. ... II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW) 1. Aims: To create an active atmosphere in the class before the lesson; To lead into the new lesson. - Encourage Ss to review and drill section of the unit 10. 2. Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new lesson . 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. 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 - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance + Greeting + Greeting: T_ Ss + Game: Brainstorming: + Game: Brainstorming: - How to save energy at home. - How to save energy at home. - Ss work in teams. Step 3: Report and discussion - Ss work in teams, write the ways to save energy at home Step 4: Judgement - T & W.C check and correct. - T summarizes the discussion and leads to the lesson. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: To help Ss revise the words and phrases relating to energy sources To help Ss use the phrases in 1 to complete the sentences. .. 2
3. ... 2. Content: Revision on the words . Do the matching. Do the filling to complete the sentences. 3. Products: Ss remember the words/ phrases. Match the adjectives with nouns to make phrases. Ss can complete the sentences correctly. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for doing exercises - T ask the whole class to do the Tasks in Looking Back Step 2: Task performance Task 1. Match the adjectives in A Task 1. Match the adjectives in A with the nouns in B to make phrases. with the nouns in B to make phrases. - T_ Ss - Give Ss time to do the task * Key: individually. Tell them to read the adjectives 1.e 2. a 3.d 4. b 5.c in the first column and match them with the nouns in the second column to make appropriate phrases. - Ask Ss to compare their answers in pairs or groups before checking as a class. - Have a few Ss read the phrases aloud in front of the class. + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Praise Ss when they do the task well. Task 2. Complete the sentences, using Task 2. Complete the sentences, the phrases in 1. using the phrases in 1. * Game: Lucky numbers. - T_ Ss - Ask Ss to read the sentences individually. * Game: Lucky numbers. Draw their attention to the gaps they are going *Key: to fill in. 1. low energy light bulbs - Have Ss work in pairs or groups and discuss 2. electrical appliances which phrase fits in the gap of each sentence. 3. renewable sources of energy - Call on some Ss to read aloud the complete 4. solar energy sentences. 5. hot water - T and other Ss comment. .. 3
4. ... - Students do the tasks - Students Give the answers - Check the answers as a class. 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 3: PRACTICE (20' ) 1. Aim: To help Ss revise the uses of the present simple and the present continuous in sentences. * This activity helps students improve their ability to work independently and in a team. It extends their imagination in a field related to the unit topic Energy Sources 2. Content: Complete the sentences , using the correct form of the present continuous or present. Finding mistakes. Think of a new festival. Discuss. Draw picture. Present the festival.... 3. Products: Ss can complete the sentences correctly. Ss can find one mistake in each sentence and correct it. Ss can think of a new festival, draw and present the festival to the class. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss study the examples, consume the rules and do the exercises Step 2: Task performing Task 3. Complete the sentences Task 3. Complete the sentences by by using the correct form of the present using the correct form of the present continuous or present simple of the continuous or present simple of the verbs in verbs in brackets. brackets. - T_ Ss - Have Ss read the instruction to know what *Key: they have to do. Draw their attention to the the 1. is raining 2. start uses of the present continuous and present 3. is walking 4. does 5. am writing simple and which one can be used to complete the sentences. - Ask Ss to complete the sentences individually. Then they can check their .. 4
5. ... answers with a partner before T discusses them as a class. - Students do the tasks - Students give the answers - Call on a few Ss to read the completed sentences in front of the class. - T and other Ss listen and comment. Task 4. Find ONE mistake in each Task 4. Find ONE mistake in sentence and correct it. each sentence and correct it. - Have Ss read the instruction. - T_ Ss - Give them time to read the sentences and find *Key: and correct the mistakes in pairs or groups. 1. do are doing - Go around and offer help if necessary. 2. explain -> explaining - Have them swap answers before checking as 3. is -> are a class. Correct mistakes if necessary. 4. use -> using - Call on one or two Ss to read the correct 5. look -> are looking sentences in front of the class - Students do the tasks - Students give the answers - T and other Ss listen and comment. Extension: If there is enough time, encourage Ss to do the following activity. What are you wearing? - T asks a student what he / she wears or is wearing, and then to repeat the question to another student. Example: T: Mai, are you wearing jeans? Mai: No, I'm not. Are you wearing jeans, Minh? Minh: Yes, lam. T: Thuy, do you wear a scarf? Thuy: Yes, I do, during the winter. Do you wear a scarf, Xuan? ................. PROJECT ACTIVITY 1 .. 5
6. ... Aim: To help Ss find the tips that can be applied to save energy in their school. PROJECT Have Ss read the instructions. ACTIVITY 1: Ask them to read the tips about how Ss Some tips to save energy at school: can save energy at school. Teach the words - Turn the lights off when you leave the overheat, overcool and the phrase the taps are classroom. dripping. Check comprehension. - Students Listen to the teacher’s instructions - Turn off electrical appliances when they carefully. are not in use. - Students do the tasks . Prepare the at home -Don't overheat or overcool the beforehand. classrooms. - Students do the project in groups. - Check that none of your taps around the - Give them some time to work in groups to school are dripping. discuss if these tips can be applied in their school and make notes. Go around and offer help if necessary. ** Ss should prepare the project as assign groups in the previous lessons beforehand. - Students vote for the best poster. - Students should finish the project in class, assign groups in the previous lessons. ACTIVITY 2 Aim: To help Ss make a poster about some tips to save energy in their school and present it to the class. ACTIVITY 2: Give Ss time to make posters about the Hello everyone, today our group will talk tips that can be applied in their school. Ask them to use the notes in 1. about some tips to save energy in our Select some groups to the front of the school. First, we should turn the lights off class to show their posters and tell the class when you leave the classroom because about the tips to save energy at their school. this saves electricity. Second, we should Other groups and T comment. turn off electrical appliances when they If there is not enough time,T may ask Ss are not in use. A variety of different to do the project as homework and check it electronic devices and appliances can during the next lesson. - Teacher gives feedback. consume electricity even when they're Step 3: Report and discussion turned off, so it’s important to switch - Ss write down the new vocabulary them off after using. Finally, we should .. 6
7. ... - T asks, Ss answer some more questions check that none of your taps around the about the lesson Step 4: Judgement school are dripping. This helps saving a - T gives feedback on the reaction of Ss large amount of water every day. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assigments 2. Content: A mind map summarising the main points of the lesson. Home assigments 3. Products: Review the old lesson Take note Home assigments 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 assigments Step 2: Task performance * Home assigments: - T summarises the main points. - Do more exercises in workbook. - T asks Ss what they have learnt so far. Have - Prepare UNIT 11 them recall the important elements: - T lets Ss take note the home assignments Step 3: Report and discussion - T asks, Ss answer. -Step 4: Judgement T gives feedback and requires Ss do homework. IV. FEED-BACK: . . . .. 7