Giáo án Tiếng Anh 7 tuần 30 đến 33

hey live.
( if time allows, asks Ss to suggest solutions to these problems).
- has Ss work in groups of 4 or 5 to design a future means of transport that will help people in Wonderland, using the prompt web provided. If possible, provides Ss with posters (A0 sized paper) and marker pens.
Production:
- repares the evaluation form on A4 paper for each group to allow for more writing space if possible. Otherwise, asks the group to copy the table in their notebook. 
- explains they should listen carefully to other groups in order to give evaluation (as a group). (5 is the highest score and 1 is the lowest score).
After all groups have presented, collects the evaluation and adds up the scores to find out the best presentation.
5. Homework:
- Learn new words
- Prepare for skills 1.
- listen to teacher carefully. 
- work in pairs to do this task. 
- present their ideas in front of class.
- observe and take note.
- repeat these words after T in chorus & read these words individually.
- take part in this activity.
- read the two texts individually & underline the problems mentioned. - answer T's question.
- work in groups, design a future means of transport that will help people in Wonderland.
- presentative of each group write their anwer on the board.
- listen to T carefully & work in groups.
- copy the table in their notebook. 
- listen carefully to other groups in order to give evaluation.
- give compliment.
- take note.
COMMUNICATION:
1/ P.53 What problems with transport do you have? With partner, discuss and make a list.
*Vocabulary:
metro (n): tàu ngầm(đi trong thành phố)
skytrain (n): tàu trên không
gridlocked (n): kẹt cứng, tắc nghẽn giao thông
face (v): đối mặt với
2/ P.53 Now read this case study and article about transport problems in Wonderland. Underline all the problems you can find.
Biggest city without a metro of skytrain.
The city is getting gridlocked.
There are too many cars (10 million in traffic every day) and more cars are coming.
Serious pollution.
Fewer buses.
It takes too long to drive in the city.
3/ P.53 In groups, think of the future mean of transport that will help people in Wonderland. Brainstorm your idea below.
- What kind of energy will it use?
- What will it look like?
- How many people can it transport?
- What teachnology will it use?
- Where can people use it?
4/ P.53 Present your sollutions to the class. As you listen to other groups, write your comments in the table below.
Group
name
Inters-
ting idea?
(1-5)
Does it 
Answer the problem?
(1-5)
Favorite
Part?
(make a
Note) 
* COMMENT:
................................................................................................................................................................................................................................................................................................................................................................................................
Week: 31	Preparation date: 26/03/2015
Period: 90 	 
UNIT 11 : 
Lesson 5: Skills 1
I. Objectives: 
By the end of the lesson, Ss can read a text about special vehicles & give facts or opinions. 
- Behavior: Ss can know the names of the transport inventions.
- Skills : Reading, speaking
II. Teaching aids :
	 Ss.’ book, pictures, extra board.
III. Knowledge:
- Vocabulary: flop, hover scooter, monowheel, pedal, segway, handle, pull, push
- Grammar: WH-questions (review)
IV. Techniques:
	- Individual work, pair/ group work.	
	- Communicative approach
V. Steps of teaching:
T’s activities
Ss.’ activities
Content
1. Warm up:
- give Ss brainstorming about means of transport
2. Pre- reading and speaking:
- asks Ss to look at the pictures and describe what they see. If the pictures are too small, can prepare bigger photos of a hover scooter, a monowheel, and a segway. Helps Ss to find out the connection between the pictures by asking questions such as: How many people can travel on them? 
Where are these vehicles used? How can these people control the vehicles? 
Do not give the names of the vehicles at this point?
- elicits the new words & asks Ss to repeat these words.
3. While- reading:
- asks Ss to read the text and try to identify which picture is a hover scooter, a monowheel, and a segway. Ask Ss to explain their decisions.
- has Ss work individually then compare the answers with their partners.
- asks Ss to work in pairs to complete the task. Ask Ss to underline the words in the text that help them to find the answers.
For more able class, ask Ss if they agree or disagree with what the author says and why.
While- speaking:
- explains the Stydy Skill box for opinion signal words. T may bring in some photos or write on the board some interesting topics and ask Ss for their opinions. Asks Ss to use opinion signal words where possible.
- remind Ss of the difference between a fact and an opinion that they have learnt in Getting Satrted. Ss work in pairs to complete the task.
4. Post- reading and speaking:
- has Ss work in pair to prepare their presentation about the vehicle. 
- reminds them to use statements about both facts and opinions.
- calls on some pairs to present it to the class.
5. Homework:
- Learn new words and phrases
- Prepare for skills 2.
- listen to teacher carefully & remind the means of transport.
- look at the pictures and describe what they see. 
- find out the connection between the pictures.
- answer the questions.
- observe and take note.
- repeat these words after T in chorus & read these words individually.
- read the text & try to identify the names of transport inventions in the text.
- explain their decisions.
- work individually then compare the answers with their partners.
- work in pairs to complete the task.
- underline the words in the text that help them to find the answers.
- give their reason they agree or disagree.
- listen to T carefully & look at the book.
- remmember, read the text again & work in pairs to complete the task.
- work in pair to prepare their presentation about the vehicle. 
- remind facts and opinions.
- can add their own ideas where possible. - some pairs to present it to the class.
- take note.
Brainstorming: means of transport
SKILLS 1
Reading:
1/ P.54 Look at the pictures below. What do you think is the connection between them.
Suggested answers: 
These are all personal of transport. One person can travel on them. They are all used for ground transport. People control them by using handle bars
* Vocabulary:
flop (v): thất bại
hover scooter (n): xe trượt trên mặt đất
monowheel (n): xe đạp một bánh
pedal (n), (v): bàn đạp
segway (n): tên một loại phương tiện giao thông di chuyển bằng sự di chuyển tay lái
pull (v): kéo> < push
handle (n): tay cầm
create (v)/ creation (n)
2/ P.54 Read the text below and find the names of the transport inventions.
Key:
Hover scooter
Monowheel
Segway
3/ P.54 Can you find words in the text to match the definations below.
Key: 
1. invention 2. flop 3. weird
4/ P.54 Answer the following questions.
1. The Segway.
2. Maybe because a personal hover scooter is expensive, and it may be difficult to park.
3. The monowheel.
4. The Segway.
Speaking:
5/ P.54 Read the text again. Which statements are facts? Which are writer's opinion?
Put them into the Fact or Opinion boxes.
1. fact 
2. opinion 
3. opinion
4. fact 
5. opinion 
6. fact
6/ P.54 Work in pairs, talk about the transport below. Use a mix of facts and opinions.
* COMMENT:
................................................................................................................................................................................................................................................................................................................................................................................................
Week: 32	Preparation date: 27/03/2015
Period: 91 	 
UNIT 11 : 
Lesson 6: Skills 2
I. Objectives: 
By the end of the lesson, Ss can listen for specific information about inventions of future means of transport & write a paragraph about future means of transport. 
- Behavior: Ss can know the names of the transport inventions.
- Skills : Listening, writing
II. Teaching aids :
	 Ss.’ book, CD player, headphones, pictures.
III. Knowledge:
- Vocabulary: (none)
- Grammar: Write short paragraph
IV. Techniques:
	- Individual work, pair/ group work.	
	- Communicative approach
V. Steps of teaching:
T’s activities
Ss.’ activities
Content
Warm up:
- lets Ss play game.
Presentation:
- asks Ss to look at the picture ( 1- p.55) has Ss guess the answers first. Tells Ss that the questions ask about what they think, and not what is true about the vehicle. Reminds them to use opinion signal words where possible. Doesn't give corrective feedback.
- accepts all answers from Ss and ask them to explain why they think so.
3. Practice: Listening
- plays the recording twice & asks Ss to check their answers in part 1.
- has Ss work individually to answer the questions and to compare the answers with their partners.
- has Ss work in pairs to do the task. 
- plays the recording again if necessary.
- gives correct feedback. 
- refers to the text in Reading to support Ss in this task.
- goes around the classroom to observe Ss & help them if neccesary.
Writing
- has Ss swap their writing with each other. Asks them to identify facts and opinions. 
 For more able classes, asks Ss to give their own feedback about their friend’s writing.
- gives compliment.
5. Homework:
- Learn new words and phrases.
- Do xercise: Part D, E ( Workbook)
- play game.
- look at the pictures and the statements carefully.
- give their options.
- find out the connection between the pictures.
- explains why they think so.
- listen & check their answers.
- answer the questions.
- work individually to answer the questions and compare the answers with their partners.
- work in pairs to do the task. 
- listen to the recording again & check the answers.
- read the instruction.
- write a short paragraph about a future means of transport in this unit.
- swap their writing with each other & identify facts and opinions.
- give their own feedback about their friend’s writing.
- Write down the homework.
* Jumbled words:
pfol -> flop 
eenmlohow -> monowheel
slpdae -> pedal 
nsiatryk -> skytrain
mtoer -> metro
edrgikdcol -> gridlocked 
seawgy -> segway 
rohve tsoeorc -> hover 
SKILLS 2
Listening:
1/ p.55 Look at the picture. Which do you think are the correct options below.
(Ss’ opinion)
2/ p.55 Now listen and check your answers.
1. can 
2. doesn’t
3. not easy
4. can’t
5. is
3/ p.55 Listen again and answer the following questions.
1. The vehicle is called TF-X
2. It can travel at 300 kph.
3. It was designed in 2013.
4/p.55 Tick the benefits of this vehicle that are mentioned in the recording.
1. It can avoid traffic.P
2. It can avoid bad weather.( not mention)
3. It travels fast. P
4. You can invite three of your relatives and three of your friends to travel with you on this vehicle at the same time.( the car has two seats)
5. Learning to drive the car is simple. P
Writing:
5/p.55 Write a short paragraph about a future means of transport in this unit. Include both facts and your opinions about the vehicle.
- name of mean of transport.
- how it looks
- how its functions.
- what you think about it.
6/p.55 Swap your writing with your partner. Find which sentences are facts, and which ones are opinions. Do you agree or disagree with your friend’s opinions?
* COMMENT:
.................................................................................................................................................
Week: 32	Preparation date: 27/03/2015
Period: 92 	 
UNIT 11 : 
Lesson 7: Looking back
I. Objectives: 
	- Knowledge: By the end of the lesson, Ss will be able to review all the grammar points & new words they’ve learnt in this unit, helps Ss. see how far they have progressed, & which areas need further practice.
 - Behavior: Ss can know the names of the transport inventions.
	- Skills: speaking, reading, writing.	
II. Teaching aids :
	 Ss.’ book, pictures, extra board.
III. Knowledge:
- Vocabulary: (none)
- Grammar: Simple future & possessive pronouns (review)
IV. Techniques:
	- Individual work, pair/ group work.	
	- Communicative approach
V. Steps of teaching:
T’s activities
Ss.’ activities
Content
1. Warm up:
- asks Ss do chatting about the transport in the future.
2. Presentation:
- lets Ss. remind the content of the unit.
- remarks Ss’ answer, explains the grammar points they’ve not understood it exactly.
Practice:
- prepare sets of cut- outs of these pictures.
- has Ss work individually to combine the pictures together to form a phrase.
- asks Ss work in groups & shuffle the cards to form more combined words.
 - has Ss first work individually, then work in groups to fill the table.
- asks Ss to work individually then compare their answers with each other.
- corrects the mistake.
- asks Ss to look at the picture & the information about skysycling.
- asks them to write the text and swap with each other for peer comments.
- has Ss work individually then compare their answers with each other.
- asks some pairs to practice these sentences aloud.
Production:
- encourages Ss to draw pictures or use videos to illustrate their ideas. They may use posters or prepare a presentation using computer if possible.
5. Homework:
- Do exercise in work book (Unit 11)
- Prepare: the 4th test
- listen to teacher carefully & think of the transport in the future.
- remember the unit, tell the grammar points they’ve learnt.
- take note (if necessary)
- listen, read the exercise & try to understand it.
- work individually to combine the pictures together to form a phrase.
- work in groups.
- work individually.
- work in groups to fill the table
.- give their answer.
- corrects the answer.
- work individually.
- compare their answers with each other.
- copy down.
- look at their book, remember simple futre tense with will/ won't to do exercise.
- write the text and swap with each other for peer comments.
- do matching individually.
- practice in pairs.
- work in groups, brainstorm ideas for future means of transport.
- take note.
Chatting: Which transport do you think of in the future?
LOOKING BACK
Vocabulary:
1/ p.56 Use the clues in the two pictures to form a phrase.
b.solar-powered taxi
c. driverless plane
d. space car
e. underwater bus.
2/ p.56 Complete this table.
Transport possibilities in the future.
Verb
Energy used
Characteristics
Bicy-
cle
Ride, pedal
Wind-powered
Automated,
 high-speed
car
drive
Water-powered
Flying,
 driverless
train
drive
Solar-powerd
Underwater,
 supersonic
Air-
plane
Fly, drive
Solar-powered
driveless
Grammar:
3/ p.56 Change the personal pronouns in brackets into suitable possessive pronouns.
1. mine 
2. yours
3.theirs
4. hers
4/ p.56 Look at the information about skycycling tubes. Then write a description of this means of transport using will and won’t.
Skycycling tubes will be easy to drive.
Communication:
5/ p.56 Match the sentences in A with those in B.
c 2. e 3. b 4. a 5. d
PROJECT
Our own future transport.
In groups, brainstorm ideas for your future means of transport. Think about the following:
+ Where does it travel? Does it fly, float, drive or something else?
+ How does it travel? Do you pedal it?.....
* COMMENT:
................................................................................................................................................................................................................................................................................................................................................................................................
Week: 32	Preparation date: 28/03/2015
Period: 93 	 
I. Objectives:
	- Knowledge: By the end of the lesson, students will be able to remind all the grammar points they’ve learnt in unit 10 & 11.
	- Skills: listening, reading, writing.
	- Behaviour: check Ss' knowledge, study in a serious & strict manner.
II. Language content:
	- Vocabulary: (review)	
	- Grammar: (review)
III. Techniques: 
	- individual work, pair/ group work.	
	- matching
IV. Teaching aids:
	- workbook, textbook, extra board and pictures.
V. Steps of teaching:
Teacher’s activities
Students’ activities
Content 
1. Warm up:
- asks Ss to write 2 sentences using simple future, 2 sentences using future continuous, 2 sentences using simple future in passive.
2. Activity:
Activity 1: Listening 
- asks Ss to focus on the listening skill, look at the listening exercises in unit 10 & 11 again.
- gets feedback.
Activity 2: Reading
- Focus on how to choose the best answers (A,B,C,D) or complete the table.
- Focus on how to do F/ O and T/F exercises:
+ Read the statements first
+ Scan the passage to find the information
+ Compare the information with the statements
+ Decide whether the statement is F/O or T/ F
+ Write F/O or T/ F on your paper test.
- asks Ss to do exercises in workbook.
Activity 3: Grammar and Vocabulary
- limits vocabulary in unit 10,11.
- helps Ss. review some grammar points they’ve learnt.
* Tenses:
- asks Ss to write the structure on the board:
Simple future
Future continuous
Passive of Simple future.
* Possessive pronouns:
- reminds the pronouns.
 - gets feedback. 
* Prepositions:
- asks Ss to retell the prepositions (time, place, ...)
Activity 4: Pronunciation:
- remind the rules in phonetic.
- asks Ss to do exercises in workbook.
Activity 5: Writing
- lets Ss. read exercise on p.32 & has Ss. finish it.
- corrects the mistakes.
3. Homework:
- Review Unit 10, 11 (vocabulary + grammar points)
- Prepare for a 45-minute test .
- remember the structures to write these sentences.
- Look at the listening exercises in unit 10 & 11 again.
- do exercise in workbook.
- Practice listening.
- give their answers.
- copy down.
- do exercise as T request.
- listen to the T. & do as requested.
- remember.
- write the structures on the board.
- remember & answer.
- remember & answer.
- remind.
- do exercise as T request.
- read these exercise, try to finish them.
- write down.
- take note.
(Ss' answers)
Listening:
(Unit 10,11)
Reading:
 Exercise D1/ p.34
 1. A 2. C 3. A 4. D 5. B
Exercise D2/p.35
 1. A 2. B 3. D 4. A 5. C 6. D
Exercise D2/p.39
Exercise C1/p.41
 c. 1. T 2. F 3. T
Grammar and Vocabulary:
* Tenses:
1. Simple future:
S + will + V + ....
Will + S + V + .... ?
S + will + not + V + ....
Future continuous:
S + will + be + V-ing + ....
Will + S + be + V-ing + .... ?
S + will + not + be + V-ing + ....
3. Passive of Simple future:
Active: S + will + V + O.
Passive: S + will + be + V3 + by O.
* Possessive pronouns:
mine, yours, his, hers, its, ours, theirs
* Prepositions:
 On / in / at / for/ ... 
Exercise B3,4/ p.31
Exercise B1,2,4,5/p.37, 38 
Pronunciation:
- Word stress (three syllable):
 N/ V
- Raising and falling intonation for questions: 
Raising: Yes/ No-questions
Falling: WH-questions
Writing:
- Rewrite the sentences
- Rearrange words to complete the sentences
Exercise B5,6/ p.32
* COMMENT:
Week: 33	Preparation date: .......2015
Period: 94 	 
A. Objectives:
	- Through this test, T. helps Ss. summerize all the grammar points & vocabulary they’ve learnt from unit 10 to unit 11. At the same time, T. can know what Ss. can remember & understand through 2 units.
..........................................................
Week: 33	Preparation date: 29/03/2015
Period: 95 	 
UNIT 12 : 
Lesson 1: Getting started
I. Objectives: 
	- Knowledge: By the end of the