Giáo án Tiếng Anh Lớp 7 - Tiết 76 đến 101 - Năm học 2015-2016

works on the sub-boards
- T observe 
- Feedback
Start like this : 
Every day, we use too much energy at home . We should .. 
III. Consolidation ( 1)
T: sums up the main content of the lesson : write a passage about energy and the ways how to save energy in life .
IV. Homework ( 1)
- 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’sbook )
.
Week: 30th 
Planning date: 27/3/2016
Teaching date: 2/4 /2016
Period : 86
 UNIT 10 : SOURCES OF ENERGY
Lesson 7 : Looking back & Project 
A. Objectives: 
- By the end of the lesson, Ss will be able to 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.
- Develop Ss’ listening speaking reading and writing skills. 
- Vocabulary: Sources of energy & ways to save energy in life . 
- Grammar: The future continuous tense and the future simple passive form .
B.Language knowledge
1.Language focus: 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. The future continuous and passive form of simple future.
2. Vocabulary : energy sources &ways to save energy 
C.Teaching aids.
1.Students: pens ,notebook, students’book, workbook
2. Teacher: leson plan, - Projector .
D. Skills: mix skills
 E. Procedure
I. Warm up. ( 3 )	
Have Ss put the words into the correct groups to recall some new words 
- Read 3 times in chorus 
- Checking remembering by games 
- Guide how to play 
- observe & feedback
II. New lesson
1. Vocabulary. ( Review) ( 5 )
Act1 Put the words into the correct groups .
T: asks ss to read and put the words given into the correct column
 Ss: do it individuall then compare with their partner 
Sources of energy
Advantages
Disadvantages
Biogas 
Solar energy
Gas 
Nuclear energy
Water power
 Clean
Cheap
Plentiful
Available
unlimited
Polluted 
Expensive 
Limited 
Exhausted/ dangerous 
harmful
2. Grammar: ( Review) ( 15 )
 A, The future continuous tense .
=> expressing an action in progress at a definite point of time in the future . 
(+) S + will be + V-ing 
(-) S + will not be + V-ing
(?) Will + S + be + V-ing ?
 B, The future simple passive form. Passive form is used when.
- the doer is not known /not important 
- the object is not important 
* Form 
(+) S + will be + Vpp ( by O ) .
(-) S + will be + Vpp ( by O ) .
(?) will + S + be + Vpp ( by O ) ?
* Practice : 
Have Ss do Ex ( pair work &group-work)
call someone to represent their answers.
Provide the keys
Act2. Complete the sentences using the verbs in brackets in the future continuous.
 1, will be wearing 2, will be lying 3, will be working 4, will be studying 
 5, will be building 
Act3. Change the following sentences into the passive voice. 
A lot of money will be spent on heating next year .
Biogas will be used for fuel in homes and for transport.
Renewable energy like wind and solar energy will be used to solve the problems of pollution.
The use of electricity will be reduced to save energy.
A hydro power station will be built in this area next year.
Act4. 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 
3. Communication: ( 5 )
Act5. Look at the pictures and answer the question below .
 Have Ss look at the pictures and say out 
Call some ones to present 
Feedback and correct mistakes if necessary 
 What should you do to save energy ?
We should turn off the fire when the kettle is boiling .
We should turn off the faucet when the tub is full of water .
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 .
4: Project.( Poster / sub-boards) ( 5)
Act1.Look at the slogans and answer the questions below.
How are they used ?
Why are they important ? 
Act2.Write a simple slogans in your groups about how to save energy . 
Have Ss discuss the slogans 
- Observe and feedback.
- Divide the class into 6 groups
- Have Ss work in groups to draw slogans about how to save energy.
- Call some groups to present their products ( exhibition)- T observe - Feedback
 III. Consolidation ( 1)
T: sums up the main content of the lesson : write a passage about energy and the ways how to save energy in life .
IV. Homework ( 1)
Do exercise in work book
Prepare unit 11 : getting started
Week: 31st
Planning date: 3/4/2016
Teaching date: 4/4 /2016
 Period: 87 Unit 11: TRAVELLING IN THE FUTURE
 Lesson 1: Getting started 
A. Objectives.
By the end of the lesson, Ss will be able to
- use lexical items ralated to future means of transport and movement.
- understand the difference between facts and opinions
- use will for future prediction
B.Language knowledge
1.Language focus: future means of transport and movement.
- understand the difference between facts and opinions
2. Vocabulary : ralated to future means of transport and movement.
C.Teaching aids.
1.Students: pens ,notebook, students’book, workbook
2. Teacher: leson plan, - Projector .
D. Skills: mix skills
 E. Procedure
I. Warm up. ( 3 )	
To start the lesson, ask Ss as a class to brainstorm on the board one or two means of transport that are now commonly used in Viet Nam. Connect this with what they have learnt in Unit 7 (Traffic) andUnit 10 (Energy) by asking Ss to describe how these means of transport work in which situations they are used, and the advantages and disadvantages of using them
Example: “motorbikes”
- have motors powered by engines.
- use petrol
- used for road traiffic
- advantages, practical, personal transport
- disadvantages: not safe cause pollution
II. New lesson
1 Listen and read ( 20 )
Act1 New words 
T: elicits some new words , asks ss to lsten and repeat then write on the bb.
Ss: listen and repeat in chorus , individually, then write down.
- Let ss predict how people travel in the future, then write some of the students’ answers on the board.
 Then plays tape ask ss to listen to the tape twice.
Flying car (n): ô tô bay
Jet pack (n) : động cơ phản lực mini
Teleporter (n): dịch chuyển tức thời
Driverless car (n): ô tô không người lái
Crash (v) (n): đâm, va chạm
Avoid (v): tránh
Helicopter (n) : máy bay trực thăng
Imaginative(a) : giàu trí tưởng tượng
Act2. Choose the correct answer 
T : have Ss work individually to answer the questions. Ss compare answers in pairs and then discuss as a class. T goes through each question and asks Ss how the text in the conversation supports their answers. (For question 2, however, T may draw Ss’ attention to the suffix-less. For question 4, T may remind Ss of the meaning of green in previous units). After the discussion, T writes correct answers on the board
Key
1. a 2. b 3. c 4. a
b. Answer the following questions
Ss work in pairs to ask and answer the question. After that call some pairs to ask and answer for the class to listen. For a more advanced class, questions 2 & # can be used as a team-based class debate
Key: 1. If there are too many flying cars, there will be traffic jams in the sky. Some means of transport will not be convenient in bad weather (e.g.jet pack). Future means of transport may use a lot of fuel which will make pollution worse.
2&3: Open answers from Ss.
2.Facts or opinions ( 7 )
Draw Ss attention to the Remember box. Give more examples if necessary and ask Ss to identify which are facts and which are opinions.
Ask Ss to work in pairs to tick the Facts vs. Opinions box. Then ask for their answers as a class. Ask Ss to explain their decisions before giving the keys. For question 5, tell Ss that a prediction is always an opinion. Ask Ss to expain before giving your own explanation
Write a fact and an opinion (which could be your personal opinion) about flying cars on board. Ask Ss to decide which statement could be proved and which is what you feel.
1. F 2. O 3. F 
4. O 5. O
 3 Practice ( 13 )
Act1.Find out the future means of transport from the conversation in 1
 (3a )Ss work individually to come up with the means of transport mentioned in the conversation
Key: flying car driverless car
Act2 ( 3b)Combine more adjs and nouns. 
T makes an example by giving a comvination, e.g. an electric car. Ask Ss to say how they think an electric car works. Then Ss work individually to make a list of the combined words.
Act3. Choose your 3 most interesting means of transport.
c. Tell Ss how to do this task by looking at the example given. Then ask Ss to work in pairs. After the discussion, ask the class how many comvined words they have. Elicit the words on the board. Then ask Ss to pick up one favourite combination from their list. Call on several pairs and have them to explain why they choose that means of transport as their favourite one.
III. Consolidation ( 1)
T: sums up the main content of the lesson : future means of transport and movement
IV. Homework ( 1)
Learn new words and phrases . Do exercise in workbook
Prepare A closer look 1.
Week: 31st
Planning date: 3/4/2016
Teaching date: 5/4 /2016
Period: 88 Unit 11: TRAVELLING IN THE FUTURE
 Lesson 2: A Closer Look 1
A. Objectives.
By the end of the lesson, Ss can:
- appropriately use rising and falling intonation for Yes-No and Wh-questions.
- use lexical items ralated to future means of transport and movement.
B.Language knowledge
1.Language focus: practice using rising and falling intonation for Yes-No and Wh-questions .
2. Vocabulary : ralated to future means of transport and movement.
C.Teaching aids.
1.Students: pens ,notebook, students’book, workbook
2. Teacher: leson plan, - Projector .
D. Skills: speaking , listening
E. Procedure
I. Warm up. ( 3 )	
The class can be started with a game. Write the verbs: drive, ride, fly, sail, pedal on pieces of paper. Ask one S at a time to volunteer to perform the action looking at the verb and the class guess what action the S is doing.
After each correct guess, write the verb on the board. Ask Ss to add means of transport they know that go with that verb. Explain that there may be a means of transport that is not suitable for particular verbs
II. New lesson
1 Vocabulary ( 20 )
Let Ss work in pairs to do activity 1then elicit the new words from the pictures
Pedal (v), (n): đạp (xe), bàn đạp
Float (v): nổi
Heated (adj): nóng
Hot air balloon (n): kinh khí cầu
Tram (n): taù điện
Bullet train (n): tàu hỏa siêu tốc (tàu viên đạn
Activity 1Cross out the means of transport that doesn’t go with the verb
T: have ss look at th epic on p50 then cross out the means of transport that doesn’t go with the verb Check ss’ answer
After having the keys, Ss work in pairs again to say the correct pharases.
e.g.drive a train, drive a car, drive a bus.
Key:a. a motorbike (explain when ride is used and drive is used)
b. a car c. a train 
d. a bus e. a plane
Activity 2 Match the students with the transport
Ask Ss to underline the most important key words in the thinking bubbles. Do the first item with Ss as an example. Ss then work individually and compare their answers in pairs
Key: a. a ship b. a bus c. a hot air balloon 
d. a bicycle e. a plane f. motorbikes
Activity 3 Complete sentences with in or on.
Ss work individually then pairs. Explain the use of in and on in Remember box.
If time allows, ask Ss to ask and answer how they often go/travel to some places (school, supermarket, the sea, etc.)
Key: 1. in 2. on 
3. on 4. in 5. in; on
2. Pronunciation (20 )
Write two questions on the board: one Y/N question and one Wh-question. Tell Ss to say the questions aloud and ask them to notice how the two questions are said in different ways. Tekk Ss to find out the rules in Look out! Box. Ask Ss to give some questions and have more practice
Activity 4 Listen and tick the correct box.
Play the recording. Ss work individually and tick in the appropriate box
Key: 1. falling 
2. rising 3. falling 4. rising
Activity 5 .repeat the questions
T; play the tape again , ss listen and repeat
Act6 .Practise these questions .
T; play the tape again , ss listen and repeat
Act7. In pairs Practise these questions in 6.
III. Consolidation ( 1)
T: sums up the main content of the lesson : practice using rising and falling intonation for Yes-No and Wh-questions .
IV. Homework ( 1)
Learn new words and phrases . Do exercise in workbook
Prepare Unit 11 A closer look 2.
..
Week: 31st
Planning date: 3/4/2016
Teaching date: 9/4 /2016
Period: 89 Unit 11: TRAVELLING IN THE FUTURE
 Lesson 3: A Closer Look 2
A. Objectives.
By the end of the lesson, Ss can: - use will for future prediction
 - use possessive pronouns
B.Language knowledge
1.Language focus: Practise using will for future prediction
 And – using possessive pronouns
2. Vocabulary : ralated to future means of transport and movement.
C.Teaching aids.
1.Students: pens ,notebook, students’book, workbook
2. Teacher: leson plan, - Projector .
D. Skills: speaking , writing
E. Procedure
I. Warm up. ( 3 )	
Set up the situation to lead into the lesson:
 T- Ss exchange:
T: How do you go to school everyday?
Ss: I go to school by.. (by bike).
T: What color is your bike?
Ss: My bike/ It is red/..
T: Mine is white.
 And how will you travel when you are 25?
Ss: I will ..
 Lead into the objectives of the lesson are to use will for future prediction and use possessive pronouns.
II .New Lesson
1. Grammar. Will for future predition ( 5 )
Remind Ss of Phuc, Veronica, and Mai and the group’s project in Getting Stated. Ask Ss if they are talking about the past, the prensent, or the future. For more able class, elicit from Ss more information about what the group discuss. Ask Ss to cover the text to listen carefully to pick up any phrases/sentences that contain will
Key: We often use will to make a prediction about the future.
	Prediction
Affirmative	S + will + V
Negative	S + will not (won’t) + V
Interrogative	Will + S + V?
2. Possessive pronouns ( 5 )
T. Go through the example with Ss. Say the two sentences have the same meaning.
Highlight the changes in the possessive in the two sentences.
Explain that we use possessive pronouns to avoid repeating information.
Draw Ss’ attention to the table:
The personal pronouns I, you, she, he, it, we, they, correspond the respective possessive adjectives my, your, his, her, its, our, their, and the respective possessive pronouns mine, yours, his, hers, its, ours, theirs.
This is your pen. ‘your’is a possessive adjective and it is put before the noun.
This pen is yours. ‘yours’ is a possessive pronouns and stands alone.
Instead of saying: This pen is your pen (which sounds repetitive), we say This pen is yours.
Instead of saying: This bike is my bike, not his bike, we say This bike is mine, not his
3.Practice ( 30 ) 
Act1. Complete sentences with possessive pronouns
Ss work individually to complete task 4.
 Then T calls on some Ss to write the answers on the board and gives feedback
Key:	
1. This computer is theirs.	
2. The black bike is mine
3. These shoes are his.
4. The cat is Veronica’s
5. The picture is ours
Activity 2.Rearange the words to make sentences
. Ss work individually then compare their answers with each other
Key:
1. Pepple won’t use flying cars until the year 2050.
2. Do you think the fuel price will increase next month?
3. The mail won’t arrive until next week.
4. I don’t think he will take the new position.
5. We will use more solar energy in the future
Activity 3 Verb form of will
T;Write ‘fortune teller’ on the board. Ask Ss why people want to visit a fortune teller, and what the fortune teller is expected to talk about. If you have experience asking a fortune teller to predict your future (or simi-lar), tell the class what the fortune teller says (in direct form). Ask Ss if they have ever talked with a fortune teller about the future, and if the predictions have become true or not.
Ss :work in pairs to complete the task. Then T gives feedback to Ss as a class.
If time allows, ask Ss to play roles to predict the future of each other.
Key:	
1. Will I be	2. will be	3. Will I be 4. will be	
5. Will I be 6. won’t be	 7. will travel
Act4. Game
T: Have Ss work in groups of 4 or 5. Each group member writes 5 sentences individually, then the group get together to see how many sentences they have. The group that has the most correct sentences wins.
For more advanced classes, this can be done using ‘Sentence - making race’.
Have groups write in 10 minutes as many sentences as possible. The group that has the most correct sentences wins.
Example : This class is ours .
III. Consolidation ( 1)
T: sums up the main content of the lesson : practice using will for future prediction
 - use possessive pronouns
IV. Homework ( 1)
Learn new words and phrases . Do exercise in workbook
Prepare Unit 11 Communication.
Week: 32nd
Planning date: 10/4/2016
Teaching date: 11/4 /2016
Period: 90 Unit 11: TRAVELLING IN THE FUTURE
 Lesson 4: Communication
A. Objectives.
By the end of the lesson, Ss can: - talk about their future means of transport that will help reduce air pollution in wonderland .
B.Language knowledge
1.Language focus: reading for specific information then think of a future means of transport to help people in Wonderland 
2. Vocabulary : ralated to future means of transport and movement.
C.Teaching aids.
1.Students: pens ,notebook, students’book, workbook
2. Teacher: leson plan, - Projector .
D. Skills: speaking , reading
E. Procedure
I. Warm up. (3 )
Chatting: Start the lesson by telling the class one bad experience of yours about using a particular means of transport. Write the key words of the story on the board. Ask Ss if they have similar experience. You can also bring in one or two photos about transport problems where you live and discuss them with the class.
Ss work in pairs to do this tast. T then calls on some pairs to share their list with the class
II.New lesson
 Activities1 Extra vocab. ( 7 )
T:- Elicit the new words
Ss: listen and repeat then copy down.
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
Activity 2 Read and underline the problems ( 10 )
Ss read the two texts individually and underline the problems mentioned. As a class, elicit their answers on the board. Ask if they have similar problems where they live.
If time allows, ask Ss to suggest solutions to these problems.
Suggested answers:
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
Act3. Group work. ( 13 )
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, provide Ss with posters (A0 sized paper) and marker pens
SS pay attention to the questions
Suggested answer: 
1.Means of transport ( flying cars )
2. What kind of energy will it use ? ( solar energy )
3.what will it look like ? ( it looks like a normal car )
4.what technology will it use ? ( it will use a morden technology , SSS , to help people not to crash in the sky )
5.Where can people use it?( in the sky )
6 How many people can it transport ? ( most people )
Act 4.Present your solutionto the class. ( 10 )
T: Prepare the evaluation form on A4 paper for each group to allow for more writing space if possible. Otherwise, ask the group to copy the table in their notebook. Explain they shoul