Lesson plan English 7 (New) - Period 90 to 98, Unit 11: Traveling in the Future - School year 2014-2015

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1. Warm up.
Guessing game
Drive, ride, fly, sail, pedal
I. New words
Pedal (v), (n): đạp (xe), bàn đạp
Float (v): nổi
Heated (adj): nóng
Hot air balloon (n): kinh khí cầu
Tram (n):
Bullet train (n): tàu hỏa siêu tốc (tàu viên đạn)
II. Activities
Activity 1
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
Key: a. a ship 
 b. a bus 
 c. a hot air balloon 
 d. a bicycle 
 e. a plane 
 f. motorbikes
Activity 3
Key: 1. in 2. on 
3. on 4. in 5. in; on
Activity 4
Key: 1. falling 
2. rising 3. falling 4. rising
* Survey: 
Have you ever (travelled in/on..)..?
What is your favorite means of transport?
-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.
(“drive” is used for the driver and “ride” is used for the passenger)
Practice
 1. Check ss’ answer
After having the keys, Ss work in pairs again to say the correct phrases.
e.g.drive a train, drive a car, drive a bus.
2. 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.
3. Have Ss work individually then pairs. Explain the use of in and on in Remember box.
If ask Ss to ask and answer how they often go/travel to some places (school, supermarket, the sea, etc.)
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. Tell Ss to find out the rules in Look out! Box. Ask Ss to give some questions and have more practice.
4. Play the recording. Ss work individually and tick in the appropriate box.
Audio script:
1. What will be next?
2. Do you think you can use it in bad weather?
3. How much fuel will these means of transport use?
4. Will pollution be much worse?
5. Ss practise saying the questions individually then as a class.
6. Ss practise saying the questions individually and decide if they are spoken with rising or falling voices. Do not give the keys at this point. Play the recording for Ss to check their answers, then confirm their correct answers.
7. Ss work in pairs and ask and answer the question in 6.
Production:
* Survey
Give ss survey form then guide them to conduct it ( pay attention to intonation when questioning)
3. Homework
-Learn new words and phrases
Prepare for A closer look 2.
-Play games
Week: 31 
Teaching date: 30/3/2015
Period: 92 Unit 11: TRAVELLING IN THE FUTURE
 Lesson 3: A Closer Look 2
I. Objectives.
By the end of the lesson, Ss can: - use will for future prediction
 - use possessive pronouns
II. Teaching aids:
- Projector.
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
T’s activities
Ss’ activities
3’
5’
5’
5’
5’
6’
7’
8’
1’
1. Warm up.
Chatting
Grammar
Activity 1: Listen again to part of the conversation. What words do Phuc, Veronica and Mai use when talking about the future? Complete the rules in the box.
1. Will for future predition
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?
Remember box: 
2. Possessive pronouns
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
Practice 
Exercise 4: Complete the sentences with possessive pronouns. Look at the example.
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: Rearrange the words to make sentences.
Key:
1. People 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
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
5. Game
Now, choose any five things you can see in the classroom. Make sentences about them.
3. Homework
-Learn new words and phrases
-Prepare for Communication.
- 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/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.
Activities.
GRAMMAR
Presentation
1. 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. Ask Ss to cover the text to listen carefully to pick up any phrases/sentences that contain will.
-Go through the example 
-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.
Practice
-Ask Ss work individually to complete task 4. Then T calls on some Ss to write the answers on the board and gives feedback.
-Have Ss work individually to do the exercise then compare their answers with each other.
-Check
Production:
3. 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 similar), 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.
- Have Ss work in pairs to complete the task. 
- T gives feedback to Ss as a class.
- Ask Ss to role – play in pairs
5. Game
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.
Have groups write in 10 minutes as many sentences as possible. The group that has the most correct sentences wins.
-Answer questions
-Follow T’s instructions
-Take notes
-Follow T’s instructions
- Take notes
-Work individually
-Work individually
-Answer T’s questions
-Follow T’s 
instructions
-Do the exercise individually
-Role-play
-Play games
Week 31 
Date of teaching: 30/3/2015
Period: 93 Unit 11: TRAVELLING IN THE FUTURE
 Lesson 4: Communication 
I. Objectives.
By the end of the lesson, Ss can: - Talk about traffic problems and give solutions
II. Teaching aids:
- Worksheets.
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
T’s activities
Ss’ activities
5’
4’
6’
15’
14’
1’
1. Warm up.
Chatting
-What problems with transport do you have?
With a partner, discuss and make a list
2. Activities.
Presentation
I. New words
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
II. Activities
Activity 2: Now read this case study and article about transport problems in Wonderland. Underline all the problems you can find.
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
Activity 3: In groups, think of a future means of transport that will help people in Wonderland. Brainstorm your idea below.
Activity 4: Present your solutions to the class. As you listen to other groups, write your comments in the table below.
3. Homework
-Learn new words
Prepare for skills 1.
-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. 
Ss work in pairs to do this task. T then calls on some pairs to share their list with the class.
- Elicit the new words
- Checking technique: What and where
Practice
-Have 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.
3. Have Ss work in groups of 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.
Production:
4. -Ask the group to copy the table in their notebook. Explain 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, T collects the evaluation and adds up the scores to find out the best presentation.
-Discuss in pairs
-Guess the words
-Repeat the words in chorus
- Take notes
-Work individually
-Work in groups
-Present in front of the class
Week 32
Date of teaching: 6/4/2015
Period: 94 Unit 11: TRAVELLING IN THE FUTURE
 Lesson 5: Skill 1
I. Objectives.
By the end of the lesson, Ss can: - read a text about special vehicles
 - give facts or opinions
II. Teaching aids:
- An extra- board.
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
T’s activities
Ss’ activities
5’
3’
7’
5’
3’
5’
5’
10’
2’
1. Warm up.
Brainstorming: means of transport
2. Activities.
Pre- reading and speaking
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
I. New words
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): segway (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)
Activities
Activity 2
Read the text below and find the names of the transport inventions.
Activity 3
Key: 1. invention 
 2. flop 3. weird
Activity 4:
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
Activity 5
1. fact 
2. opinion 
3. opinion
4. fact 
5. opinion 
6. fact
Activity 6: Work in pairs, talk about the transport below. Use a mix of facts and opinions
3. Homework
-Learn new words and phrases
Prepare for skills 2.
-Divide Ss into two groups
-Ask Ss to go to the board and brainstorm
- Ask Ss to look at the pictures and describe what they see. Help 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.
- Elicit the new words
-Have them repeat four times
2. Ask 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.
3. Have Ss work individually then compare the answers with their partners.
4. Ss work in pairs to complete the task. Ask Ss to underline the words in the text that help them to find the answers.
While- speaking:
5. Explain the Stydy Skill box for opinion signal words. 
-Write on the board some interesting topics and ask Ss for their opinions. Ask 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.
Post- reading and speaking:
6. Have Ss work in pair to prepare their presentation about the vehicle. Remind them to use statements about both facts and opinions. Ss can add their own ideas where possible. Call on some pairs to present it to the class.
-Brainstorming
-Answe T’s questions 
-Follow T’s instructions
-Take notes
-Read the text individually and do the task
-Ss work individually then compare the answers with their partners.
-Work in pairs
-Distinguish between F and O in pairs
-Work in pairs
Week 32
Date of teaching: 6/4/2015
Period: 95 Unit 11: TRAVELLING IN THE FUTURE
 Lesson 6: Skill 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.
II. Teaching aids:
- Projector, CD
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
T’s activities
Ss’ activities
3’
3’
5’
5’
5’
15’
7’
2’
1. Warm up.
Chatting: Which transport do you think of in the future?
2. Activities.
I- Listening
1. Look at the picture. Which do you think are the correct options below.
- Ss’ opinion
2. Now listen and check your answers.
1. can 
2. doesn’t
3. not easy
4. can’t
5. is
3. 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. 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
II- Writing
5. 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. 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?
III. Homework
-Learn new words and phrases.
Prepare: Looking back and project.
-Ask and comment on Ss’ answer
1. Have Ss guess the answers first. Tell Ss that the questions ask about what they think, and not what is true about the vehicle. Remind them to use opinion signal words where possible. Do not give corrective feedback.
- Accept all answers from Ss and ask them to explain why they think so.
2. Play the recording and ask Ss to check their answers in 1.
3. Have Ss work individually to answer the questions and compare the answers with their partners.
4. Ss work in pairs to do the task. Give correct feedback and play the recording again if necessary.
5. Refer to the text in Reading to support Ss in this task.
6. Have Ss swap their writing with each other. Ask them to identify facts and opinions. For more able classes, ask Ss to give their own feedback about their friend’s writing.
-Answer
-Give opinion 
-Listen
-Listen
-Work in pairs
-Write a paragraph
-Exchange with partner 
Week 32
Date of teaching: 6/4/2015
Period: 96 Unit 11: TRAVELLING IN THE FUTURE
 Lesson 7: Looking back + Project
I. Objectives.
By the end of the lesson, Ss can: - Look back the unit to review: - 
II. Teaching aids:
- Projector, CD
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
T’s activities
Ss’ activities
4’
7’
3’
6’
4’
1’
24’
1’
1. Warm up.
1. 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. Activities
2. Complete this table.
Transport possibilities in the future.
Verb
Energy used
Characteristics
bicycle
Ride, pedal
Wind-powered
Automated, high-speed
car
drive
Water-powered
Flying, driverless
train
drive
Solar-powerd
Underwater, supersonic
airplane
Fly, drive
Solar-powered
driveless
II-Grammar
3. Change the personal pronouns in brackets into suitable possessive pronouns.
1.mine 
2. yours
3.theirs
4. hers
4. 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.
5.Complete the dialogues using will (+) or won’t (-).
1. (I don’t know).Perhaps we won’t travel in driveless cars in the future.
2. Will we have high speed trains in the next five years?
Yes, maybe we will
3. I think we will have electric taxis very soon.
Oh, I think we won’t have them until the year 2030.
Finished
III- 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?.....
3. Homework
-Learn new words and phrases.
-Prepare for the next lesson
1. Have Ss work individually to combine the pictures together to form a phrase
2. Ss first work individually, then work in groups to fill the table.
+ GRAMMAR
3. Have Ss work individually then compare their answers with each other.
4.-Have Ss write the text and swap with each other for peer comments.
5. Have Ss work individually then compare their answers with each other.
+ Project
-Divide Ss into groups of four
 Encourage Ss to draw pictures to illustrate their ideas. They may use posters or prepare a presentation using computer if possible.
-Work individually
-Work individually
-Work individually
-Work individually
then share with partner
-Work individually
-Work in groups of four
Week 33
Date of teaching: 13/4/2015
Period: 97 	 REVISION
I. Objectives.
By the end of the lesson, Ss can review for the coming test. 
II. Teaching aids:
- Projector, CD
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
I: Choose the word whose underlined part is pronounced differently from that of the other words in each group. 
1. A. teenager
B. together
C. guess
D. regular
2. A. meat
B. reader
C. sea
D. realize
3. A. horrible
B. hour
C. hundred
D. hold
4. A. much
B. drug
C. future
D. buffalo
5. A. serious
B. symptom
C. sugar
D. sauce
II: Choose the best option to complete the following sentences.
6. I have known her..two years.
 A. with
B. for
C. since
D. in
7. He ......... many old books for 5 years.
A. recycled
B. is recycling
C. has recycled
D. will recycle
8. To prepare for the new year, I .................. my house again since last month .
A. paint
B. painted
C. have painted
D. has painted
9. They ..the used plastic bottles with water several times yesterday.
A. washed
B. is washed
C. are washed
D. were washed
10. It is dangerous ............. quickly.
A. driving
B. drove
C. to drive
D. driven
III: Match the verbs in A with the phrases in B
A
B
11. donate
a. flu
12. have
b. eggshells
13. have a
c. a mural
14. carve
d. blood
15 . paint
e. temprature
IV: Read the text and answer the questions.
The first reason why many families do volunteer work is that they feel satisfied