Giáo án Tiếng Anh 7 Unit 11: Travelling in the future mới nhất

Ss and T’s activities

Contents

1. Warm up.

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.

2. Activities.

Presentation

- Elicit the new words

Write ‘flying car’ on the board. Ask Ss what they think how a ‘flying car’ might be different from an ordinary car (e.g.appearance, energy, advantages, disadvantages, etc.)

Write ‘jet pack’ and ‘teleporter’ on the board. Ask Ss to guess what they are, them give explanations.

‘Jet pack’: a jet-powered device you wear on the back that will help you to fly (“động cơ phản lực mini”) ‘teleporter’: an imaginary method of transportation in which one disappears at one point, usually in an instant, and reappear at another

- Check the new words: What and where

- Let ss predict how people travel in the future, then write some of the students’ answers on the board.

- Let ss draw the usage of “will” in this situation.

Practice

Have Ss cover the text and ask them to look at the piture only. Introduce the names of the students (Veronica, Mai, and Phuc). Ask them:

- What can you see in the picture?

- What are Veronica, Mai, and Phuc doing? What makes you think so?

- What do you think is on the screen? Is there a connection between what is on the screen with what Mai is thinking about?

- What topic are they talking about?

Ask Ss to uncover the text. Play the recording and ask them to locate the parts of ‘flying cars’, ‘jet pack’, and ‘teleporter’.

a. 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.

Look out

T emphasises-less is added to a noun to make an adjective.

Ask Ss to give more examples. For a more able class, ask Ss to make sentences with the new adjectives created.

b. 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.

2. 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.

3. a. Ss work individually to come up with the means of transport mentioned in the conversation.

b. 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.

Production: 3C

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.

3. Homework

-Learn new words and phrases

Prepare A closer look 1.

Example: “motorbikes”

- have motors powered by engines.

- use petrol

- used for road traiffic

- advantages, practical, personal transport

- disadvantages: not safe cause pollution

Ask Ss how people in Viet Nam will travel around in year 2100. Ask them to predict it theirmeans of transport mentionedon the board will still be used. Ask them to explain their preductions.

I. New words

Flying car (n): ô tôbay

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(n) : giàu trí tưởng tượng

II. Model sentences:

Eg: People will own driverless cars in the future.

Will + V: for future prediction.

III. Activities

Activity 1

a. Answer the following questions.

Key

1. a      2. b     3. c      4. a

b.

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.

Activity 2

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

Activity 3

a.

Key: flying cardriverless car

Ss and T’s activities

Contents

1. Warm up.

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.

2. Activities.

Presentation

Let Ss work in pairs to do activity 1then elicit the new words from the pictures

Practice

1. 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.

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. 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.)

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.

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.

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 buse.         d. a plane

Activity 2

Key: a. a ship   b. a busc. a hot air balloon

d. a bicyclee. a planef. 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?

Ss and T’s activities

Contents

1. Warm up.

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 usepossessivepronouns.

2. Activities.

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. 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.

4. 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.

Practice

4. Ss work individually to complete task 4. Then T calls on some Ss to write the answers on the board and gives feedback.

2. Ss work individually then compare their answers with each other.

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 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.

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.

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.

3. Homework

-Learn new words and phrases

Prepare for Communication.

I. Grammar

1. Will for future predition

Key: We often use will to make a prediction about the future.

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

II. Activities

Activity 4

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

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

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

Ss and T’s activities

Contents

1. Warm up

- Chatting: What are renewable sources of energy and What are the non-renewable sources of energy?

2. Activities

+ Ask Ss to look at the picture of the footprint at the bottom right hand side of page 43 and answer the questions: What does the carbon footprint mean? How big is your carbon footprint?

1. Have Ss read each item in 1 independently and write the number (from 1-4) in the boxes in accordance with what they always, often, sometimes or never do. Ask Ss to mark each other’s answers in pairs. After adding up the marks, ask Ss to write the score in the total score box.

2. Have Ss explain in pairs how well they save energy, using the three levels of scores in 2

1.Have Ss talk about their partners’ footprint in groups, using the prompts in c and the ideas in a.

3.Homework.

-Do exercise in workbook ( part C)

- Prepare: Skill 1

-Non-renewable sources of energy: coal, oil, natural gas…

-Renewable: wind, water, solar energy

1. Answer the questions below with a number from 1-4.

1= always

2= often

3= sometimes

4= never

Do you….?

2. Work in pairs. Add up each other’s answers, and look up the score below. Then explain how well your partner saves energy.

Score: 10-20: Your footprint is small…

Score: 21-30 : Your footprint is quitesmall…

Score 31-40: Your footprint is big…

3. Talk about your partner’s carbon footprint to your group. Use the following frompts.

* My partner footprint is….

* He/she is considerate because…

* He/ she could try hard to…

* by….in the future, he/she can help to…

Ss and T’s activities

Contents

1. Warm up.

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. 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.

2. Activities.

Presentation

- Elicit the new words

- Checking technique: What and where

Practice

2. 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. 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.

Production:

4. 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 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.

3. Homework

-Learn new words

Prepare for skills 1.

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

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

Ss and T’s activities

Contents

1. Warm up.

Brainstorming: means of transport

2. Activities.

Pre- reading and speaking

1. Ask Ss to look at the pictures and describe what they see. If the pictures are too small, T can prepare bigger photos of a hover scooter, a monowheel, and a segway. 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

While- reading

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. 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.

For more able class, ask Ss if they agree or disagree with what the author says and why.

While- speaking:

5. Explain the Stydy Skill box for opinion signal words. T may bring in some photos or write on the board some interestiong 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. 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.

3. Homework

-Learn new words and phrases

Prepare for skills 2.

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)

II. Activities

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

1. fact

2. opinion

3. opinion

4. fact

5. opinion

6. fact

Ss and T’s activities

Contents

1. Warm up.

Chatting: Which transport do you think of in the future?

2. Activities.

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. 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.

3. Homework

-Learn new words and phrases.

- Exercise: Part D, E ( Workbook)

Prepare: Looking back and project.

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?

Ss and T’s activities

Contents

1. Warm up.

Chatting: Ss talk about their future means of transport.

2. Activities.

+ VOCABULARY

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. Ss work individually then compare their answers with each other.

4. Ss write the text and swap with each other for peer comments.

5. Ss work individually then compare their answers with each other.

+ Project

Encourage Ss to draw picturesor use videos to illustrate their ideas. They may use posters or prepare a presentation using computer if possible.

3. Homework

-Learn new words and phrases.

- Exercise: Workbook

Prepare for the second term test.

I- Vocabulary.

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. Complete this table.

Transport possibilities in the future.

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.

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?.....

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