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Unit 10: SOURCES OF ENERGY Lesson 1: Getting started (p.38-39) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Vocabulary: extend and practice vocabulary related to the topic “Sources of energy”. 2. Skills: Listening, reading and speaking about source of energy. 3. Attitude and competencies: - Understand and actively respond to questions about sources of energy. - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment. II. PREPARATIONS: - Teacher: textbooks, posters, laptop, T.V. - Student: textbooks and workbooks. III. ANTICIPATED PROBLEMS AND SOLUTIONS - Students may have difficulty in extending the conversation. - Guide them by making model conversation.
Period 79 Unit 10: SOURCES OF ENERGY Lesson 1: Getting started (p.38-39) Date of planning: 08/03/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: extend and practice vocabulary related to the topic “Sources of energy” Skills: Listening, reading and speaking about source of energy Attitude and competencies: - Understand and actively respond to questions about sources of energy - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, posters, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Students may have difficulty in extending the conversation - Guide them by making model conversation IV PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES I WARM-UP: (7’ – group work) *Chatting: - T asks some questions: + A: What types of energy you know? B: Where they come from? ( renewable & non-renewable ) - Lead to the new lesson CONTENTS AND BOARD DISPLAY Unit 10: SOURCES OF ENERGY Lesson 1: Getting started (p.38-39) A GETTING STARTED A different type of footprint II NEW LESSON Listen and read - (12'/IW/PW) *Vocabulary - T uses different techniques to teach vocab (situation, explanation…) - T reads and asks Ss to repeat - T helps Ss to some practice on pronunciation Check “R.O.R” - T plays the recording - Ss look at the conversation, listen to the tape and then work in pairs to practice the conversation - T checks some pairs 1a Read the conservation again and answer II NEW LESSON Listen and read *Vocabulary footprint (n) dấu chân carbon (n) giấy than energy (n) lượng source (n) nguồn renewable (adj) phục hồi, tái tạo # non-renewable (adj) không tái tạo solar (adj) thuộc hệ mặt trời nuclear (adj) thuộc hạt nhân coal (n) than đá biogas (n) khí sinh học 1a Read the conservation again and the questions - Ss read the conversation independently and answer the questions in pairs - Have Ss compare their answers in groups and then discuss as a class - T writes the correct answers on the board if necessary answer the questions 1, It’s about the negative effects we have on the environment 2, “Non-renewable energy” means that it will run out if we use it up 3, Sunlight is a renewable energy because we can’t use it all up or it will last forever 4, Mai thinks she has a small carbon footprint because she recycles the products she uses and she goes everywhere by bike 5, The products that we use are bad for the environment or the energy that we use produces carbon dioxide might create a big carbon footprint b Complete the network below using the b Complete the network below using the information from the conservation information from the conservation - Ask Ss to look at the network that includes SOURCES OF ENERGY two types of energy: renewable sources and Renewable sources Non-renewable non-renewable ones sources - Have Ss read the conversation individually wind Wave Solar coal Gas Oil again and find the words/ phrases that can be put in the network - Correct the answers as a class - Have some Ss practice reading aloud the words/ phrase Listen and repeat the words or phrases Listen and repeat the words or phrases Coal Natural gas Nuclear - Have Ss look at the table, listen and repeat Wind Hydro Solar the words then ask some Ss to read aloud the Biogas Oil words/ phrases - Correct the pronunciation if necessary - Let Ss add more words/phrases to the table if necessary Put the words into the correct groups Put the words into the correct groups below below Renewable Non-renewable - Have Ss work in pairs to look at the table sources sources and discuss the meaning of the words/ phrases Then have Ss write the words/ Wind, coal, hydro, Natural gas, biogas, phrases in two columns nuclear oil, solar … - Ss may add more words/phrases to the table - Give feedback and confirm the correct answers III WRAPPING-UP (3') III WRAPPING-UP Ask and answer the questions about Ask and answer the questions about renewable and non-renewable resources renewable and non-renewable resources -Ask Ss to work in groups to ask and answer A: What type of energy source is wind? the questions about renewable and nonB: It’s a renewable source of energy renewable sources A: What type of energy source is coal? - Let Ss use the suggested questions and B: It’s a non-renewable source of energy answers in the example and the words/ phrases in 2,3 - Ask Ss to write the information in their notebooks IV HOMEWORK (3') - T assigns the homework - Ss copy their homework - T explains it carefully IV HOMEWORK - Learn new words by heart - Review the lesson - Prepare: A closer look V FEEDBACK: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Period 80 Unit 10: SOURCES OF ENERGY Lesson 2: A closer look (p.40) Date of planning: 12/03/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: lexical items related to the topic “sources of energy” - Pronunciation: stress in three-syllable words Skills: Listening, and speaking about advantages and disadvantages of energy sources Attitude and competencies: - Understand and actively respond to questions about energy sources - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, posters, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Students may have difficulty in marking the stress in three-syllable words - Explain carefully by giving extra examples IV PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES I WARM-UP (5') (IW) * Network: - Ask Ss to take part in the game into two teams - Ss in each team take turn to go to the board and write the words to complete the network - The team which writes more and correct words in minutes is the winner “What are the advantages and disadvantages of energy sources?” - Introduce the new lesson CONTENTS AND BOARD DISPLAY Unit 10: SOURCES OF ENERGY Lesson 2: A closer look (p.40) Sources of energy Renewable source wind II NEW LESSON A VOCABULARY (20’/IW/GW) - T uses different techniques to teach vocab (situation, explanation…) - T reads and asks Ss to repeat - T helps Ss to some practice on pronunciation * Checking vocab: R.O.R Non-renewable source coal A VOCABULARY * Advantage : Thuận lợi unlimited : Không hạn chế available : Sẵn có abundant : Nhiều, phong phú convenient : Thuận tiện plentiful : Dồi * Disadvantage : Không thuận lợi limited : Hạn chế, có giới hạn harmful : Có hại polluting : Ơ nhiễm exhaustible : Có thể cạn kiệt Put the words below into the table to Put the words below into the table to describe the types of energy describe the types of energy - Run through the words - Ask Ss to work individually to divide the Sources Advantages Disadvantages words into two groups: words to describe the of energy advantages and those describing the Wind Abundant, Not available advantages of energy sources unlimited - Check and confirm the correct answers as a Water/ Clean , safe Expensive , class hydro not available Solar Renewable , Expensive plentiful, available , clean , safe Biogas Renewable , Abundant , plentiful, cheap clean , safe Nuclear Renewable , Expensive , clean , safe dangerous Coal, oil, Abundant Harmful, natural exhausted , gas … polluting Compare your answers with a partner - Ask ss to read the example in which ss share their ideas about types of energy sources and their advantages / disadvantages - Have ss look at the table in and share their ideas in pairs - Have some pairs share their ideas as a class - Check and confirm the correct answers Look at the pictures and complete these sentences, using the words in - Have Ss work in groups Ss discuss and give their answers Some Ss may write the words on the board - T checks their answers Compare your answers with a partner *Example: A: I think biogas is renewable B: Me, too I also think it is abundant and cheap … Look at the pictures and complete these sentences, using the words in *Key: solar – clean / safe non-renewable wind – clean expensive – dangerous B PRONUNCIATION (12') Stress in three-syllable words Listen and repeat Which words are stressed on the first syllable and which ones are stressed on the second syllable? Put them in the correct columns - Play the recording Ask Ss to listen and repeat the words, paying attention to the right stress in the three- syllable words B PRONUNCIATION (10') Listen and repeat Which words are stressed on the first syllable and which ones are stressed on the second syllable? Put them in the correct columns Ooo oOo - dangerous - expensive - plentiful - abundant - limited - convenient - Let Ss read the words aloud and write them - easily - enormous in the correct columns - energy - advantage - Check and confirm the correct answers III WRAPPING-UP (5’): III WRAPPING-UP Read the following sentences and mark the Read the following sentences and mark stressed syllable in the underlined words the stressed syllable in the underlined Then listen, check and repeat words Then listen, check and repeat - Have Ss read the sentences and mark the Coal will be replaced by another stressed syllable in the underlined words renewable resource - Let Ss refer to the words in if necessary Wind power is convenient and abundant - Ask Ss to listen to the sentences again, check Natural gas is limited and it is harmful to their answers and say aloud the sentences as a the environment class Solar energy is plentiful and it can be - Call on some Ss to write the words on the replaced easily board Nuclear power is expensive and - Check and confirm the correct answers dangerous IV HOMEWORK (3’) IV HOMEWORK - T assigns the homework - Learn new words by heart - Ss copy their homework - Review the lesson - T explains it carefully - Prepare “A closer look 2” V FEEDBACK: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Period 81 Unit 10: SOURCES OF ENERGY Date of planning: 12/03/2019 Date of teaching: 19/03/2019 Lesson 3: A closer look (p.41-42) I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: lexical items related to the topic “sources of energy” - Grammar: The future continuous tense and future simple passive Skills: Listening, writing and speaking about advantages and disadvantages of energy sources Attitude and competencies: - Understand and actively respond to questions about energy sources - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, posters, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - There may not be enough time for all the activities - Guide them and let them at home IV PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES I WARM-UP (5') (IW) - T asks Ss to describe some types of energy sources - T calls some Ss to tell before class - T leads in the new lesson II NEW LESSON *GRAMMAR: A The future continuous tense (15’) - T introduces the example in the yellow box and elicits from Ss to draw the form, the usage of the future continuous CONTENTS AND BOARD DISPLAY Unit 10: SOURCES OF ENERGY Lesson 3: A closer look (p.41-42) *GRAMMAR: A The future continuous tense * Examples : - At 8.00 tomorrow morning, I will be learning Math at school - This time next summer , we will be visiting Paris => 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? Note 1: The future continuous often company with a definite point of time in the future (Adverbs of time ) such as On Sunday next week , At 8.00 tomorrow morning This time next summer By 2020,…………… Complete the sentences using the future Complete the sentences using the future continuous form of the verbs in brackets continuous form of the verbs in brackets *Key: - Explain how to the exercise 1, will be putting - Ask Ss to exercise individually 2, will be taking - Ask Ss to compare their answers with their 3, will be installing partners 4, will be spending -Ask some Ss to write the answers on the 5, will be using board - T corrects the answers with class Write what these students will be doing Write what these students will be doing tomorrow afternoon tomorrow afternoon *Key: - Have Ss write the sentences individually Jenny will be giving a talk about saving then compare the answers with a partner energy - T asks some Ss to write sentences on the Helen will be putting solar panels in the board playground - T corrects and asks Ss to read aloud the Susan will be checking cracks in the water correct sentences pipes Complete the conversation with the verbs in brackets Use either the future simple or future continuous tense - Ask ss to read and complete the sentences with the verbs in brackets then compare the answer in pairs - Check Ss' answers and write the correct answers on the board - Ask Ss to practise the conversation in pairs Work in pairs Tell your partner what you will be doing at the following points of time in the future - Have Ss read the example to understand how the future continuous tense is used - Let Ss the exercise in pairs then give their answer as a class - Check the answers and write the correct answers on the board B The future simple passive (17') Jack will be putting low energy light bulbs in the class rooms Kate will be showing a film on types of renewable energy sources Complete the conversation with the verbs in brackets (simple future or future continuous tense) 1, will watch 2, will we put 3, will be having 4, will travel 5, will walk or cycle 6, will be cycling 7, will be going Work in pairs Tell your partner what you will be doing at the following points of time in the future *Example: this time tomorrow I will be learning English this time tomorrow B The future simple passive - T introduces the example in the yellow box * Form and elicits from Ss to draw the form, the (+) S + will be + Vpp ( by O ) usage of the future simple passive (-) S + will be + Vpp ( by O ) - T asks Ss to look at the table and explain (?) Will + S + be + Vpp ( by O )? how the future simple passive is used *Examples: - T introduces the form - Solar panels will be put on the roof of the houses - The exercises will be finished tomorrow - Low energy light bulbs will be used widely NOTE 1: Passive form is used when… - the doer is not known and not important - the object is not important NOTE2: If the doer is definite and still important, we can add “by O” at the end of the sentence Complete the magazine article with the Complete the magazine article with the passive form of the passive form of the passive form of the verbs in the table *Key : verbs in the table be provided - Run through the verbs be used - Ask Ss to work individually be placed - Have Ss share their answers in pairs be stored - Check the answers as a class be solved Change the sentences into the passive Change the sentences into the passive voice voice - Remind Ss how to change an active *Key : Wave will be used as an environmentally sentence into a passive sentence friends energy source - Let Ss study the example - Ask Ss to work individually then compare A network of wind turbines will be installed to make electricity in pairs In the countryside, plants will be burnt to - Call on some Ss to write on the board produce heat - Correct and confirm the correct answers Energy consumption will be reduced as much as possible Alternative sources of energy will be developed Solar energy will be used to solve the problem of the shortage of energy III WRAPPING-UP (5’): III WRAPPING-UP Look at the pictures Write what will be Look at the pictures Write what will be done in the future done in the future - Ask Ss to look at the pictures and discuss *Suggested answers: in groups of Ss what will be done in the - A hydro power station will be built in the future region to increase the electricity - Have Ss write their answers, using the future simple passive - Call on some Ss write their answers on the board - Correct and confirm the correct answers IV HOMEWORK (3’) - T assigns the homework - Ss copy their homework - T explains it carefully V FEEDBACK: - Solar panels will be put on the roof of the building - A network of wind turbines will be installed generate electricity - Bicycles will be used to travel in the city IV HOMEWORK - Review the lesson …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 10 Period 82 CORRECTING THE THIRST 45-MINUTE TEST Date of planning: 14/03/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Review from unit to Skills: Listening, writing, reading Attitude and competencies: - Understand the content of the text and it well - Ss pay attention the lesson, study in a serious and strict manner and be self-conscious II PREPARATIONS: - Teacher: Text-book, lesson plan, real things - Student: Text-books, notebooks III ANTICIPATED PROBLEMS AND SOLUTIONS - There may not be enough time for all the activities - Guide them and let them at home IV PROCEDURE: TEACHER AND STUDENTS’ ACTIVITIES I Giving general feedbacks - T gives the test paper to Ss and gives the general feedbacks - Ss get the test paper and Check again - T summarize the common corrects II Correct the Test: A PHONETICS -T explains the answer for Ss B LISTENING -T play the recording again to Ss check the correct answers -T give the correct answers T F T CONTENTS AND BOARD DISPLAY CORRECTING THE THIRST 45-MINUTE TEST A PHONETICS 1pt (0.25pts/1sentence) No Sentences Ms C 0.25 A 0.25 B 0.25 B 0.25 B LISTENING Listen and fill in the gaps - 1,5 pts (0.25pts/ sentence) festival amazing interesting romantic fireworks seasonal Listen then tick (T) for true sentences and (F) for false sentences (1 pt -0.25pts/ sentence) T 11 C LANGUAGE FOCUS -T explains the answer for Ss D READING - T calls Ss to read aloud the reading - Ss work in pairs to answer the questions again - T corrects C LANGUAGE FOCUS pts (0.25pts/ sentence) No Sentences Ms B 0.25 D 0.25 C 0.25 C 0.25 B 0.25 A 0.25 C 0.25 A 0.25 D READING Reading the passage carefully and answer the questions (1 pt – 0.25 pts/ sentence) Last summer, they went to the countryside /Last summer It took them about two hours to get out of the town / About two hours They thought it was a good place for a picnic No, they didn’t Read the passage and choose the correct answer (1 pt – 0.25 pts/ sentence) No Sentences Ms B 0.25 C 0.25 B 0.25 A 0.25 E WRITING E WRITING Use the cue words to write the sentences -T reminds the structure again to explain (1pt – 0.25 pts/ sentence) for the answers It is about 500 metres from my house to the nearest town My house is smaller than your house He is going to work right now How much water you drink every day? Complete the second sentence so that it has a similar meaning to the first (1,5 pts – 0.25 pts/ sentence) Nam is taller than Minh In spite of being tired, I couldn’t sleep Your dress isn’t different from mine Nam has played football for years It is about 100 km from Ha Noi to Hai Phong She used to go fishing last years V FEEDBACK: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 12 Period 83 Unit 10: SOURCES OF ENERGY Lesson 4: Communication (p.43) Date of planning: 12/03/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: lexical items related to the topic “sources of energy” - Language: The Present Simple Tense Skills: reading and speaking about “carbon footprint” Attitude and competencies: - Discuss about how to save energy - Understand and actively respond to questions about energy sources - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, the recording, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Students may have difficulty in talk about carbon footprint - Explain carefully by giving extra examples IV PROCEDURE: TEACHER AND STUDENTS’ CONTENTS AND BOARD DISPLAY ACTIVITIES I WARM-UP (5’) *Chatting: - Have Ss answer the questions: + What did you to save energy? + What you usually to save energy? + What will you to save energy? - Set the sense - T leads in new lesson II NEW LESSON Answer the questions below with a number - Have Ss read each item in independently and write the number (14) in the boxes in accordance with what they always, often, sometimes or never -Ask Ss to mark each others answers in pair - Ss the task - Ask Ss to write the score in the total score box Unit 10: SOURCES OF ENERGY Lesson 4: Communication (p.43) Answer the questions below with a number Questions Do you…? 1, take showers 2, walk or ride… 3, use public transport…… 4, use a hand fan 5, use low energy 6, turn off the 13 Always ( =1) Often ( = 2) Some Times (= 3) Never (=4) … 7, only use as much water as… 8, only use a little electricity 9, use biogas … 10, go to school by bike Work in pairs Add up each other’s answers and look up the score below - Have Ss explain in pairs how well they save energy, using the three levels of scores in III WRAPPING-UP (7) Talk about your partner’s carbon footprint to your group Use the following prompts - Have Ss talk about their partner’s carbon footprint in group - Ss work in groups IV HOMEWORK (3’) - T assigns the homework - Ss copy their homework - T explains it carefully V FEEDBACK: Work in pairs Add up each other’s answers and look up the score below - Explain how well your partner saves energy “How big your partner’s carbon footprint is.” III WRAPPING-UP Talk about your partner’s carbon footprint to your group Use the following prompts *For example : “My partner’s carbon footprint is big He is considerate because uses lots of baths He could try harder to use showers instead of baths By reducing the baths, he can help to save energy in the future.” IV HOMEWORK - Prepare: Unit 10: Skills …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 14 Period 84 Unit 10: SOURCES OF ENERGY Lesson 5: Skill (p.44) Date of planning: 16/03/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: lexical items related to the topic “sources of energy” - Language: The Present Simple Tense and the Future Continuous Tense Skills: reading and speaking about advantages and disadvantages of energy sources Attitude and competencies: - Discuss about advantages and disadvantages of energy sources - Understand and actively respond to questions about energy sources - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, the recording, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Weak Ss may find it difficult to catch up with the whole class - Guide them carefully IV PROCEDURE: TEACHER AND STUDENTS’ CONTENTS AND BOARD DISPLAY ACTIVITIES I WARM-UP (5') Work in pairs Discuss the following Unit 10: SOURCES OF ENERGY questions Lesson 5: Skill (p.44) 1, What are the main sources of energy in Viet Nam? 2, What types of energy sources will be used in the future? - Ss discuss with a partner - T calls some Ss to give their answers II NEW LESSON A READING (20') Vocabulary - T uses different techniques to teach vocab (situation, explanation…) - T reads and asks Ss to repeat - T helps Ss to some practice on pronunciation A READING Vocabulary - Fossil (n) hóa thạch - fuel (n) nhiên liệu - replace (v) thay - alternative (adj) thay - rely (v) dựa vào Read the text below and check your ideas Read the text below and check your ideas 15 - Ss read the text quickly then check their ideas Read the text then answer the questions a Match the verbs with the nouns - Ss read the passage independently again and match the verbs with the appropriate nouns - T calls one student to give the answers as a class Check the answers b Answer the questions - Set a longer time limit for Ss to reread the text Ask Ss to note or underline where they find the information that helps them answer the questions - Ss can compare the answers before discussing them as a class B SPEAKING (15') Ask and answer questions about the advantages and disadvantages of each type of energy source - Ask ss to read the example Then, have them ask and answer the questions in pairs about the advantages and disadvantages of each type of energy sources mentioned in the reading passage - After that, have some pairs role play as a class Correct the answers if necessary III WRAPPING-UP (3') Talk about the advantages and disadvantages of each type of energy source - Have Ss make a speech about the advantages and disadvantages of each type of energy source Read the text then answer the questions a Match the verbs with the nouns – c create energy – a drive machinery - e generate electricity – b turn turbines –d heat houses b Answer the questions Two They are renewable and nonrenewable Hydro power is limited because dams cannot be built in certain areas, and nuclear energy is dangerous Because the wind can turn turbines to make electricity Solar energy can be changed into electricity or cab be used to heat or cool our houses We use hydro power most He thinks Viet Nam will use the wind and the sun as alternative sources of energy in the future B SPEAKING Ask and answer questions about the advantages and disadvantages of each type of energy source *Example : A: What type of energy is oil? B: It is non-renewable source of energy, because it cannot easily be replaced A: What are its advantages and disadvantages? B: It can be used to drive machinery, but it also pollutes the environment ……… III WRAPPING-UP Talk about the advantages and disadvantages of each type of energy source *Example : Hydro power is a renewable source of energy because it comes from water It is cheap and 16 - T observe - T calls some groups to represent their work - T gets feedback IV HOMEWORK (2’) - T assigns the homework - Ss copy their homework - T explains it carefully plentiful Unfortunately, dams can only be built in certain areas IV HOMEWORK - Learn by heart vocabulary and structures - Prepare: Skills V FEEDBACK: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 17 Period 85 Unit 10: SOURCES OF ENERGY Lesson 6: Skill (p.45) Date of planning: 20/03/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: lexical items related to the topic “sources of energy” - Language: The Present Simple Tense and the Future Continuous Tense Skills: listening and writing about energy sources Attitude and competencies: - Discuss about advantages and disadvantages of energy sources - Understand and actively respond to questions about energy sources - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, the recording, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Weak students may have difficulty in writing about how to save energy because of lack of vocabulary - Guide them carefully IV PROCEDURE: TEACHER AND STUDENTS’ CONTENTS AND BOARD DISPLAY ACTIVITIES I WARM-UP (5’- GW) *Brainstorming Unit 10: SOURCES OF ENERGY - Look at the pictures below Lesson 6: Skill (p.45) - Have ss look at the picture and answer the questions in pairs - The answers may vary II NEW LESSON A LISTENING (10') 1.Look at the pictures below What kind of festival you think it is? Share your ideas with a partner A LISTENING Listen to Nick talk about a music festival he attended Tick (V) T (true) or F (false) Correct the false sentences F ( one of the most famous festivals) T F ( They stayed in a tent) F ( He’s Nick’s father’s favorite singer) Now listen and answer the questions It takes place every June They are music bands He interested the audience with the hit song 18 B WRITING (20’) Think about a festival you attended Make notes about it below Think of a festival they attended and make notes about it - What was the festival? - Who celebrated it? - Where was it held? - When was it held? - How was it held? - Why was it held? They also went to the Bohemian Woods They enjoyed a mixed of good music from around the world B WRITING Think about a festival you attended Make notes about it below Writing: - answer Suggestions It was a cock fighting festival It was held in the common house’s yard in my village It was held on January 15th ( Lunar New Year) ……… III WRAPPING –UP (8’) Write a paragraph about the festival you attended use the notes above - Ss write a paragraph individually based on the notes they have made - T can ask one or two Ss to write the paragraph on the board Other Ss and teacher comment on the paragraphs III WRAPPING –UP Write a paragraph about the festival you attended use the notes above - Ss can start like this - Last week I attended a festival It was called “Harvest festival” It was held by farmers in my village … IV HOMEWORK (2’) - T assigns the homework - Ss copy their homework - T explains it carefully V FEEDBACK: IV HOMEWORK - Learn by heart vocabulary and structures - Prepare next lesson Unit 10 Lesson 7: Looking back …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 19 Period 86 Unit 10: SOURCES OF ENERGY Date of planning: 20/03/2019 Date of teaching: 02/04/2019 Lesson 7: Looking back and Project (p.46 - 47) I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Vocabulary: lexical items related to the topic “sources of energy” - Language: The Present Simple Tense and the Future Continuous Tense Skills: reading, speaking and writing about energy sources Attitude and competencies: - Discuss about advantages and disadvantages of energy sources - Understand and actively respond to questions about energy sources - Form and improve such competencies as pair work, teamwork, communication, presentation, collaboration and assessment II PREPARATIONS: - Teacher: textbooks, the recording, laptop, T.V - Student: textbooks and workbooks III ANTICIPATED PROBLEMS AND SOLUTIONS - Students may not have enough time to project - Guide them carefully and let them at home IV PROCEDURE: TEACHER AND STUDENTS’ CONTENTS AND BOARD DISPLAY ACTIVITIES I WARM-UP (5') *Network: Unit 10: SOURCES OF ENERGY - T let Ss write as many “how to save Lesson 7: Looking back and Project energy” on board as possible (p.46 – p.47) II NEW LESSON A VOCABULARY (15') 1.Put the words into the correct groups - Ask Ss read the words and put the in the correct columns - T can quickly drill any words that Ss have difficulty with - Check and confirm the correct answers B GRAMMAR (6’) Complete the sentences using the verbs in brackets in the future continuous - Ask Ss to the exercises individually A VOCABULARY 1.Put the words into the correct groups Sources of energy Biogas Solar Nuclear hydro Advantages Clean Cheap Plentiful Available unlimited Disadvantages Polluted Expensive Limited/ Exhausted dangerous harmful B GRAMMAR Complete the sentences using the verbs in brackets in the future continuous *Key: 20 first Then, they can check their answers with a partner before discussing them as a class - Weaker classes can complete it in pairs or small groups Change the following sentences into the passive voice - Ask Ss to the exercise individually Then SS check their answers with their partner - Get feedbacks and correct if necessary will be wearing will be lying will be working will be studying will be building Change the following sentences into the passive voice *Key: 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 our energy A hydro power station will be built in t his area next year Complete the dialogue, using the future Complete the dialogue, using the future continuous form of the verbs continuous form of the verbs *Key: - Ask Ss to the exercise individually 1, will be earning 2, will be doing Then SS check their answers with their partner 3, will be doing 4, will be hosting - Get feedbacks and correct if necessary 5, will be doing C COMMUNICATION (7’) C COMMUNICATION Look at the pictures Work in groups Look at the pictures Work in groups and and answer the question answer the question - Have Ss look at the pictures and discuss in *For example: groups what they should to save energy “We should turn off the cooking fire when the - Ask some Ss to share their ideas with the kettle is boiling.” class Note down common errors and correct them at the end of exercise D PROJECT (7’) WRITING SIMPLE SLOGANS - Have Ss discuss the slogans - Observe and feedback - Divide the class into groups - Have Ss work in groups to draw slogans about how to save energy - Call some groups to present their products ( exhibition) - T gets feedback III WRAPPING-UP (3’) - T asks Ss to complete the self-assessment - Summarize the main point of the lesson IV HOMEWORK (2’) D PROJECT WRITING SIMPLE SLOGANS III WRAPPING-UP IV HOMEWORK 21 - T assigns the homework - Ss copy their homework - T explains it carefully - Review the lesson - Do Project V FEEDBACK: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 22 ... and disadvantages of energy sources?” - Introduce the new lesson CONTENTS AND BOARD DISPLAY Unit 10: SOURCES OF ENERGY Lesson 2: A closer look (p.40) Sources of energy Renewable source wind II NEW... …………………………………………………………………………………………………… 17 Period 85 Unit 10: SOURCES OF ENERGY Lesson 6: Skill (p.45) Date of planning: 20/03/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss... …………………………………………………………………………………………………… 12 Period 83 Unit 10: SOURCES OF ENERGY Lesson 4: Communication (p.43) Date of planning: 12/03/2019 Date of teaching: - 7C2: - 7C4: - 7C6: I OBJECTIVES: By the end of the lesson, Ss will