Planning date: Teaching date: Period: UNIT 10: SOURCES OF ENERGY Lesson 5: SKILLS I OBJECTIVES: By the end of this lesson, students will be able to gain: Knowledge + Reading: - read for specific information about renewable and non-renewable sources of energy + Speaking: - talk about advantages and disadvantages of different sources of energy Competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities Qualities - have positive attitude in English language learning so that they actively participate in all classroom activities - love school and friends - Be benevolent and responsible II TEACHING AIDS Teacher: - Grade textbook, Unit 10, Skills - Computer connected to the internet - TV/ Pictures, cards - sachmem.vn Students: Text books, notebooks, posters, … III PROCEDURES: 1.Warm-up (5’) * Aim: - activate students’ knowledge on the topic of the unit - set the context for the listening and reading part * Content: - Game: Spider web ” (about names of energy sources ) * Products: - Ss write words exactly on the board Sts’ and T’s activities Content I Warm- up * Network ( old lesson) - Teacher has Ss play game “ Spider web” wind - Teacher asks Ss to read times in chorus - Ss to read times in chorus - Teacher sets the sense - Teacher leads to the new lesson sun Names of energy sources nuclear water * Discussion : - Teacher has Ss work in groups to discuss the following questions - Ss work in groups to discuss the following questions - Teacher listens and gives feedback Discuss the following questions 1, What are the main sources of energy in Viet Nam ?……coal , oil, hydro power, … 2, What types of energy sources will be used in the future ?……………………… ( ….solar energy , wind energy … ) Presentation (8’) * Aim: Enrich students’ vocabulary to talk about energy sources * Content: Vocabulary about energy sources * Products: Ss understand the meaning of words Teacher’s and Ss’ activities Content - Teacher leads students into the lesson by telling what they are going to learn: “We are going to read a passage about renewable and non-renewable source of energy.” - To provide students with some lexical items before reading the text - Teacher introduces the vocabulary by: * Vocabulary + Providing the definition of the words - produce (v) /prəˈdjuːs/ sản xuất and gives examples = to make things, mostly in large quantity - Follow the seven steps of teaching Examples: Companies produce many toys vocab for children before Christmas - limited (a) /ˈlɪmɪtɪd/ bị hạn chế - Repeat in chorus and individually = not very great in amount or extent - Copy all the words Examples: coal, oil, … - available (a) /əˈveɪləbl/ có sẵn *Concept check: Rub out and = that you can get, buy or find Remember Examples: The coal takes a long time to be available again - Teacher asks Ss to work in pairs to *DISCUSSION look at the Picture in Ex1 and discuss to answer the questions - Ss work in pairs - Teacher calls some Ss to check what they have discussed - Teacher corrects Suggested keys: Coal, oil, hydro,… Wind, solar,… Practice (25’) * Aim: - To develop their reading skill for details and specific information (skimming and scanning) - To check students’ reading comprehension - To provide Ss an opportunity to ask and answer questions about the advantages and disadvantages of different types of energy sources * Content: - Read the text to choose the best option and answer the questions - Put the following words or phrases in the appropriate columns - Ask and answer questions about the advantages and disadvantages of different energy sources * Products: - Completed sentences and answers - The words or phrases in the columns exactly - Conversations about the advantages and disadvantages of different energy sources Teacher’s and Ss’ activities Content - Teacher gives Ss time to: read each Task 1: Read the text and choose the question, locate where the information best option to complete the sentences appears in the text, read that part Non-renewable sources are cheap carefully and circle the correct answer and - Ss the task independently - Teacher tells Ss to compare their answers in pairs before calling some of them to check - Teacher confirms the correct answer and explains if needed - Teacher asks Ss to the exercise carefully and individually - Ss the task independently - Teacher has Ss compare their answers in pairs and call some Ss to give their ideas - Teacher checks and confirms the correct answers - Teacher asks Ss to work in groups and tells them to focus on the table - Ss work in groups A available B easy to use C expensive come from the sun, wind or water A Renewable sources B All energy sources C Non-renewable sources When energy comes from water, we call it A wind energy B solar energy C hydro energy Renewable energy sources are better for A the environment B our cars C hydro energy Answer key: B A C A Task 2: Read the text again and answer the questions Answer key: There are two energy sources They are non-renewable sources and renewable sources Non-renewable sources are coal, oil and natural gas Renewable sources are available, clean and safe to use In the future, we will rely more on renewable energy sources Task 3: Work in groups Discuss and put the following words or phrases in the appropriate columns - Teacher goes around and listens and gives help if needed - Teacher calls on some Ss to share their answers with the class Teacher encourages - Ss to share their answers with the class - Teacher listens and corrects if needed - Teacher has Ss work in pairs and asks them to take turns to ask and answer - Ss work in pairs to the task - Teacher goes around, listens and gives help if needed - Teacher calls on some pairs to share their answers with the class - Ss share their answers with the class - Teacher comments and correct Answer key: Advantages: easy to use, safe to use, good for environment, cheap, available Disadvantages: run out, expensive, limited, cheap Task 4: Work in pairs Ask and answer questions about the advantages and disadvantages of different energy sources Production (5’) * Aim: To help students practice presenting the development of different types of energy source * Content: practice presenting of the development types of energy source from the sun, wind or water * Products: presentations of the development of types of energy source from the sun, wind or water Teacher’s and Ss’ activities Content - Teacher has students work in groups *Discuss: Should we develop energy to prepare a presentation sources from the sun, wind or water? (poster/pictures/notes…) why? - Teacher calls on some groups to share their answers with the class - Share their answers with the class - Teacher comments and corrects if needed Homework (2’) Teacher’s and Ss’ activities - Teacher reminds Ss to homework and prepare the new lesson Content - Learn by heart all the new words - Rewrite the sentences into notebooks - Do exercises in the workbook - Prepare Lesson 6: Skill ... answer the questions Answer key: There are two energy sources They are non-renewable sources and renewable sources Non-renewable sources are coal, oil and natural gas Renewable sources are available,... sources Teacher’s and Ss’ activities Content - Teacher gives Ss time to: read each Task 1: Read the text and choose the question, locate where the information best option to complete the sentences... Production (5? ??) * Aim: To help students practice presenting the development of different types of energy source * Content: practice presenting of the development types of energy source from the sun,