E 7 unit 10 leson 1+2

UNIT 10: ENERGY SOURCES Lesson 1: Getting started – Types of energy sources I Objectives By the end of this lesson, Ss will be able to gain: Knowledge - An overview about the topic energy sources - Vocabulary to talk about types of different energy sources Competences - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Qualities - Develop awareness of travelling in town/city - Be concerned to the local traffic II TEACHING AIDS Teacher: - Grade textbook, Unit 10, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Students: Grade textbook, notebooks, posters… 1.Warm-up (5’) * Aim: - To activate students’ knowledge on the topic of the unit - To enhance students’ skills of cooperating with team mates * Content: Game: Brainstorming (about transport means) * Products: Ss guess and say exactly the name of the transport mean in the picture Teacher’s and Ss’activities Content * Teacher gives instructions - One of the students in the group go to the board - Teacher secretly show picture of a mean of transport to that student He/She has to mime the picture and the other has to guess Of course the other groups will also be allowed to guess - take turns go to the board until finish all the pictures **** Teacher checks and corrects if Ss pronounce the words incorrectly * Brainstorming: - car - plane - bike …… Presentation (5’) * Aim: To help students use key language more appropriately before they read and listen * Content: Vocabulary about energy * Products: Read and understand the meaning of words Teacher’s and Ss’activities Content Pre teach vocabulary - Teacher use different techniques to teach vocab (pictures, situation, realia) - Follow the seven steps of teaching vacab - Repeat in chorus and individually * Vocabulary enery source (n) - Copy all the words coal (n) renewable (a): Can be replaced naturally and can be used without the risk of using it all up run out (phr v): To use up or finish a supply of something * Checking vocab: < Matching> Practice (30’) * Aims: - practise reading and listening for specific information about energy - help Ss practice using what they have learnt in sentences * Content: - Read for main idea - Read the conversation again and answer the questions - Match the words / phrases in the box with the correct pictures - Complete each of the sentences with the correct word from the conversation * Products: To get students interested in the topic To set the context - To help Ss understand the main idea of the text Teacher’s and Ss’activities Content Task 1: (5’) T-Ss Task Read for main ideas: What are Lan * Teacher asks Ss to look at the and her father talking about? picture (p.107), answer the question: What are Lan and her father talking about? - Teacher calls some students to read the words aloud Answer: C Task 2: T - Ss, Ss - Ss * Teacher asks Ss to work individually to read and listen to the conversation and answer the questions and then share their answers with their partners who sit next to them (peer check) ** Ss exercise individually *** Ss share and discuss with their partners to write all answer down on the notebooks **** Teacher corrects their answers as a class Task 2: Read the conversation again and answer the questions Answers Lan is doing a project on energy sources It’s power that we use to provide us with light, heat or electricity It comes from many different sources like coal, oil, natural gas, … and renewable sources Renewable sources are those we can easily replace them such as: water, sun,… Task 3:T-Ss, Ss-Ss -Teacher nominates Ss to read the words aloud and - Teacher checks and gives the correct answers Task 3: Match the words / phrases in the box with the correct pictures Suggested answers: c a b Production (5’) * Aim: To give students a chance to apply what they have learnt * Content: Discussion : talk about the best sources of energy * Products: Students say aloud their sentences Teacher’s and Ss’ activities Content * Teacher gives Ss clear instructions Group discussion in order to make sure Ss know what to - ask students to discuss within their groups to answer the questions: What is the best source of energy? Why you think it is the best one? + Students discuss with their partners and take notes What is the best source of energy? - observer Ss while they are talking, Why you think it is the best one? note their language errors ** Ss as instructed Then present what they have discussed **** Teacher gives Ss feedback - choose some useful or excellent words/ phrases/ expressions/ word choices Ss have used to suggest other d students use them - choose some typical errors and correct as a whole class without nominating the students’ names Homework (2’) Teacher’s and Ss’ activities - T reminds Ss to homework and prepare the new lesson Content - Learn by heart all the new words - Write some renewable and some nonrenewable sources of energy - Prepare Lesson (A closer look 1) UNIT 10: ENERGY SOURCES Lesson 2: A closer look I OBJECTIVES: By the end of the lesson, students will be able to: - use the lexical items related to the topic sources of energy; - pronounce and use correctly the stress in three-syllable words Knowledge: * Vocab: - Vocabulary about sources of energy - Pronunciation: Stress in three-syllable words * Grammar: Competences: - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Qualities: - Develop awareness of energy sources and energy saving II TEACHING AIDS Teacher: Text books, pictures, planning, … - Grade textbook, Unit 10, A closer look - Smart TV/Pictures, sets of word cards - sachmem.vn Students: Text books, notebooks, posters, … III PROCEDURES: 1.Warm-up (5’) - * Aim: To activate students’ knowledge on the topic of the unit To enhance students’ skills of cooperating with team mates * Content: Game: Crosswords (about sources of energy) * Products: Ss find out and write words exactly on the board Teacher’s and Ss’activities Content * Teacher gives instructions * Crosswords: ** Ss are divided into groups - Teacher show the crosswords onto the Answers: 1- Sun screen with hints/clues and students 2- cOal choose each line and take turn to 3- oiL answer 4- renewAble - take turns to write until finish all the 5- natuRal gas words or find out the key word Teacher checks and corrects if Ss pronounce the words incorrectly - Teacher gets feedback -> Today we are going to learn some more combinations about sources of energy Presentation (5’) * Aim: Enrich students’ vocabulary to talk about energy * Content: Vocabulary about energy * Products: Read and understand the meaning of words Teacher’s and Ss’activities Content Pre teach vocabulary Teacher introduces the vocabulary by: + Providing the synonym or antonym of the words + Providing the pictures of the words + Providing the definition of the words + Ss say the words Teacher shows and says the words aloud and asks Ss to repeat them +Teacher asks Ss to translate the word into Vietnamese * Checking vocab: < Matching> * Vocabulary solar energy (n.phr.) /ˈsōlər ˈenədʒi/: lượng mặt trời hydro energy (n.phr.) /ˈhīdrō ˈenədʒi/: lượng nước nuclear (n) /njuː.klɪər/: hạt nhân 2 3 Practice (30’) * Aims: - revise / introduce the names of energy sources and the words related to energy - To help Ss identify the and classify the sounds - To give students authentic practice in using pronouncing sounds in common words * Content: - Listen and repeat the words - Match the words in the correct columns - Fill in the blanks with a suitable word - Listen and repeat identify the and classify the sounds * Products: Students read vocabularies exactly aloud Students identify the and classify the sounds correctly Teacher’s and Ss’activities Content Task 1: (5’) T-Ss Task Match the types of energy in A with * Teacher asks Ss to look at the table the energy sources in B and match the energy with its source ** Ss work out and answer questions in pairs *** Ss share their answers as a whole class **** T asks them to to check their answers Answers: * Teacher asks students to make full 1- D 2–C 3–A 4–B sentences to tell about the sources of different energy Then tell share them to share their sentences with a partner and correct for them Task 2: T - Ss, Ss - Ss * Teacher asks Ss to look at the pictures and use the knowledge from Task to guess the pictures Then work and share their answers with their partners who sit next to them (peer check) ** Ss exercise in pairs *** Ss share and discuss with their partners to write all words/ phrases down on the notebooks **** Teacher corrects their answers as a class - Task 2: Write the phrases to label the pictures: Answers Nuclear energy Hydro energy Solar energy Task 3:T-Ss, Ss-Ss * Teacher gives students time to the exercise individually, then share their sentences *** Teacher nominates Ss to say the sentences aloud **** Teacher checks and gives the corrections if they have mistakes Wind energy Task 3: Complete the sentences with the words and phrases from or Answers wind solar energy water nuclear Task 4:(7’) * Aims: teach Ss how to pronounce the sounds /ɑː/ and /ʌ/ and practise pronouncing these sounds in words correctly * Content: Understand and how to pronounce the sounds /ɑː/ and /ʌ/ * Products: Students pronounce words exactly Teacher’s and Ss’ activities Content * Presentation * PRONUNCIATION (Pre-teach the stressed syllables in the words) Teacher introduces some ways to identify stressed syllables in the words - T gives some words and show how to pronounce them Task 4:T-Ss, Ss-Ss - Teacher asks students to listen and repeat - Students work independently Task 4: Listen and repeat Pay attention to the stressed syllables in the words * Teacher gives Ss time to listen and practice pronouncing the words with correct primary stress Task 5: Listen and repeat, paying attention to the stressed syllables in the underlined words ** Ss as instructed **** Teacher gives Ss feedback - choose some common mispronounced words and suggest students practise using them - choose some typical errors and correct as a whole class Production (5’) * Aim: To give students a chance to apply what they have learnt * Content: Game : Classify renewable and non-renewable energy sources * Products: Students write or say aloud the sentences correctly Teacher’s and Ss’ activities Content - Teacher asks groups to write sentences including features: * Game: Who is faster? renewable and non-renewable energy sources - Ss Work in groups renewable - Teacher asks each group to hand in - gas their paper and checks, the group … with more correct sentences is the winner non-re Hydro … - Teacher invites the winner to read aloud their sentences Homework (2’) Teacher’s and Ss’ activities Content - T reminds Ss to homework and - Learn by heart: prepare the new lesson - Vocabulary about sources of energy - Pronunciation: Stress in three-syllable words Homework: - Exercises in the workbook - Prepare Lesson (A closer look 2)  ... reminds Ss to homework and prepare the new lesson Content - Learn by heart all the new words - Write some renewable and some nonrenewable sources of energy - Prepare Lesson (A closer look 1) UNIT. .. Nuclear energy Hydro energy Solar energy Task 3:T-Ss, Ss-Ss * Teacher gives students time to the exercise individually, then share their sentences *** Teacher nominates Ss to say the sentences... is the best one? note their language errors ** Ss as instructed Then present what they have discussed **** Teacher gives Ss feedback - choose some useful or excellent words/ phrases/ expressions/