Week Preparing date Teaching date PERIOD 80 UNIT 10 ENERGY SOURCES LESSON 1 GETTING STARTED I AIMS 1 Knowledge Students will be able to know about an overview about the topic energy sources, and talk[.]
Week: Preparing date: …………………… Teaching date: …………………… PERIOD 80: UNIT 10: ENERGY SOURCES LESSON 1: GETTING STARTED I AIMS Knowledge Students will be able to know about an overview about the topic energy sources, and talk about types of different energy sources 1.1 Vocabulary: Types of different energy sources 1.2 Grammar: The present continuous Competences - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Quality - Develop awareness of energy sources and energy saving - Be concerned to the topic energy sources II TEACHING AIDS Students: - Notebook, grade textbook, Unit 10- Getting started, studying equipments, - Learn the old the lesson, prepare Unit 10- Getting started Teachers: - Grade textbook, Unit 10, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn III TEACHING PROCEDURES Class organization/ Warm up: (4’) * NETWORK Teacher gives instructions - One of the students in the group go to the board - Teacher secretly show picture and ask Ssthe question:What types of energy you know? solar Energy - Take turns go to the board until finish all the network - Teacher checks and corrects if Ss pronounce the words incorrectly New lesson: 2.1 Vocabulary: (8’) * 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 energy source (n.phr) /ˈenədʒi sɔːs/: nguồn lượng coal (n) /kəʊl/: than renewable (a) /rɪˈnjuːəbl/: tái tạo run out (phr v) /rʌn aʊt/: cạn kiệt replace (v) / rɪˈpleɪs/: thay 2.2 Activities a Activity 1: Listen and read: (7’) Read for main ideas: What are Lan and her father talking about? * Objective: To set the context for the introductory text and introduce the topic of the unit * Content:Listen and read the conversation to complete the task related to the topic of the unit * Output:Ss can understand the dialogue * Process: - Lead in: Teacher draws students’ attention to the pictures in the textbook and asks them some questions about the pictures * Listen and read Teacher plays the recording, asks students to underline the words related to the topic Energy sources (Teacher may check the meaning of some words if necessary.) Teacher can play the recording more than once Students listen and read Teacher can invite some pairs of students to read aloud Then, teacher confirms the correct answer: Read for main ideas: What are Lan and her father talking about? * Teacher asks Ss to look at the picture (p.105), answer the question: => Answer: C b Activity 2:Read the conversation again and answer the questions (8’) * Objective: To help Ss understand the text * Content: Ss can read the conversation and answer the questions * Output: Complete the task * Process: - 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 and share and discuss with their partners to write all answer down on the notebooks - Teacher corrects their answers as a class =>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 energy that comes from the sun, wind and water c Activity 3: Match the words / phrases in the box with the correct pictures (8’) * Objective: To help Ss further understand the text * Content:Ss match the words / phrases in the box with the correct pictures * Output: Complete the task * Process: - Teacher nominates Ss to read the words aloud and match the words / phrases in the box with the correct pictures - Teacher checks and gives the correct answers - Ss exercise individually Suggested answers:1 d a b c d Activity 4: Complete each of the sentences with the correct word from the conversation (8’) * Objective: To develop Ss' knowledge of the vocabulary about types of energy sources * Content:Complete each of the sentences with the correct word from the conversation * Output:Ss can remember the types of energy sources * Process: - Teacher asks Ss to work individually to find the words/phrases from the conversation and then share their answers with their partners who sit next to them (peer check) - Ss exercise individually -Teacher corrects their answers as a class Answers : power Sun renewable Run Cheap 3.Consolidation: - Teacher asks students to talk about what they have learnt in the lesson 4.Homework: - Practice the dailogue, learn by heart vocabulary and exercises - Prepare the vocabulary for the next lesson: A closer look Teaching experience ……………………………………………………………………………………… … ……………………………………………………………………………………… ….……………………………………………………………………………… -Week: Preparing date: …………………… Teaching date: …………………… PERIOD 81: UNIT 10: ENERGY SOURCES LESSON 2: A CLOSER LOOK I AIMS Knowledge Students will be able to use the words related to types ofenergy sources and pronounce three-syllable words with correct stress 1.1 Vocabulary:Types of different energy sources 1.2 Grammar: The present continuous Competences - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Quality - Develop awareness of energy sources and energy saving II TEACHING AIDS Students: - Notebook, grade textbook, Unit 10- Acloser look 1, studying equipments, - Learn the old the lesson, prepare Unit 10- Acloser look Teachers: - Grade textbook, Unit 10, A closer look - Computer connected to the internet - Projector/ TV/ small boards, markers - sachmem.vn III TEACHING PROCEDURES Class organization/ Warm up:(5ms)Group discussion * Teacher gives Ss clear instructions 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 - observer Ss while they are talking, 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 students use them - choose some typical errors and correct as a whole class without nominating the students’ names New lesson: 2.1 Vocabulary: (5’) Teacher introduces the vocabulary by: + Providing the pictures of the words + Providing the definition of the words solar energy (n.phr.) /ˈsəʊlər ˈenədʒi/: lượng mặt trời hydro energy (n.phr.) /ˈhaidrəʊ ˈenədʒi/: lượng nước nuclear (n) /njuː.klɪər/: hạt nhân - 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 solar energy (n.phr.) /ˈsəʊlər ˈenədʒi/: lượng mặt trời hydro energy (n.phr.) /ˈhaidrəʊ ˈenədʒi/: lượng nước nuclear (n) /njuː.klɪər/: hạt nhân 2.2 Activities Vocabulary a Activity 1: Match the types of energy in A with the energy sources in B : (5’) * Objective: To help Ss identify sourse of energy by matching the types of energy in A with the energy sources in B * Content:Match the types of energy in A with the energy sources in B * Output: Ss can identify sourse of energy * Process: - Teacher asks Ss to look at the table 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 - Teacher asks students to make full sentences to tell about the sources of different energy Then tell share them to share their sentences with a partner and correct for them Answers: 1- D 2–C 3–A 4–B b Activity 2: Write the phrases to label the pictures: (7’) * Objective: To help Ss write the phrases to label the pictures * Content:Write the phrases to label the pictures: types of energy * Output:Ss can write the phrases about types of energy * Process: - 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 - 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 Answers: Nuclear energy Hydro energy Solar energy Wind energy c Activity 3: Complete the sentences with the words and phrases from or (7’) * Objective: To help Ss complete the sentences about types of energy and energy sources * Content: Complete the sentences about types of energy and energy sources * Output: Ss deeply understand how to know about types of energy, energysources * Process - Teacher gives students time to the exercise individually, then share their sentences - Ssdo 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 Answers: Wind solar energy water Nuclear energy Pronunciation: d Activity 4: Listen and repeat Pay attention to the stressed syllables in the words (7’) * Objective: To help Ss identify the and classify the sounds * Content: Listen and practice pronouncingthree-syllable words * Output: Ss can notice and practicepronouncingthe stressed syllables * Process - Teacher gives Ss time to listen and practice pronouncing the words with correct primary stress - Ss listen and practice pronouncing the words with correct primary stress e Activity 5:Listen and repeat, paying attention to the stressed syllables in the underlined words (7’) * Objective: To give students authentic practice in using pronouncing sounds in common words (three-syllable words) * Content: Listen and practice pronouncingthree-syllable words * Output: Ss can notice and pay attention to the stressed syllables in the underlined words * Process - 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 Consolidation: (1’) - Have Ss summarize what they have learnt in this lesson Homework: (1’) - Do the exercises B1,2,3 (Workbook) - Prepare for A closer look Teaching experience ……………………………………………………………………………………… … ……………………………………………………………………………………… ………………………………………………………………………………… -Week……………… Preparing date: …………………… Teaching date: …………………… PERIOD 82 : UNIT 10: ENERGY SOURCES LESSON 3: A CLOSER LOOK I AIMS Knowledge: Students will be able to know how to use the present continuous 1.1 Vocabulary: Words related to energy sources 1.2 Grammar: The present continuous Competences - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Quality - Develop awareness of conserving the energy sources II TEACHING AIDS Students: Students’ books, pens, workbooks… Teachers: Teacher’s book, lesson plan, projector/ TV, … III TEACHING PROCEDURES Class organization/ Warm up: JUMBLE SENTENCES: (5’) - Teacher gives instructions - Teacher divides the class into groups Teacher delivers a set of word cards which are jumble sentences in present continuous to each group - Students will have to work in groups to create as many correct sentences from the word cards as possible The group with more correct sentences will be the winner Suggested answers: She is learning English now They are not using solar energy Are you working on your Project? Where is your brother studying? She is playing basketball in the school yard - Teacher checks and corrects if Ss make the sentences incorrectly New lesson a Activity 1: Work in pairs Tell your partner what the people in the pictures are doing: (7’) * Objective: - To practice making sentences using the present continuous - To recall the form, use, signals of the present continuous * Content: Work in pairs Tell your partner what the people in the pictures are doing * Output: Ss can make sentences in the present continuous Recall the form, use, signals for the present continuous * Process: - Teacher asks Ss to look at the pictures and work in pairs Teacher asks them how would they ask and answer (using Present continuous) - Ss work out and answer questions with a partner - Ss share their answers in pairs - T asks them to to check their answers - Then tell share them to share their sentences as a whole in class and correct for them Key: a- She is teaching maths/ is writing on the board b- They are play football/soccer c- She is riding her bike/bicycle d- She is cooking c- She is singing f- He is watering the flowers/plans/is doing gardening Grammar: THE PRESENT CONTINUOUS - Ss read the grammar box exlicit and study the example - Ss may discuss within groups/pairs before answering - Teacher asks Ss to give form, use, signals of the present continuous Ss take notes - Form: +) S + is/am/are + Ving… -) S + isn’t/ am not/ aren’t + Ving… ?) Is/Am/ Are + S + Ving…? - Use: + an action happening now or at the moment of speaking + an antion around now for a new energy source to replace coal - Signals:now, right now, at the moment, today, this week… b Activity 2: Complete the sentences, using the present continuous form of the verbs in brackets.(8’) * Objective: To practise using the correct verb form in the present continuous * Content: Complete the sentences, using the present continuous form of the verbs in brackets * Output: Ss can put verbs in the present continuous * Process: - Teacher asks students to reaf the instructions carefully and the exercise individually - Ss exercise then share with their partner - Ss can check and correct for their partner - Teacher corrects their answers as a class Key: is talking are using are taking are developing are reducing c Activity 3: Circle the correct form of the verb in each sentence: (8’) * Objective: To practise the present continuous * Content: Circle the correct form of the verb in each sentence * Output: Ss can distinguish the present continuous and the present simple well * Process: - Teacher asks students questions to make sure students understand the instructions - Teacher nominates Ss to read aloud the correct sentences - Teacher checks and gives the corrections if they have mistakes Key: working are doing 3.Is she studying is studying 5.have d Activity 4: Write sentences about what the people are doing or not doing, using the suggestions (7’) * Objective: To practise making sentences using the present continuous * Content: Write sentences about what the people are doing or not doing, using the suggestions * Output: Ss can make correct sentences in the present continuous * Process: - Teacher gives Ss time to the exercise individually and peer check with their partner -Teacher nominates Ss to read aloud the sentences Then asks them to underline the words/phrases that can be found in Present continuous sentences - Teacher checks and gives the corrections if they have mistakes Key: 1- The students are doing the project now 2- Mrs Lien is teaching us about solar energy at the moment 3- They are learning about energy this month 4- She isn’t swimming in the swimming pool right now 5- Nowadays, people in Iceland aren’t using energy from coal d Activity 5: Work in pairs Ask and answer the following questions.(8’) * Objective: To practise speaking using the present continuous * Content: Work in pairs Ask and answer the following questions * Output: Ss can ask and answer with the present continuous * Process: - Ss work in pairs as instructed Ss take note while doing the task - Teacher walks around to give instructions and corrections (if nedded) - Teacher calls some students to report their partner’s answers using present continuous Then gives Ss feedback Key: Ss’ own answers Consolidation: (1’) Have Ss summarize the present continuous with a mindmap (use, form, signals) Homework: (1’) - Learn grammar: the present continuous - Do grammar exercises in the workbook - Prepare next lesson: Unit 10: Lesson 4: Communication Teaching experience: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… -Week……………… Preparing date: …………………… Teaching date: …………………… PERIOD 83 : UNIT 10: ENERGY SOURCES LESSON 4: COMMUNICATION I AIMS Knowledge Students will be able to ask for explanation, ask and answer how well your partnersaves energy 1.1 Vocabulary: Related to energy sources 1.2 Grammar: Review Competences - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities Quality - Be benevolent and responsible II TEACHING AIDS Students: Students’ books, pens, workbooks… Teachers: Teacher’s book, lesson plan, projector/ TV, … III TEACHING PROCEDURES Warm up: (5’) Game: BRAINSTORMING TYPES OF ENERGY - Teacher divides class into teams and asks them to think of “TYPES OF ENERGY” - Ss have to think of the words related to the topic or they can discuss with their partners - Each member from each team turn by turn run to the board and write one word - Teacher corrects their answers - The team which has more correct words will be the winner Suggested answers: Solar, hydro, coal, natural gas, oil, wind,… * Lead in: Teacher leads students into the lesson by telling what they are going to learn: “We are going to learn how to ask and answer for explanations and find out how well we save energy” New lesson a Activity 1: Listen and read the conversation Pay attention to the highlighted questions (8’) * Objective: To let students know the structure to ask and answer for explanation * Content: Listen and read the conversation Pay attention to the highlighted questions * Output: Ss can give the structures to ask and answer for explanations correctly * Process: - Teacher plays the record for SS to listen and read the conversation - Ss listen and practice saying with their partners - Teacher calls some pairs to read aloud - Teacher corrects pronunciation if needed - Teacher asks Ss to pay attention to the highlighted parts and asks them some questions to elicit the new structure: - Which tense we use to ask and answer? - Which question word and verb we use? - … - Ss answer teacher’s questions to find out new structure to ask and answer for explanations - Some students give the new structure to the teacher - Teacher corrects and writes on the board: Structure: to ask: - What do/does + S + mean? to answer: - S + mean(s)/be … b Activity 2: Work in pairs Make similar conversations to ask for explanations (7’) * Objective: To help students practise on how to ask and answer for explanations * Content: Work in pairs Make similar conversations to ask for explanations * Output: SS can make conversations using structure to ask and answer for explanations correctly * Process: - Teacher has SS look at the phrases in Ex to make similar dialogue - Ss work in pairs to make similar dialogue - Teacher calls some pairs to present it in front of the class - Teacher gives feedback and some comments Suggested answers: A: What does hydro energy mean? B: It’s energy that comes from the sun What does nuclear energy mean? A: It’s energy that comes from the nuclear power c Activity 3: Work in pairs Ask your partner the following questions and tick his or her answers in the boxes (8’) * Objective: To provide students with more awareness of ways to save energy and help them practice the skill of speaking * Content: Work in pairs Ask your partner the following questions and tick his or her answers in the boxes * Output: Ss can practice the learnt structures more * Process: - Teacher asks Ss to work in pairs and tick - Ss so the task in pairs d Activity 4: Work in groups How well your partner saves energy (7’) * Objective: To provide students with more awareness of ways to save energy and help them practice the skill of speaking * Content: Work in groups Speech: how well your partner saves energy * Output: Ss can know ways to save energy * Process - Teacher gives students time to prepare Meanwhile, teacher walks around the classroom to help students if they have difficulties find proper words/phrases/structures - Teacher calls some Ss to read aloud their work - Teacher let Ss listen and correct mistakes (if needed) Suggestion: Mai saves a lot of energy She often goes to school on foot and uses public transport She always turns off the lights when going to bed e Activity 5: Answer the questions in on your own Speech: how well you save energy: (8’) * Objective: To help students practicing speaking about saving energy * Content:Answer the questions in on your own Speech: how well you save energy * Output: Ss can know how well they save energy and get better habits * Process: - Teacher allows students time to answer the questions onto their notebooks and prepare - Ss work individually - Ss can practicing sharing to their partners - Teacher calls some students to read aloud their work Teacher let Ss listen and correct mistakes (if needed) Suggestion: I save much energy I don’t walk to school but sometimes I use public transport I always remember to turn off the lights and TV when not using them Consolidation: (1’) Teacher asks students to talk about what they have learnt in the lesson Homework: (1’) - Learn structure to ask and answer for explanation - Prepare next lesson: Unit 10: Lesson 3: Skills Teaching experience (handwriting): ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… -Week……………… Preparing date:…………………… Teaching date:…………………… PERIOD 84 : UNIT 10: ENERGY SOURCES LESSON 5: SKILLS I AIMS Knowledge Students will be able to: - Reading: read for specific information about renewable and non-renewable sources of energy - Speaking: talk about advantages and disadvantages of different sources of energy 1.1 Vocabulary: - Use the lexical items related to the topic “energy sources” 1.2 Grammar: - Review: The simple future tense Competence - Develop communication skills - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Personal qualities -Have the serious attitude to studying and the good relationship with friends The love of learning English, hard- working, honest, cooperative, sociable, good communication II TEACHING AIDS Students: Students ‘book, workbook, Computer connected to the Internet Teachers: Students ‘book, workbook, projector, pictures TV, cards, sachmem.vn III TEACHING PROCEDURES Class organization/ Warm up: 5’ - Ask a few Ss to go to the board and tell class about energy sources The class listens and gives comments - Have Ss open their books to page 110 (SKILLS 1) New lesson: 2.1 Vocabulary: 2’ produce (v) /prəˈdjuːs/ to make things, mostly in large quantity - sản xuất limited (adj) /ˈlɪmɪtɪd/ not very great in amount or extent - bị hạn chế available (adj) /əˈveɪləbl/ that you can get, buy or find có sẵn 2.2 Activities: a Activity 1: Reading: 7’ * Objective: To help Ss understand their knowledge of the topic * Content: Look at the picture and discuss it with the partner * Output: Ss can know what they are going to know in the topic * Process - Ask the class to look at the picture first Encourage them to focus on the main energy sources in Viet Nam - Tell Ss to work in pairs, asking and answering the questions provided E.g A: What are the main energy sources in VietNam? B: I think A: What type of energy sources will we use in the future ? B: I think - Call on some pairs to role-play in front of the class The class makes comments b Activity 2:7’ READ THE TEXT AND CHOOSE THE BEST OPTION TO COMPLETE THE SENTENCES * Objective: help students read for specific information about a lecture on energy sources * Content: read each question, locate where the information appears in the text, read that part carefully and circle the correct answer * Output: Ss can understand the passage and complete the task by giving the meanings of the difficult words/ phrases, or explanations ( Ex: non- renewable sources, renewable sources, run out, expensive to produce, rely on ) * Process: Students to share their answers in pairs or groups before checking as a class Go around and offer help if necessary Answer key: B A C A c Activity 3:7’ READ THE TEXT AGAIN AND ANSWER THE QUESTIONS * Objective: help students read for specific information about the text * Content: Read the text and find out the answers * Output: Ss can understand the text by finding out the information to answer the questions * Process: T asks Ss to read the task carefully and individually Note or underline where they find the information that help them answer the questions work in pairs and call some Ss to give their ideas One or two pairs to the task in front of the class The class listen and comment Answer key: There are two They are non-renewable and renewable They include coal, oil and natural gas It’s available, clean, and safe to use We will rely more on renewable energy sources in the future d Activity 4: Speaking 7’ WORK IN GROUPS DISCUSS AND PUT THE FOLLOWING WORDS OR PHRASES IN THE APPROPRIATE COLUMNS * Objective: help students identify the advantages and disadvantages of different types of energy sources * Content: read the words and phrases provided and discuss which one is advantages and disadvantages * Output: Ss can understand and practise the advantages and disadvantages of different types of energy sources * Process: Ss work in groups and tells them to focus on the table - Teacher goes around and listens and gives help if needed - Teacher calls on some Ss to share their answers with the class Teacher encourages - Teacher listens and corrects if needed Answer key: Advantages: easy to use, safe to use, good for the environment, cheap, available Disadvantages: run out, expensive, limited d Activity 5:7’ WORK IN PAIRS ASK AND ANSWER QUESTIONS ABOUT THE ADVANTAGES AND DISADVANTAGES OF DIFFERENT ENERGY SOURCES * Objective: help students ask and answer the advantages and disadvantages of different types of energy sources * Content: Ss read the instructions to identify how to the task * Output: Ss can talk about theadvantages and disadvantages of different types of energy sources * Process: work in pairs to read the example to understand how to make a dialogue - give a time limit for them to ask answer the questions about advantages and disadvantages of different types of energy sources such as hydro energy, nuclear energy energy from coal - Encourage some Ss to speak in front of the class, the class comments on their classmate’s content, pronunciation, fluency, language (grammar, use of words, etc.), body language - T can help the class give feedback 3 Consolidation: 2’ - Summarize the main points of the lesson - Have Ss summarize what they have learnt with the two skills Homework: 1’ - Ss learn by heart the vocabulary, the grammar they have learnt - Do exercises at workbook: - Prepare: Unit 10: Skills Teaching experience: -Week……………… Preparing date: …………………… Teaching date: …………………… PERIOD 85 : UNIT 10 ENERGY SOURCES LESSON 6: SKILLS 2: LISTENING & WRITING I Aims Knowledge Students will be able to: - Develop listening and writing skills for general and specific information about how to save energy at home - Write a paragraph about how to save energy at home 1.1 Vocabulary: words related to types of energy sources 1.2 Grammar: The present simple tense Competences - By the end of the lesson Ss can develop communication skills, listening and writing skills - Be collaborative and supportive in pair work and team work - Actively join in class activities Quality Be benevolent and responsible II TEACHING AIDS Students: Students ‘book, workbook Teachers: Students ‘book, workbook, projector, pictures III TEACHING PROCEDURES 1.Class organization/Warm up: (3’) *Chatting: - Teacher writes on the board the word “HOW TO SAVE ENERGY” and and divide the class into groups - Ss take turns to go to the board - Teacher calls some students to give their answers - Teacher listens and give comments 2.New lesson: a Activity 1: Listening (8’) *Objective: To help Ss brainstorm the topic and prepare for the listening text * Content: Work in pairs , answers the questions * Output: Ss can act out the dialogues * Process Teacher asks Ss to work in pairs to answer the questions in the picture - Ss work with their partner to the task -Teacher calls on some Ss to answer - Teacher gives comments and leads Ss to task Key 1- solar energy 2- turn off the tap while brushing your teeth, use paper fan, … b Activity 2: (8’) - * Objective: help Ss listen for specific information about how to save energy at home * Content: Listen and circle the phrases you hear * Output: Ss can understand the listening and complete the task * Process: - Teacher asks Ss to read and underline the key words - T helps them understand the phrases by giving explanations -Ss work independently to guess then listen to the recording once to check their guess - Teacher calls on some students to give the answers the have listened Key:save energy , turn off the lights, use low energy light bulbs , use solar panels c Activity 3: (8’) * Objective:.To help students develop their skill of listening for details * Content: Listen again and tick T (True) or F (False) for each sentence * Output: Ss can answer the questions correctly * Process: -Teacher asks Ss to read and underline the key words T guess which sentences are true and which are false - Ss work independently listen to the recording and tick T or F -Teacher calls on some students to give the answers they have listened Key: ... source (n.phr) /ˈenədʒi sɔːs/: nguồn lượng coal (n) /kəʊl/: than renewable (a) /rɪˈnjuːəbl/: tái tạo run out (phr v) /rʌn aʊt/: cạn kiệt replace (v) / rɪˈpleɪs/: thay 2.2 Activities a Activity 1: ... Ss open their books to page 11 0 (SKILLS 1) New lesson: 2 .1 Vocabulary: 2’ produce (v) /prəˈdjuːs/ to make things, mostly in large quantity - sản xuất limited (adj) /ˈlɪmɪtɪd/ not very great in... - Notebook, grade textbook, Unit 10 - Acloser look 1, studying equipments, - Learn the old the lesson, prepare Unit 10 - Acloser look Teachers: - Grade textbook, Unit 10 , A closer look - Computer