Giáo án Tiếng Anh 7 - Unit 10: Sources of energy

 may add more words/phrases to the table.
-Give feedback and confirm the correct answers
4. Ask and answer the questions about renewable and non-renewable resources(10')
-Ask ss to work in groups to ask and answer the questions about renewable and non-renewable sources
- Let ss use the suggested questions and answers in the example and the words/phrases in 2,3
- Ask ss to write the information in their notebooks
-Listen to teacher and answer questions
- Practice the conversation in pairs
-Work in pairs to ask and answer to the questions.
* Answer key :
1.It is about the negative effects we have on the environment
2. It means that it will run out if we use it
3. Sunlight is a renewable energy 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 we use that are bad for the environment or the energy we use that produces carbon dioxide might create a big footprint.
-Read the conversation individually again and find the words/ phrases that can be put in the network
* Key :
-Renewable sources: coal, gas and oil
- Non-renewable sources: wind, wave, solar
-Look at the table, listen and repeat the words 
-Work in pairs to look at the table and discuss the meaning of the words/ phrases. Ss may add more words/phrases to the table.
Key:
Renewable sources: wind, coal, hydro, nuclear
Non- renewable: natural gas, biogas, oil,solar
-Work individually to match the types of films with their definitions.
III. Consolidation (3'
- Sum up the lesson
IV. Homework (2')
- Learn by heart all the new words and structures.
-Guide ss how to do Ex C1,2 /33
- Prepare: A closer look 1
Answer 
- Take note
Week 27
Period 81
unit 10: SOURCES OF ENERGY
Lesson 2: A closer look 1
Writing date: 10/ 3/ 2014
Teaching date: 15/ 3/ 2014
A.Objectives: 
By the end of the lesson, ss will be able to:
-Use the lexical items related to types of energy sources
- Pronounce the right stress in three- syllable words
 B. Content:
	 - Vocab: vocabulary related to types of energy sources
 - Pronounce the right stress in three- syllable words
C. Preparation:
- Materials: Ss’ books, text books, posters, tape and radio
- Method: T- WC, group work, individual work
D. Procedures:
Teacher’s activities
Students’activities
I. Warm up(5'): 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 write more and correct words in 2 minutes is the winner.
? What are the advantages and disadvantages of energy sources?
- Introduce the new lesson
II.The new lesson
* Teaching new words(4')
- Teacher elicits the words from students.
- Follow the seven steps of teching vocab.
* Checking: R&R
Sources of energy
Renewable source
Non-renewable source
coal
wind
-limited# unlimited(adj): hạn chế/ không hạn chế
-exhaustible (adj): có thể cạn kiệt
-abundant (adj): phong phú
-available (adj): sẵn có
A.Vocabulary (20')
1. Put the words below into the table to descibe the types of energy
- Run through the words.
- Ask ss to work individually to divide the words into two groups : words to describe the advantages and those describing the advantages of energy sources
- Check and confirm the correct answers as a class
2. 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 1 and share their ideas in pairs
- Have some pairs share their ideas as a class
- Check and confirm the correct answers 
B. Pronunciation(11')
4. Listen and repeat. Which words are stressed on the first syllable and which ones are stressed on the second syllable? Put them in the appropriate columns
- Make sure that ss understand the requirement 
- Play the recording. Ask ss to listen 
and repeat the words, paying attention to 
the right stress in the three- syllable words. 
-Let ss read the words aloud and write them in the correct columns
- Check and confirm the correct answers 
5. Read the following sentences and 
mark the stressed syllable in the 
underlined words. Then listen , check
 and repeat.
-Have ss read the sentences and mark
 the stressed syllable in the underlined 
words.
- Let ss refer to the words in 4 if necessary .
- Ask ss to listen to the sentences again, check their answers and say aloud the sentences as a class
- Call on some ss to write the words on the board
- Check and confirm the correct answers 
-
-Work in pairs to divide the words into two groups 
Key: 
Souces of energy
Advantage
(s) 
Disadvantage
(s)
wind power
abudant, unlimited
not available
water powe
clean and safe
expensive, not available
solar energy
renewable, plentiful, clean and safe
expensive
biogas
renewable, plentiful, available,clean and safe
abudant, cheap
nuclear energy
renewable
expensive, dangerous
coal, oil, natural gas
abudant
harmful, exhaustible, polluting
-Work in groups, discuss
Key:
1. Solar- clean/ safe
2. non-renewable
3. Wind- clean
4. expensive- dangerous
Key:
000
dangerous
plentiful
limited
easily
energy
000
expensive
abudant
convenient
enormous
advantage
-Read the sentences and mark
 the stressed syllable in the underlined 
words.
Key:
1. a'nother re'newable 
2.con'venient, a'budant
3. 'limited, en'vironment
4.'plentiful, 'easily
5. ex'pensive, 'dangerous
III. Consolidation (3')
- Sum up the lesson
 IV. Homework (2')
-Learn by heart all the new words and practice listening.
- Guide ss how to do A1,2 /29
-Prepare: A closer look 2
-Answer 
- Take note
Week 28
Period 82
unit 10: SOURCES OF ENERGY
Lesson 3: A closer look 2
Writing date: 14/ 3/ 2014
Teaching date: 18/ 3/ 2014
A. Objective.
By the end of the lesson, Ss will be able to:
- use the lexical items related to the topic " sources of energy"
- use the future continuous tense and futute simple passive 
B. Language content
Vocabulary: Lexical items related to the topic " sources of energy"
Grammar: The future continuous tense and futute simple passive 
 C. Preparation
	 - Teaching aids: Textbook, posters
	 - Work arrangement: T-WC, group work, pair work
	 - Anticipated problems: T may confuse two tenses
D. Procedure 
Teacher's activities
Students' activities
 I Warm up (5') Calling friends' names
 - Organize the game to ask ss to make active sentences ( the present simple tense)then call their friends to change the sentences into passive sentences
- Take part in the game
- Introduce the new lesson
II. The new lesson
* Vocabulary
- Teacher follows the seven steps of teaching vocab
- Use different techniques to teach. 
* Checking: R.O.R
- install
: (v)
cài đặt
-escape
: (v)
 thoát
-crack
:(n)
vết nứt
-pipe
:(n)
ống dẫn nước
-bulb
:(n)
bóng đèn tròn
-turbine
:(n)
động cơ chạy 
hơi nước
consumption
:(n)
sự tiêu dùng
-alternative
:( adj)
có thể chọn để 
thay thế cho vật khác 
-shortage
: (n)
sự thiếu hụt
A. The future continuous (17')
1. Presentation
- T introduces the example in the yellow box and elicits from ss to draw the form, the usage of the future continuous 
2. Practice
Exercise 1. Complete the passage using the future continuous form of the verbs in brackets
- Explain how to do the exercise
- Ask ss to do exercise 1 individually
- Ask ss to compare their answers with their partners
-Ask some ss to write the answers on the board
- T corrects the answers with class 
Exercise 2. Write what these students will be doing tomorrow afternoon
- Have ss write the sentences individually then compare the answers with a partner
- T asks some ss to write sentences on the board
- T corrects and ask ss to read aloud the correct sentences
? What is differences between the future simple tense and the future continuous tense 
- 
Exercise 3. 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
3. Further practice
 Exercise 4. 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 do the exercise in pairs then give their answer as a class.
- Check the answers and write the correct answers on the board.
1.The future continuous 
-Model sentence
This time next week we will be studying unit 11
-Usage: We use the future continuous for an action in progress at a definite point of time in the future.
(A definite point of time in the future can be expressed by the words/ phrases like: tomorrow, this time next week/ month/ year...)
- Form : 
(+) S+ will be + V-ing
(-) S + will not be + V-ing
(?) Will + S + be + V-ing?
- Do the exercise individually
Key :
1. wii be putting
2. will be taking
3. will be installing
4. will be spending
5. will be using
-Write the sentences individually then compare the answers with a partner
Key:
1. Jenny will be giving a talk about saving energy
2. Helen will be putting solar panels in the playground.
3. Susan will be checking cracks in the water pipes
4. Jack will be putting low energy light bulbs in the class rooms.
5. Kate will be showing a film on types of renewable enrgy sources
- Look at Watch out and answer
Key:
1. will watch
2. will we put
will be having
3. will be having
4. will travel
5. will walk or cycle
6. will be cycling
7. will be going
Ex:
this time tomorrow
 I will be learning English this time tomorrow
...
B. The future simple passive (18')
1. Presentation
T introduces the example in the yellow box and elicits from ss to draw the form, the usage of the future simple passive 
- T asks ss to look at the table and explain how the future simple passive is used.
- Introduce the form
B.The future simple passive 
-Model sentence
Solar panels will be put on the roof
-Usage: We use the future simple passive when the object of the sentence is not important
- When the doer of the action is not known
(If the doer is still important, we can add a "by" phrase )
-Form:
 (+) S + will be + PP
(-) S + will not be + PP
(?) Will + S + be + PP?
2. Practice 
 Exercise 5. Complete the magazine article with the passive form of the passive form of the verbs in the table 
- Run through the verbs
- Ask ss to work individually
- Have ss share their answwers in pairs
- Check the answers as a class 
Exercise 6 . Change the sentences into the passive voice .
- Remind ss how to change an active sentence into a passive sentence
- Let ss study the example
- Ask ss to work individually then compare in pairs
- Call on some ss to write on the board
- Correct and confirm the correct answers
3. Further practice
Exercise 7 . Look at the pictures. Write what will be done in the future
- Ask ss to look at the pictures and discuss in groups of 4 ss what will be done in the future
-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
III. Consolidation (3')
- Ask ss to retell the grammar in the lesson 
IV. Homework (2')
- Learn by heart vocabulary and structures.
- Ex B34,5,6 (Workbook)31/32
- Prepare next lesson. Unit 10. Lesson 4 Communication.
-Work individually Complete the magazine article with the passive form of the passive form of the verbs in the table 
 Key : 
1. be provided
2. be used
3. be placed
4. be stored
5. be solved
Key : 
1.Wave will be used as an environmentally friends energy source.
2. A network of wind turbines will be installed to make electricity
3. In the countryside, plants will be burnt to produce heat
4. Energy consumption will be reduced as much as possible.
5. Alternative sources of energy will be developed
6. Solar energy will be used to solved the problem of the shortage of energy
Suggested answers : 
- A hydro power station will be built in the region to increase the electricity
- 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
Week 28
Period 83
unit 10: SOURCES OF ENERGY
Lesson 4: Communication
Writing date: 15/ 3/ 2014
Teaching date: 20/ 3/ 2014
	A. Objectives: 
By the end of the lesson, ss will be able to:
	+ use the lexical items related to the topic ' sources of energy'
+ talk about types and sources of energy
+ talk about the disadvantages and advantages of different sources of energy
	B. Content:
- Discuss about how to save energy
- Grammar: passive voice
C. Preparation:
- Materials: Ss’ books, text books, posters
- Method: T- WC, group work, individual work
D. Procedures:
Teacher’s activities
Students’ activities
I. Warmer - 15': Game: in 1
- Teacher elicits the phrases from students.
? Play the game in pairs or groups.
- First, they place six pieces of paper
face down.
? Take turns turning over each piece of paper and read the phrase on it.
? After that, find the appropriate phrase go with should or shouldn’t. 
- Those who make a correct sentence will have one point subtracted.
 - go to school by bike, turn off the lights/ faucet, use biogas  throw trash away, use plastic bags
II. Speaking - 5': find someone who
? answer the questions with a number from 1 to 10
1. Do you take showers instead of baths ?
2. Do you walk or ride a bike when traveling short distances ?.
3. Do you use public transport when traveling long distances ?
4. Do you use a hand fan to keep cool in the summer ?.
5. Do you use low energy light bulb ?
6. Do you turn off the lights when leaving a room ?
7. Do you only use as much water as you need
8. Do you only use a little electricity at home ?
9. Do you use biogas for cooking at home ?
10. Do you go to school by bike ?
III. Class survey- 20'
1. Read the answers and tick "Yes" or "No"
- How well you partner saves energy 
Yes
No
1.Your footprint is small.You are really environmentally friendly
Ö
2. Your footprint is quite small. Remember to take about, and respect, the world around you.
x
3. Your footprint is quite big. You should do some things to save energy but there’s always room for improvement
2. Work in groups./ chain game
- Let Ss discuss about their carbon footprint and share with their partner
- Then ask Ss to use the
information to report
E.g:
My partner’s carbon footprint is big. He is considerate because he uses a lot of baths. He could try harder to use showers instead of baths. By reducing the use of baths, he can help to save energy.
IV. Consolidation (3')
? Tell your class about your friend’s way to save energy
V. Homework (2')
? Learn by heart all the new words.
? Do Ex C1, 2 P28
? Prepare: Unit 10: Skills 1
- Listen
- Take note
Week 28
Period 84
unit 10: SOURCES OF ENERGY
Lesson 5: Skills 1
Writing date: 17/ 3/ 2014
Teaching date: 22/ 3/ 2014
A. Objectives: 
By the end of the lesson, ss will be able to:
	+identify renewable and non renewable sources 
+ talk about advantages and disadvantages of energy
	B. Content:
- Vocab: Words to talk about type of energy
- Grammar: passive voice
C. Preparation:
- Materials: Ss’ books, text books, posters
- Method: T- WC, group work, individual work
D. Procedures:
 Teacher’s activities
 Students’ activities
I. Warmer - 5': Chatting
- Ask the class to give eg of energy
 Suggestion:
fossil fuel
hydro and nuclear power
the sun and the wind
II. Reading - 15': 
1. New words
- Teacher use different techniques to teach vocabulary (situation, realia, examples)
- Follow the seven steps of teaching vocab.
* Checking vocab: Slap the board.
- rely
(v):
dựa vào
- alternative
(adj):
khác, nhiều khả năng
- abundant
(adj)
thừa
2. Pre-reading: pre questions
T lets ss have time to discuss the two questions in groups and then as a class? 
T Ask Ss to read the text quickly and check their ideas in 1. 
 Ss read the passage independently again and match the verbs with the appropriate nouns. Call one student to give the answers as a class. Check the answers.
? Then match the verbs in A with the correct ones in B.
Reading
 ss have time to discuss the two questions in groups and then as a class. The ss’ answers might be various according to what they know about energy sources in the country.
*Key:
1. create energy
2. drive machinery
3. generate electricity
4. turn turbines
5. heat houses
3. While reading: Questions and answers
- 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.
Key:              
1. Two. They are renewable and non-renewable.
2. Hydro power is limited because dams cannot be built in certain areas. Nuclear energy is dangerous.
3. Because the win can turn turbines to make electricity. Solar energy can be changed into electricity or can be used to heat or cool our houses.
4. We use hydro power most.
5. He thinks Viet Nam will use the wind and the sun as alternative sources of energy in the future.
III. Speaking- 20'
1. pairwork
. 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.
S1: ask
S2: answer
2. Talk about the advantages and disadvantages of solar energy
Have ss read independently the sentences in the example and then talk about the advantages and disadvantages of some types of energy sources. Explain any common errors and provide further practice if necessary.
E.g: 
 talk about the advantages and disadvantages of some types of energy sources 
IV. Consolidation (3')
? Sum up the main content of the lesson
V. Homework (2')
? Learn by heart all the new words.
? Do Ex D1-2 P29 - 30
? Prepare: Unit 10: Skills 2
- Answer individually
- Take note
Week 29
Period 85
unit 10: SOURCES OF ENERGY
Lesson 6: Skills 2
Writing date: 19/ 3/ 2014
Teaching date: 25/ 3/ 2014
A. Objectives: 
By the end of the lesson, ss will be able to:
	+ listen and do the task about sources of energy
+ listen to get information about energy
	+ write about what we should do to save energy 
 B. Content:
- Vocab: Words to talk about type of energy
- Grammar: should 
C. Preparation:
- Materials: Ss’ books, text books, posters, tape and radio
- Method: T- WC, group work, individual work
D. Procedures:
Teacher’s activities
Students’ activities
I. Warmer - 5': Brainstorming
? Look at the pictures
 Have ss look at the picture and answer the questions in pairs for pre-listening. The answers may vary.
 Suggestion:
- SS’s guess
II. Listening - 10': 
1. New words
- Teacher use different techniques to teach vocabulary (situation, realia, examples)
- Follow the seven steps of teaching vocab.
* Checking vocab: R.O.R
- release
(v):
thả, phóng thích
- fossil fuel
(n):
nham thạch, nhiên liệu hình thành từ xác động vật
- trap
(n):
bẫy, hành lí, chặn lại (v)
2. Pre-listening- Open prediction
* Set the scene: You are going to listen to the passge and tick T/ F
? 2. Ask ss to look at the sentences and guess the answers. Call on some ss to talk about their guesses as a class.
Play the recording for ss to listen through. Play the recording again and ask ss to listen and tick true for false to the sentences. Ss work in pairs to compare their answers with each other. Call on some ss to give the answers to the class. Check and confirm the correct answers.
Read the sentences
   *Key:
1. T	2. T	3. T	4. F	5. T
3. While-listening
 Have ss look at the sentences and guess the answers. Play the recording again and ask ss to listen and complete the sentences. Call on some ss to give the answers to the class and correct the mistakes where and when necessary
*Key:
1. mountainous
2. cooking and heating
3. air pollution
4. on the increase
5. wind and the sun
III. Writing (15') 
1. Gap fill
 Ask ss to complete the article independently, using the phrases (A-E). Have ss read the complete article, paying attention to the problems and solutions of how to save energy. Ss work in pairs to compare their answers with each other. Call one student to give the answers to the class. Check and confirm the correct answers.
2. pairwork
Have ss look at the prompts and discuss the ways to save energy in pairs. Then, ask them to write the five most important things they should do to save energy.. Correct the mistakes if there are any.
3. Write about what you should do to save energy
. Tell ss that it’s time to write a short passage of what they should do to save energy. Ss can use the information in (5). If there is not time to write the passage in class, ss can do it Ask Ss to fill in the table, using the main information  they have discusses in 3.
*Key:
1. E	2. D	3. A	4. B	5. C
 one student to write the answers on the board
ss write individually
IV. Consolidation (3')
? Tell the class about how to save energy
V. Homework (2')
? Learn by heart all the new words.
? Do Ex E1,2 P31
? Prepare: Unit 10: Looking back
- Answer individually
- Take note
Week 29
Period 86
unit 10: SOURCES OF ENERGY
Lesson 7: Looking back + project
Writing date: 22/ 3/ 2014
Teaching date: 27/ 3/ 2014
A. Objectives: 
By the end of the lesson, ss will be able to:
- Recycle the language from the previous section