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

WEEK:27	 	 Preparing date: 
Period: 78 	 Teaching date: 
UNIT 10: SOURCES OF ENERGY
Lesson1: Getting started (15’)
I./. OBJECTIVE: - By the end of the lesson, Ss will have some information about energy sources and they are able to talk about the different types of energy sources
1. Knowledge:
a. Vocabulary: - The lexical items related to the topic “sources of energy”, Types of energy sources
b. Grammar: Future continuous tense and simple future passive form.
2. Skills: Practicing skills
3. Attitude: - Positive about types of energy sources
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about types of energy sources.
II./. PREPARATIO??N:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present .
IV./.PROCEDURE:
Teacher and Students' activities
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an overview about the topic sources of energy, types of energy sources.
Contents:
- The lexical items related to the topic “sources of energy
Products:
- Games related to the topic.
Organization:
- Have Ss play games related to the topic 
- Have Ss read the words 3 times in chorus 
- Ask Ss to describe the picture (Who, where, what .?) 
- Asking some questions 
- Set the sense 
- Lead to the new lesson 
*Networks Oil 
 Gas 
 Solar 
 ENERGY 
A. What types of energy do you know?
B. Where do they come from? 
 (renewable & non-renewable)
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
 Aims: provide sts necessary words and structure for understanding and learning the conversation.
Contents: 
- new words from the conversation
Products:
- New words
- Ex 1
Organization:
a. Pre-teach some new words.
- Elicit some new words from the P and situations, realias 
- Read many times in chorus 
 -Checking vocab: Slap the board 
- Call some individuals
b. Have Ss do Ex1-a
 - Guide Ss how to do Ex1
 - Call some Ss to give the answer 
- provide the answers 
- Then, do Ex1-b
 (Group-work)
- Ask some groups to present their work before the class
New words
energy 
source => source of energy 
resource 
renewable 
>< non-renewable 
to last (forever) 
to use up 
to run out 
to produce 
negative effect = 
carbon footprint 
 (n)
 (n)
(Adj) 
(v) 
(Np)
Năng lượng
 .
 .
 ..
 ..
 . 
 ..
II. Practice. 
Listen and read.
Read the conservation again and 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. 
Complete the network below using the information from the conservation.
 SOURCES OF ENERGY 
Renewable sources 
Non-renewable sources 
wind
Wave 
solar
coal
Gas 
oil
ACTIVITY 3: Practice (10’)
Aims: help sts have some concepts about the topic sources of energy, types of energy sources.
Contents:
- vocabulary related sources of energy, types of energy sources.
Products:
- key to Practice 2, 3
Organization
Doing:
c. Ask Ss to do Ex2 in chorus 
 - call some individuals 
- cross – check
d. Ask Ss to do Ex3
(individually) 
- cross – check
-T provide the keys
e. Divide the class into 6 groups 
Have Ss make up the dialogues then role-play
the groups take turns to present their dialogue 
T Listen and feedback 
Listen and repeat the words or phrases.
Wind 
Coal
Natural gas 
Nuclear 
Biogas 
oil
Hydro
Solar 
Put the words into the correct groups below.
Renewable sources 
Non-renewable sources 
Wind , coal , hydro , nuclear 
Natural gas , biogas , oil, solar 
Ask and answer the questions about renewable and non-renewable resources .
A: What type of energy source is wind ? 
B: It’s a renewable source of energy .
A: What type of energy source is coal ?
B: It’s a non-renewable source of energy .
A: ..
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class some new words and structure.
Contents:
- vocabulary related sources of energy, types of energy sources.
Products:
- review new words
Organization:
Further practice:
- Lets sts summarize the content of the lesson
Homework: 
- Learn by heart all the new words.
- Prepare for next lesson (find the meaning of the new words in the next lesson) 
- Do B1, B2 (workbook)
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Kiểm tra ngày tháng năm 
 .
WEEK:28	 	 Preparing date: 
Period: 79 	 Teaching date: 
UNIT 10: SOURCES OF ENERGY
Lesson 2: A closer look 1
I./. OBJECTIVE: -- By the end of the lesson, Ss will be able to talk about types of energy sources and know how to stress in the three-syllable words. 
1. Knowledge:
a. Vocabulary: - The lexical items related to the topic “sources of energy”, Types of energy sources
b. Grammar: Future continuous tense and simple future passive form.
2. Skills: Practicing skills
3. Attitude: - Positive about types of energy sources, advantages & disadvantages of energy. - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about types of energy sources, advantages & disadvantages of energy.
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present .
IV./.PROCEDURE:
II. New lesson.
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims: 
- Elicits the topic from students
Contents: 
- The lexical items related to the topic “sources of energy”
Product:
- play game “spider-web of words”
Organization:
- Have Ss play game “spider-web of words”
- Read 3 times in chorus 
- Lead to the new lesson
* play games 
Benefits of Renewable energy source
Effects of Non-renewable energy source
safe , clean , cheap .
 Dangerous , harmful , expensive ..
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: help sts learn the words about festivals and usage of those.
Contents: new words in A closer Look 1
Products:
Keys of A Closer Look 1
Organization:
a- Elicit some new words (pictures, realias, situations .)
- Have Ss read many times in chorus 
- call some individuals 
- Checking vocab: Hang-man
b. Have Ss do Ex1 on the textbook
Guide how to do 
Ask Ss to do in 5 minutes 
- Provide the keys 
c, Have Ss work in pairs to do ex2 
Cross –check 
T feedback
d. Have Ss do Ex3 on the textbook.
Guide how to do 
Ask Ss to do 
- Provide the keys 
 - Ask Ss to write down on the notebooks
I. Vocabulary 
* Advantages and Disadvantages of energy sources.
* Advantage = benefit 
unlimited 
available 
abundant = plentiful
convenient 
( cheap , clean , safe ..)
 (n)
(Ad)
 * Disadvantage 
limited 
harmful
polluting 
exhausted 
( expensive , dangerous) 
(n)
(Adj)
 ...
* Practice . 
Put the words below into the table to describe the types of energy .
Sources of energy 
Advantages 
Disadvantages 
Wind 
Abundant , unlimited 
Not available 
Water / hydro 
Clean , safe 
Expensive , 
not available 
Solar 
Renewable , plentiful, available , clean , safe
Expensive 
Biogas 
Renewable , plentiful, clean , safe
Abundant , cheap 
Nuclear 
Renewable , clean , safe 
Expensive , dangerous 
Coal, oil , natural gas 
Abundant 
Harmful, exhausted , polluting
Compare your answers with your partner.
For 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 in1.
solar – clean / safe 
non-renewable 
wind – clean 
expensive – dangerous
ACTIVITY 3: PRACTICE (15’)
Aims:
Concept of tone in asking for information
Contents: 
- stress the nouns and the adjectives with three syllables.
Products:
Sts can read in correct intonation
Organization:
Pronunciation
1- Guide Ss how to stress the nouns and the adjectives with three syllables 
2- Give examples 
- explain the rules 
- Have Ss practice in chorus 
3- Ask Ss to do Ex 4 & 5 to distinguish the two ways of stressing three-syllable words 
4- Have Ss practice 
- cross-check
- call some individuals 
II. Pronunciation. 
* How to stress in three-syllable Nouns and Adjectives.
Rule1: Ooo When Sylablel2 &3 are short vowels. (very popular)
Eg: excellent, difficult, president, plentiful, energy accident, dangerous 
Rule2: oOo When Syllable 2 is a long vowel or a dipthong and Syllable3 is a short vowel or dipthong /ou/. (popular)
Eg: disaster, potato, enormous, expensive, convenient, advantage .. 
* Practice. 
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 correct columns.
 Ooo
 oOo
dangerous 
plentiful
limited 
easily
energy 
expensive
abundant 
convenient 
enormous 
advantage 
5. Read the following sentences and mark the stressed syllable in the underlined words. Then listen, check and repeat.
Coal will be replaced by another renewable resource. 
Wind power is convenient and abundant.
Natural gas is limited, and it is harmful to the environment. 
Solar energy is plentiful, and it can be replaced easily.
Nuclear power is expensive and dangerous.
ACTIVITY 4: PRODUCTION (5’)
Aims: 
- help sts use topic “sources of energy”, types of energy sources words and ask for information.
Contents:
- The lexical items related to the topic “sources of energy” in textbook
- questions from students
Products:
Sts have a clear concept of intonation of question for information
Organization:
- Lets sts summarize the content of the lesson
Homework: 
- Learn new words and phrases
- Learn by heart all the new words.
- Prepare for next lesson (find the 
 meaning of the new words in the 
 next lesson)
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Kiểm tra ngày tháng năm 
 .
WEEK:28	 	 Preparing date: 
Period: 80 	 Teaching date: 
UNIT 10: SOURCES OF ENERGY
Lesson 3: A closer look 2
I./. OBJECTIVE: - By the end of the lesson, Ss will be able to talk about ENERGY SOURCES and they master the uses of the future continuous tense and the simple future passive 
1. Knowledge:
a. Vocabulary: - The lexical items related to the topic “sources of energy”, Types of energy sources
b. Grammar: Future continuous tense and simple future passive form.
2. Skills: Practicing skills
3. Attitude: - Positive about types of energy sources, advantages & disadvantages of energy. - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about types of energy sources, advantages & disadvantages of energy.
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present .
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: review old lesson
Contents: 
- Review simple future tense
Products:
- Check the old lesson
- Check the old vocabulary
Organization:
- Have Ss answer some questions 
- Lead to the new lessons
* Questions: Review simple future tense
What will it be tomorrow?
Where will you go for this summer vacation?
When will you have a party for your next birthday?
How will the world change if we use up all the non-renewable energy sources?
 S Will V (inf) 
 (simple future tense) 
ACTIVITY 2. Knowledge Formation (20’)
Aims:
Help sts know about the future continuous tense
Contents:
- Definite The future continuous tense
Products:
Sts can use The future continuous tense exactly
Key to Task 1, 3
Organization:
Grammar 1:
1 - Give examples 
- Explain other uses of 
- Give the form 
- Have Ss work in pairs to do Ex 1,3
 (work individually)
 - Call someone to present their answers. 
- Cross –correct
- Provide the keys 
- Ask Ss to write down on their notebooks
* Grammar.
I. 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 , 
* Practice :
Complete the sentences using the future continuous form of the verbs in brackets.
 1, will be putting 2, will be taking 
 3, will be installing 4, will be spending 
 5, will be using 
3.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 
ACTIVITY 3. Knowledge Formation 2(10’)
Grammar 2:
Aims: learn about The future simple passive form and their usage
Contents:
- Definite The future simple passive form
Products: 
Key to Task 5
Organization:
Grammar 2:
- Give the form 
- Give examples 
- Explain other uses of the passive voice.
- Have Ss work in pairs to do Ex5 
 (work individually)
- Call someone to present their answers. 
- Cross –correct
- Provide the keys 
- Ask Ss to write down on their notebooks
3- Ask Ss to work in pairs / in groups of four.
- Call some pairs / groups to present their answers 
- Crosscheck
- T feed-back
II. The future simple passive form. 
* Form 
(+) S + will be + Vpp ( by O ) .
(-) S + will be + Vpp ( by O ) .
(?) will + S + be + Vpp ( by O ) ?
* For Examples .
-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 .
 * Practice : 
5. Complete the magazine article with the passive form of the verbs in the table.
 1, be provided 2, be used 
 3, be placed 4, be stored 5, be solved
ACTIVITY 4: Further practice:
Aims: review the future continuous tense AND The future simple passive
Contents:
 Usage of the future continuous tense AND The future simple passive
Products:
- sts can put suitable the future continuous tense AND The future simple passive in correct places
Organization:
- Lets sts summarize the content of the lesson
5. Production: 
- Learn by heart all the new words.
- Prepare for next lesson (find the 
 meaning of the new words in the 
 next lesson) 
- Do B3,4,5,6 (workbook)
 - Redo section 2,6, – students’ book
* Further practice (10’) . 
4.Work in pairs . Tell your partner what you will be doing at the following point of time. 
Eg: This time tomorrow 
I will be learning English this time tomorrow
Or 
This time tomorrow , I will be learning English
Tomorrow afternoon 
this weekend 
this time next week 
when you are fifteen years old
7. Look at the pictures and write what will be done in the future .
* Suggestions 
A hydro power station will be built in the region to increase the electricity.
Solar panels will be put / installed on the roof of the buildings .
A network of wind turbines will be installed to generate electricity .
Bicycles will be used to travel in the city
 ( Do at home if necessary)
2.Write what these students will be doing tomorrow afternoon. 
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 classrooms.
5, Kate will be showing a film on types of renewable energy sources. 
6. Change these sentences into the passive voice . 
Waves will be used as an environmentally friendly energy source . 
A network of wind turbines will be installed to make electricity.
In the countryside , plants will be burntn to produce heat .
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.
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Kiểm tra ngày tháng năm 
 .
 ..
WEEK:28	 	 Preparing date: 
Period: 81 	 Teaching date: 
UNIT 10: SOURCES OF ENERGY
Lesson 4: Communication
I./. OBJECTIVE: - By the end of the lesson, Ss will be able to talk about their carbon footprint as well as the ways how to save energy in life. 
1. Knowledge:
a. Vocabulary: - The lexical items related to the topic “sources of energy”, Types of energy sources
b. Grammar: Future continuous tense and simple future passive form.
2. Skills: Practicing skills
3. Attitude: - Positive about types of energy sources, advantages & disadvantages of energy. - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about types of energy sources, advantages & disadvantages of energy.
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present .
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: make sts change the state from relaxation to concentration
Contents:
- Tell students in this lesson they will have the opportunity to learn about carbon footprint and the energy sources.
- Go through that extra vocabulary with students. If students do not know any words in the Box. Quickly teach it. 
Products:
- the word affordable and breathtaking
Organization:
- Have Ss answer the questions 
- Set the sense.
- Lead to the new lesson
* Questions:
What did you do to save energy?
What do you usually do to save energy?
What will you do to save energy? 
 Answers:
I 
I .
I 
( students’ answers )
ACTIVITY 2: KNOWLEDGE FORMATION (20’) 
Aims: 
Help Sts promote listening skill and vocab
Contents:
Talk about how to save energy
Products:
- 4 skills
- Vocabulary
- Grammar
Organization:
Communication 1:
Elicit some new words from pictures and situations 
- Read aloud many times in chorus 
- Checking vocab: matching game 
- Call some individuals
- Have Ss do a test / do ex1 
- Guide how to do (individually) 
- Ask Ss to work in groups of six 
 1 student is the monitor 
 5 student are the participants 
- Call some groups to represent their works. 
- Feedback
- Give the answers 
I-Vocabulary.
 * How to save energy .
- to take a shower 
- to ride a bike 
- to use public transport 
- to use a hand-fan
- to use low energy light bulbs 
- to turn off electricity things 
- to use biogas 
- to ..
 ..
II. Practice
Do a test by answering the following questions with the number from 1 to 4.
Questions
 Do you ? 
Always
(1)
Often
(2)
Some
Times
(3)
Neve
(4)
1, take showers...
2, walk or ride..
3, use public transport 
4, use a handfan
5, use low energy
6, turn off the .
7, only use as much water as 
8, only use a little electricity 
9, use biogas .
10, go to school by bike 
 Look up the score and answer the following question .
1, What is your total score ? 
 ..
Then explain how well your partner saves energy “How big your partner’s carbon footprint is.”
 Student1 : 
 Student2 : 
 Student 3 : ..
 Student 4 : ..
 Student5 : .
 Keys: 
 10-20: Your footprint is small. You are really environmentally friendly.
 21-30: Your footprint is quite small. 
 Remember to care about, and respect, the world around us.
 31- 40: Your footprint is quite big. You do something to save energy, but there’s always room for improvement.
ACTIVITY 3: PRACTICE (15’) 
Aims: 
To promote reading and writing skills
Contents:
- vocabulary related to the topic
- grammar
 Products:
Key to communication 2
Organization:
Communication 2:
Have Ss work in pairs 
- Call some Ss/ pairs to represent their report before the class 
- Feedback
Report your partner’s carbon footprint to your groups / class . Use the following prompts .
For example :
My partner’s carbon footprint is bog . 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 .
 ( Ss’answers )
ACTIVITY 4: Further practice (10’)
Aims:
To promote speaking skill
To learn how to save energy
Contents:
Products:
Organization:
- Lets sts summarize the content of the lesson
Homework:
- Do Speaking (workbook)
 - Write a report about your own carbon footprint.
Kiểm tra ngày tháng năm 
 .
 ..
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WEEK:29	 	 Preparing date: 
Period: 82 	 Teaching date:
FEEDBACK ON TEST 45’
I./. OBJECTIVE: - Help ss find out their mistakes and correct them. Students can improve their knowledge of English 
1. Knowledge; - Grammar: from unit 7-9
- Vocabulary: related to unit 7-9
2. Skills: Practicing skills
3. Attitude: - Ss are interested in practicing skills
 - Ss are interested in doing exercises
4. Competences
- Self- study: work individually.
 II./. PREPARATION:
1.Teacher: Test papers 
2.Students: 
III./. TEACHING METHODS: Technical present .
IV./. PROCEDURE
	1. Remark on the tests:
-The number of the tests: 
	+Excellent tests: 
	+Good test 
	+Average: 
	+Under average: 
-The number of the tests: 
	+Excellent tests: 
	+Good test 
	+Average: 
	+Under average: 
-In general, all Ss have achieved the basic knowledge.
-There are many excellent and good tests.
- Some Ss' skill of doing general test is not good.
	B. Key:
ĐÁP ÁN BÀI KT 45’ SỐ 3- NĂM HỌC
Môn: TIẾNG ANH - LỚP 7
PART I:0,5 p for each correct sentence.
1. F (one of the most famous festivals)
2. T
3. F (They stayed in a tent)
4. F (He’s Nick’s father’s favorite singer 
Tape: Unit 9 – Skills 2 – part 2
PART II: 
0,25 p for each correct sentence
1. B.
2. B
3. A
4. B
2. 0,25 p for each correct sentence.
1. A
2. D
3. D
4. C
5. D
6.A
7.D
8.D
PART III
1. 0,5 p for each correct sentence.
1.T	2. T	3.F	4.T 	
2. 0,2 p for each correct sentence.
1 – C
2 – D
3 – B
4 – A
5 - E
PART IV:
 0,5 p for each correct sentence.
1. Although the festival took place in a remote area, a lot of people attended it.
2. How far is it from Hue to Da Nang?
3. I used to go to primary school on foot 
4. In spite of being short, they still love playing sports
5.Production: Prepare unit 10
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WEEK:29	 	 Preparing date: 
Period: 83 	 Teaching date: 
UNIT 10: SOURCES OF ENERGY
Lesson 5: Skills 1
I./. OBJECTIVE: - By the end of the lesson, Ss will get some more information about ENERGY SOURCES as well as well be able to talk about their advantages and disadvantages.
1. Knowledge:
a. Vocabulary: - The lexical items related to the topic “sources of energy”, Types of energy sources
b. Grammar: Future continuous tense and simple future passive form.
2. Skills: Practicing skills
3. Attitude: - Positive about types of energy sources, advantages & disadvantages of energy. - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about types of energy sources, advantages & disadvantages of energy.
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present .
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP 
Aims: make sts change the state from relaxation to concentration
Contents: Tell students in this lesson they will have the opportunity to learn about energy sources
Products:
- game spider web
Organization:
- Have Ss play game “spider web”
- Read 3 times in chorus 
- Set the sense 
- Lead to the new lesson
* Discussion: 
- Have Ss work in groups to discuss the following questions.
- Listen and feedback
* Network . ( old lesson)
 wind
 Names of energy sources 
 sun
 water
 nuclear
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 ..)
ACTIVITY 2: KNOWLEDGE FORMATION (20’) 
Aims: promote reading skills
Contents: 
Passage
Extra vocabulary with students. it. 
Products:
Key to Task 2,3
Vocabulary
Organization:
II. Reading:
- Elicit some new words (pictures, realias, situations .)
- Have Ss read many times in chorus 
- Call some individuals 
- Checking vocab: Slap the board and remember
- Guide Ss the way how to do Ex3-a 
- Give examples 
- Ask Ss to work individually 
- Call some Ss to the black-board
- Provide the correct answers 
- Guide Ss the way how to do Ex3-b 
- Give examples 
- Ask Ss to practice in pairs 
- Cross –check 
- Call some Ss to the black-board
- Provide the correct answers 
- Ask Ss to write down on their notebooks
 I. Vocabulary.
 Fossil fuel 
(n) 
 .
 - to create 
= to produce 
= to generate 
- To replace 
- to turn ( turbines) 
- to convert into 
- to value 
(v)
 .
 ..
- alternative 
(adj)
- a great deal of
 = a lot of 
II. Practice.
A. Reading. 
2. Read the text below and check your ideas.
 3. 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 non-renewable.
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.
ACTIVITY 3: PRACTICE (15’) 
Aims: 
Improve speaking and reading skills
Contents: 
- Task 4, 5
Products:
This part helps Ss understand more about energy sources
Organization:
- Have Ss work in pairs 
- Call some pairs to role-play before the class 
- Cross-check 
- T feedback
5- Divide the class into 4 groups
- Have Ss make a speech about the advantages and disadvantages of each type of energy source. 
- T observes 
- call some groups to represent their work
- Feedback
B. Speaking:
4. 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. 
 ..
5. Talk about the advantages and disadvantages of each type of energy source. (speaking)
Example: 
Hydro power is a renewable source of energy because it comes from water. It is cheap and plentiful. Unfortunately, dams can only be built in certain areas.
ACTIVITY 4: Further practice
Aims: widen the topic to earn more knowledge about ENRGY RESOURCES
Contents: 
Products:
- old vocab
- old grammar
Organization:
- Lets sts summarize the content of the lesson
Homework: (2)
- Learn by heart all the new words.
- Prepare for next lesson (find the 
 meaning of the new words in the 
 next lesson) 
- Do Reading (workbook)
 - Redo Ex5 (students’ book)
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Kiểm tra ngày tháng năm 
 .
WEEK:29	 	 Preparing date: 
Period: 84 	 Teaching date: 
UNIT 10: SOURCES OF ENERGY
Lesson 6: Skills 2
I./. OBJECTIVE: - By the end of the lesson, Ss will be able to write a passage about energy and the ways how to save energy in life 
1. Knowledge:
a. Vocabulary: - The lexical items related to the topic “sources of energy”, Types of energy sources
b. Grammar: Future continuous tense and simple future passive form.
2. Skills: Practicing skills
3. Attitude: - Positive about types of energy sources, advantages & disadvantages of energy. - Students know how to learn English in right way.
 - Ss are interested in energy sources &ways to save energy.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about energy sources &ways to save energy.
II./. PREPARATION:
1.Teacher: book, planning, p