Giáo án tiếng anh 7 Unit 10: Source of energy

Period 79

Unit 10: SOURCES OF ENERGY
Lesson 1: Getting started (p.38-39)

Date of planning: 08/03/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: extend and practice vocabulary related to the topic “Sources of energy”.
2. Skills: Listening, reading and speaking about source of energy.
3. Attitude and competencies:
- Understand and actively respond to questions about sources of energy.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, posters, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Students may have difficulty in extending the conversation.
- Guide them by making model conversation.
IV. PROCEDURE:
TEACHER AND STUDENTS’
ACTIVITIES
I. WARM-UP: (7’ – group work)
*Chatting:

- T asks some questions:
+ A: What types of energy do you know?
B: Where do they come from?
( renewable & non-renewable )
- Lead to the new lesson.

CONTENTS AND BOARD DISPLAY

Unit 10: SOURCES OF ENERGY
Lesson 1: Getting started (p.38-39)
A. GETTING STARTED
A different type of footprint

II. NEW LESSON
1. Listen and read - (12'/IW/PW)
*Vocabulary
- T uses different techniques to teach vocab
(situation, explanation…)
- T reads and asks Ss to repeat.
- T helps Ss to do some practice on
pronunciation.
Check “R.O.R”
- T plays the recording.
- Ss look at the conversation, listen to the tape
and then work in pairs to practice the
conversation.
- T checks some pairs.
1a. Read the conservation again and answer

II. NEW LESSON

1. Listen and read
*Vocabulary
1. footprint
(n) dấu chân
2. carbon
(n) giấy than
3. energy
(n) năng lượng
4. source
(n) nguồn
5. renewable
(adj) phục hồi, tái tạo
# non-renewable (adj) không tái tạo
6. solar
(adj) thuộc hệ mặt trời
7. nuclear
(adj) thuộc về hạt nhân
8. coal
(n) than đá
9. biogas
(n) khí sinh học

1a. Read the conservation again and
1


the questions.
- Ss read the conversation independently and
answer the questions in pairs.
- Have Ss compare their answers in groups

and then discuss as a class.
- T writes the correct answers on the board if
necessary.

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.
b. Complete the network below using the
b. Complete the network below using the
information from the conservation.
information from the conservation.
- Ask Ss to look at the network that includes
SOURCES OF ENERGY
two types of energy: renewable sources and Renewable sources
Non-renewable
non-renewable ones.
sources
- Have Ss read the conversation individually wind Wave Solar coal Gas Oil
again and find the words/ phrases that can be

put in the network.
- Correct the answers as a class.
- Have some Ss practice reading aloud the
words/ phrase.
2. Listen and repeat the words or phrases.
2. Listen and repeat the words or phrases.
Coal Natural gas Nuclear
- Have Ss look at the table, listen and repeat Wind
Hydro
Solar
the words then ask some Ss to read aloud the Biogas Oil
words/ phrases.
- Correct the pronunciation if necessary.
- Let Ss add more words/phrases to the table
if necessary.
3. Put the words into the correct groups
3. Put the words into the correct groups
below.
below.
Renewable
Non-renewable
- Have Ss work in pairs to look at the table
sources
sources
and discuss the meaning of the words/
phrases. Then have Ss write the words/
Wind, coal, hydro, Natural gas, biogas,
phrases in two columns.
nuclear
oil, solar …

- Ss may add more words/phrases to the table.
- Give feedback and confirm the correct
answers
III. WRAPPING-UP (3')
III. WRAPPING-UP
4. Ask and answer the questions about
4. Ask and answer the questions about
renewable and non-renewable resources.
renewable and non-renewable resources.
-Ask Ss to work in groups to ask and answer A: What type of energy source is wind?
the questions about renewable and nonB: It’s a renewable source of energy.
renewable sources.
A: What type of energy source is coal?
- Let Ss use the suggested questions and
B: It’s a non-renewable source of energy.
2


answers in the example and the words/
phrases in 2,3.
- Ask Ss to write the information in their
notebooks.
IV. HOMEWORK (3')
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.

IV. HOMEWORK
- Learn new words by heart.
- Review the lesson.

- Prepare: A closer look 1.

V. FEEDBACK:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

3


Period 80

Unit 10: SOURCES OF ENERGY
Lesson 2: A closer look 1 (p.40)

Date of planning: 12/03/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “sources of energy”
- Pronunciation: stress in three-syllable words.
2. Skills: Listening, and speaking about advantages and disadvantages of energy sources.
3. Attitude and competencies:
- Understand and actively respond to questions about energy sources.
- Form and improve such competencies as pair work, teamwork, communication, presentation,

collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, posters, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Students may have difficulty in marking the stress in three-syllable words.
- Explain carefully by giving extra examples.
IV. PROCEDURE:
TEACHER AND STUDENTS’
ACTIVITIES
I. WARM-UP (5') (IW)
* 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 writes more and correct
words in 2 minutes is the winner.
“What are the advantages and disadvantages of
energy sources?”
- Introduce the new lesson.

CONTENTS AND BOARD DISPLAY

Unit 10: SOURCES OF ENERGY
Lesson 2: A closer look 1 (p.40)
Sources of energy
Renewable source

wind

II. NEW LESSON
A. VOCABULARY (20’/IW/GW)
- T uses different techniques to teach vocab
(situation, explanation…)
- T reads and asks Ss to repeat.
- T helps Ss to do some practice on
pronunciation.
* Checking vocab: R.O.R

Non-renewable
source

coal

A. VOCABULARY
* Advantage
: Thuận lợi
1. unlimited
: Khơng hạn chế
2. available
: Sẵn có
3. abundant
: Nhiều, phong phú
4. convenient
: Thuận tiện
5. plentiful
: Dồi dào
* Disadvantage : Khơng thuận lợi
1. limited

: Hạn chế, có giới hạn
2. harmful
: Có hại
4


3. polluting
: Ơ nhiễm
4. exhaustible
: Có thể cạn kiệt
1. Put the words below into the table to 1. Put the words below into the table to
describe the types of energy
describe the types of energy.
- Run through the words.
- Ask Ss to work individually to divide the
Sources Advantages Disadvantages
words into two groups: words to describe the
of energy
advantages and those describing the
Wind
Abundant,
Not available
advantages of energy sources.
unlimited
- Check and confirm the correct answers as a
Water/
Clean , safe Expensive ,
class.
hydro
not available

Solar
Renewable , Expensive
plentiful,
available ,
clean , safe
Biogas
Renewable , Abundant ,
plentiful,
cheap
clean , safe
Nuclear
Renewable , Expensive ,
clean , safe
dangerous
Coal, oil, Abundant
Harmful,
natural
exhausted ,
gas …
polluting
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.
3. Look at the pictures and complete these
sentences, using the words in 1.

- Have Ss work in groups. Ss discuss and give
their answers. Some Ss may write the words
on the board.
- T checks their answers.

2. Compare your answers with a partner
*Example:
A: I think biogas is renewable.
B: Me, too. I also think it is abundant and
cheap.
….
3. Look at the pictures and complete these
sentences, using the words in 1.
*Key:
1. solar – clean / safe
2. non-renewable
3. wind – clean
4. expensive – dangerous

B. PRONUNCIATION (12')
Stress in three-syllable words.
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.
- Play the recording. Ask Ss to listen and
repeat the words, paying attention to the right
stress in the three- syllable words.

B. PRONUNCIATION (10')

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
- expensive
- plentiful
- abundant
- limited
- convenient
5


- Let Ss read the words aloud and write them
- easily
- enormous
in the correct columns.
- energy
- advantage
- Check and confirm the correct answers.
III. WRAPPING-UP (5’):
III. WRAPPING-UP
5. Read the following sentences and mark the 5. Read the following sentences and mark
stressed syllable in the underlined words. the stressed syllable in the underlined
Then listen, check and repeat.
words. Then listen, check and repeat.
- Have Ss read the sentences and mark the 1. Coal will be replaced by another
stressed syllable in the underlined words.

renewable resource.
- Let Ss refer to the words in 4 if necessary.
2. Wind power is convenient and abundant.
- Ask Ss to listen to the sentences again, check 3. Natural gas is limited and it is harmful to
their answers and say aloud the sentences as a
the environment.
class
4. Solar energy is plentiful and it can be
- Call on some Ss to write the words on the replaced easily.
board
5. Nuclear power is expensive and
- Check and confirm the correct answers
dangerous.
IV. HOMEWORK (3’)
IV. HOMEWORK
- T assigns the homework.
- Learn new words by heart.
- Ss copy their homework.
- Review the lesson.
- T explains it carefully.
- Prepare “A closer look 2”
V. FEEDBACK:
……………………………………………………………………………………………………
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6


Period 81

Unit 10: SOURCES OF ENERGY

Date of planning: 12/03/2019
Date of teaching: 19/03/2019

Lesson 3: A closer look 2 (p.41-42)
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “sources of energy”
- Grammar: The future continuous tense and future simple passive.
2. Skills: Listening, writing and speaking about advantages and disadvantages of energy
sources.
3. Attitude and competencies:
- Understand and actively respond to questions about energy sources.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, posters, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- There may not be enough time for all the activities.
- Guide them and let them do at home.
IV. PROCEDURE:
TEACHER AND STUDENTS’
ACTIVITIES
I. WARM-UP (5') (IW)
- T asks Ss to describe some types of energy
sources.

- T calls some Ss to tell before class.
- T leads in the new lesson.
II. NEW LESSON
*GRAMMAR:
A. The future continuous tense. (15’)
- T introduces the example in the yellow
box and elicits from Ss to draw the form,
the usage of the future continuous

CONTENTS AND BOARD DISPLAY

Unit 10: SOURCES OF ENERGY
Lesson 3: A closer look 2 (p.41-42)

*GRAMMAR:
A. 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
7


On Sunday next week ,
At 8.00 tomorrow morning
This time next summer
By 2020,……………
1. Complete the sentences using the future
1. Complete the sentences using the future
continuous form of the verbs in brackets.
continuous form of the verbs in brackets.
*Key:
- Explain how to do the exercise
1, will be putting
- Ask Ss to do exercise 1 individually.
2, will be taking
- Ask Ss to compare their answers with their
3, will be installing
partners.
4, will be spending
-Ask some Ss to write the answers on the
5, will be using
board.
- T corrects the answers with class.
2. Write what these students will be doing
2. Write what these students will be doing tomorrow afternoon.
tomorrow afternoon.
*Key:
- Have Ss write the sentences individually 1. Jenny will be giving a talk about saving

then compare the answers with a partner
energy.
- T asks some Ss to write sentences on the 2. Helen will be putting solar panels in the
board
playground.
- T corrects and asks Ss to read aloud the 3. Susan will be checking cracks in the water
correct sentences
pipes.

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
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.
B. The future simple passive (17')

4. Jack will be putting low energy light bulbs

in the class rooms.
5. Kate will be showing a film on types of
renewable energy sources.
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

4. Work in pairs. Tell your partner what you
will be doing at the following points of time
in the future.
*Example:
this time tomorrow
I will be learning English this time tomorrow
...
B. The future simple passive
8


- T introduces the example in the yellow box * Form
and elicits from Ss to draw the form, the (+) S + will be + Vpp
( by O ).
usage of the future simple passive.
(-) S + will be + Vpp

( by O ).
- T asks Ss to look at the table and explain (?) Will + S + be + Vpp
( by O )?
how the future simple passive is used.
*Examples:
- T introduces the form.
- 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.
5. Complete the magazine article with the 5. Complete the magazine article with the
passive form of the passive form of the passive form of the verbs in the table
*Key :
verbs in the table
1. be provided
- Run through the verbs
2. be used
- Ask Ss to work individually
3. be placed
- Have Ss share their answers in pairs
4. be stored
- Check the answers as a class.
5. be solved
6. Change the sentences into the passive 6. Change the sentences into the passive

voice.
voice.
- Remind Ss how to change an active *Key :
1. Wave will be used as an environmentally
sentence into a passive sentence.
friends energy source.
- Let Ss study the example.
- Ask Ss to work individually then compare 2. A network of wind turbines will be installed
to make electricity.
in pairs.
3. In the countryside, plants will be burnt to
- Call on some Ss to write on the board.
produce heat
- Correct and confirm the correct answers.
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 solve the
problem of the shortage of energy.
III. WRAPPING-UP (5’):
III. WRAPPING-UP
7. Look at the pictures. Write what will be 7. Look at the pictures. Write what will be
done in the future.
done in the future.
- Ask Ss to look at the pictures and discuss
*Suggested answers:
in groups of 4 Ss what will be done in the
- A hydro power station will be built in the
future.

region to increase the electricity.
9


- 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.
IV. HOMEWORK (3’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.
V. FEEDBACK:

- 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.
IV. HOMEWORK
- Review the lesson.

……………………………………………………………………………………………………
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10

Period 82

CORRECTING THE THIRST
45-MINUTE TEST

Date of planning: 14/03/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Review from unit 7 to 9.
2. Skills: Listening, writing, reading.
3. Attitude and competencies:
- Understand the content of the text and do it well.
- Ss pay attention the lesson, study in a serious and strict manner and be self-conscious.
II. PREPARATIONS:
- Teacher: Text-book, lesson plan, real things...
- Student: Text-books, notebooks...
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- There may not be enough time for all the activities.
- Guide them and let them do at home.
IV. PROCEDURE:
TEACHER AND STUDENTS’
ACTIVITIES
I. Giving general feedbacks
- T gives the test paper to Ss and gives the

general feedbacks
- Ss get the test paper and
Check again
- T summarize the common corrects.
II. Correct the Test:
A. PHONETICS
-T explains the answer for Ss

B. LISTENING
-T play the recording again to Ss check the
correct answers
-T give the correct answers

1. T

2. F

3. T

CONTENTS AND BOARD DISPLAY

CORRECTING THE THIRST
45-MINUTE TEST

A. PHONETICS
1pt (0.25pts/1sentence)
No.
Sentences
Ms
1

C
0.25
2
A
0.25
3
B
0.25
4
B
0.25
B. LISTENING
1. Listen and fill in the gaps - 1,5 pts (0.25pts/
1 sentence)
1. festival
2. amazing 3. interesting
4. romantic 5. fireworks 6. seasonal
2. Listen then tick (T) for true sentences and
(F) for false sentences (1 pt -0.25pts/ 1
sentence)

4. T
11


C. LANGUAGE FOCUS
-T explains the answer for Ss

D. READING
- T calls Ss to read aloud the reading

- Ss work in pairs to answer the questions
again
- T corrects

C. LANGUAGE FOCUS
2 pts (0.25pts/ 1 sentence)
No.
Sentences
Ms
1
B
0.25
2
D
0.25
3
C
0.25
4
C
0.25
5
B
0.25
6
A
0.25
7
C
0.25

8
A
0.25
D. READING
1. Reading the passage carefully and answer
the questions (1 pt – 0.25 pts/ 1 sentence)
1. Last summer, they went to the countryside. /Last
summer.
2. It took them about two hours to get out of the
town. / About two hours.
3. They thought it was a good place for a picnic.
4. No, they didn’t.

2. Read the passage and choose the correct
answer. (1 pt – 0.25 pts/ 1 sentence)
No.
Sentences
Ms
1
B
0.25
2
C
0.25
3
B
0.25
4
A
0.25

E. WRITING
E. WRITING
1. Use the cue words to write the sentences.
-T reminds the structure again to explain
(1pt – 0.25 pts/ 1 sentence)
for the answers
1. It is about 500 metres from my house to the
nearest town.

2. My house is smaller than your house.
3. He is going to work right now.
4. How much water do you drink every day?
2. Complete the second sentence so that it has
a similar meaning to the first. (1,5 pts – 0.25
pts/ 1 sentence)
1. Nam is taller than Minh.
2. In spite of being tired, I couldn’t sleep.
3. Your dress isn’t different from mine.
4. Nam has played football for 5 years.
5. It is about 100 km from Ha Noi to Hai Phong
6. She used to go fishing last years.
V. FEEDBACK:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
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12


Period 83

Unit 10: SOURCES OF ENERGY
Lesson 4: Communication (p.43)

Date of planning: 12/03/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “sources of energy”.
- Language: The Present Simple Tense.
2. Skills: reading and speaking about “carbon footprint”.
3. Attitude and competencies:
- Discuss about how to save energy.
- Understand and actively respond to questions about energy sources.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, the recording, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Students may have difficulty in talk about carbon footprint.
- Explain carefully by giving extra examples.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES

I. WARM-UP (5’)

*Chatting:
- Have Ss answer the questions:
+ What did you do to save energy?
+ What do you usually do to save energy?
+ What will you do to save energy?
- Set the sense.
- T leads in new lesson.
II. NEW LESSON
1. Answer the questions below with a
number.

- Have Ss read each item in 1
independently and write the number (14) in the boxes in accordance with what
they always, often, sometimes or never
do.
-Ask Ss to mark each others answers in
pair
- Ss do the task.
- Ask Ss to write the score in the total
score box.

Unit 10: SOURCES OF ENERGY
Lesson 4: Communication (p.43)

1. Answer the questions below with a number.
Questions

Do you…?

1, take
showers...
2, walk or
ride…
3, use public
transport……
4, use a hand
fan
5, use low
energy
6, turn off the

13

Always
( =1)

Often
( = 2)

Some
Times
(= 3)

Never
(=4)


….
7, only use as

much water
as…
8, only use a
little electricity
9, use biogas
….
10, go to
school by bike

2. Work in pairs. Add up each other’s
answers and look up the score below

- Have Ss explain in pairs how well
they save energy, using the three levels
of scores in 2.
III. WRAPPING-UP (7)
3. Talk about your partner’s carbon
footprint to your group. Use the
following prompts.
- Have Ss talk about their partner’s carbon
footprint in group.
- Ss work in groups.
IV. HOMEWORK (3’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.
V. FEEDBACK:

2. Work in pairs. Add up each other’s answers
and look up the score below.

- Explain how well your partner saves energy
“How big your partner’s carbon footprint is.”
III. WRAPPING-UP
3. Talk about your partner’s carbon footprint
to your group. Use the following prompts.
*For example :
“My partner’s carbon footprint is big. 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.”
IV. HOMEWORK
- Prepare: Unit 10: Skills 1

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14


Period 84

Unit 10: SOURCES OF ENERGY
Lesson 5: Skill 1 (p.44)

Date of planning: 16/03/2019
Date of teaching:
- 7C2:
- 7C4:

- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “sources of energy”
- Language: The Present Simple Tense and the Future Continuous Tense.
2. Skills: reading and speaking about advantages and disadvantages of energy sources.
3. Attitude and competencies:
- Discuss about advantages and disadvantages of energy sources.
- Understand and actively respond to questions about energy sources.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, the recording, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Weak Ss may find it difficult to catch up with the whole class.
- Guide them carefully.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5')
1. Work in pairs. Discuss the following
Unit 10: SOURCES OF ENERGY
questions.
Lesson 5: Skill 1 (p.44)
1, What are the main sources of energy in
Viet Nam?

2, What types of energy sources will be used
in the future?
- Ss discuss with a partner.
- T calls some Ss to give their answers.
II. NEW LESSON
A. READING (20')
1. Vocabulary
- T uses different techniques to teach vocab
(situation, explanation…)
- T reads and asks Ss to repeat.
- T helps Ss to do some practice on
pronunciation.

A. READING
1. Vocabulary
- Fossil (n) hóa thạch
- fuel (n) nhiên liệu
- replace (v) thay thế
- alternative (adj) có thể thay thế
- rely (v) dựa vào

2. Read the text below and check your
ideas.

2. Read the text below and check your
ideas.
15


- Ss read the text quickly then check their

ideas.
3. Read the text then answer the questions.
a. Match the verbs with the nouns.
- Ss read the passage independently again
and match the verbs with the appropriate
nouns.
- T calls one student to give the answers as a
class. Check the answers.

b. Answer the questions.
- 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.

B. SPEAKING (15')
4. Ask and answer questions about the
advantages and disadvantages of each type
of energy source.
- 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.

III. WRAPPING-UP (3')

5. Talk about the advantages and
disadvantages of each type of energy
source.
- Have Ss make a speech about the
advantages and disadvantages of each type of
energy source .

3. Read the text then answer the questions.
a. Match the verbs with the nouns.
1. – c. create energy
2. – a. drive machinery
3. - e. generate electricity
4. – b. turn turbines
5. –d. heat houses.
b. Answer the questions.
1. Two. They are renewable and nonrenewable.
2. Hydro power is limited because dams
cannot be built in certain areas, and nuclear
energy is dangerous.
3. 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.
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.
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.
………
III. WRAPPING-UP
5. Talk about the advantages and
disadvantages of each type of energy
source.
*Example :
Hydro power is a renewable source of energy
because it comes from water. It is cheap and
16


- T observe
- T calls some groups to represent their work
- T gets feedback.
IV. HOMEWORK (2’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.

plentiful. Unfortunately, dams can only be
built in certain areas.

IV. HOMEWORK
- Learn by heart vocabulary and structures.
- Prepare: Skills 2

V. FEEDBACK:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

17


Period 85

Unit 10: SOURCES OF ENERGY
Lesson 6: Skill 2 (p.45)

Date of planning: 20/03/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “sources of energy”
- Language: The Present Simple Tense and the Future Continuous Tense.
2. Skills: listening and writing about energy sources.
3. Attitude and competencies:

- Discuss about advantages and disadvantages of energy sources.
- Understand and actively respond to questions about energy sources.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, the recording, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Weak students may have difficulty in writing about how to save energy because of lack of
vocabulary.
- Guide them carefully.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5’- GW)
*Brainstorming
Unit 10: SOURCES OF ENERGY
- Look at the pictures below.
Lesson 6: Skill 2 (p.45)
- Have ss look at the picture and answer the
questions in pairs.
- The answers may vary.
II. NEW LESSON
A. LISTENING (10')
1.Look at the pictures below.
What kind of festival do you think it is?
Share your ideas with a partner.

A. LISTENING

2. Listen to Nick talk about a music
festival he attended. Tick (V) T (true) or F
(false). Correct the false sentences.
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)
3. Now listen and answer the questions.
1. It takes place every June.
2. They are music bands.
3. He interested the audience with the hit
song.
18


B. WRITING (20’)
4. Think about a festival you attended.
Make notes about it below.
Think of a festival they attended and make
notes about it.
- What was the festival?
- Who celebrated it?
- Where was it held?
- When was it held?
- How was it held?
- Why was it held?

4. They also went to the Bohemian Woods.
5. They enjoyed a mixed of good music
from around the world.

B. WRITING
4. Think about a festival you attended.
Make notes about it below.
Writing:
- answer Suggestions.
It was a cock fighting festival.
It was held in the common house’s yard in
my village.
It was held on January 15th ( Lunar New
Year)
………

III. WRAPPING –UP (8’)
5. Write a paragraph about the festival you
attended use the notes above.
- Ss write a paragraph individually based on
the notes they have made.
- T can ask one or two Ss to write the
paragraph on the board. Other Ss and teacher
comment on the paragraphs.

III. WRAPPING –UP
5. Write a paragraph about the festival you
attended use the notes above.
- Ss can start like this.
- Last week I attended a festival. It was
called “Harvest festival” It was held by
farmers in my village.
….

IV. HOMEWORK (2’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.
V. FEEDBACK:

IV. HOMEWORK
- Learn by heart vocabulary and structures.
- Prepare next lesson. Unit 10. Lesson 7:
Looking back

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

19


Period 86

Unit 10: SOURCES OF ENERGY

Date of planning: 20/03/2019
Date of teaching: 02/04/2019

Lesson 7: Looking back and Project
(p.46 - 47)
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:

- Vocabulary: lexical items related to the topic “sources of energy”
- Language: The Present Simple Tense and the Future Continuous Tense.
2. Skills: reading, speaking and writing about energy sources.
3. Attitude and competencies:
- Discuss about advantages and disadvantages of energy sources.
- Understand and actively respond to questions about energy sources.
- Form and improve such competencies as pair work, teamwork, communication, presentation,
collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, the recording, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Students may not have enough time to do project.
- Guide them carefully and let them do at home.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5')
*Network:
Unit 10: SOURCES OF ENERGY
- T let Ss write as many “how to save
Lesson 7: Looking back and Project
energy” on board as possible.
(p.46 – p.47)
II. NEW LESSON
A. VOCABULARY (15')
1.Put the words into the correct groups.
- Ask Ss read the words and put the in the
correct columns.

- T can quickly drill any words that Ss have
difficulty with.
- Check and confirm the correct answers.

B. GRAMMAR (6’)
2. Complete the sentences using the verbs
in brackets in the future continuous.
- Ask Ss to do the exercises individually

A. VOCABULARY
1.Put the words into the correct groups.
Sources of
energy

Biogas
Solar
Nuclear
hydro

Advantages

Clean
Cheap
Plentiful
Available
unlimited

Disadvantages

Polluted

Expensive
Limited/
Exhausted
dangerous
harmful

B. GRAMMAR
2. Complete the sentences using the verbs in
brackets in the future continuous.
*Key:
20


first. Then, they can check their answers
with a partner before discussing them as a
class.
- Weaker classes can complete it in pairs or
small groups.
3. Change the following sentences into the
passive voice.
- Ask Ss to do the exercise individually.
Then SS check their answers with their
partner
- Get feedbacks and correct if necessary.

1. will be wearing
2. will be lying
3. will be working

4. will be studying

5. will be building

3. Change the following sentences into the
passive voice.
*Key:
1. A lot of money will be spent on heating next
year.
2. Biogas will be used for fuel in homes and
for transport.
3. Renewable energy like wind and solar
energy will be used to solve the problems of
pollution.
4. The use of electricity will be reduced to
save our energy.
5. A hydro power station will be built in t his
area next year.
4. Complete the dialogue, using the future 4. Complete the dialogue, using the future
continuous form of the verbs.
continuous form of the verbs.
*Key:
- Ask Ss to do the exercise individually.
1, will be earning
2, will be doing
Then SS check their answers with their
partner
3, will be doing
4, will be hosting
- Get feedbacks and correct if necessary.
5, will be doing
C. COMMUNICATION (7’)

C. COMMUNICATION
5. Look at the pictures. Work in groups
5. Look at the pictures. Work in groups and
and answer the question.
answer the question.
- Have Ss look at the pictures and discuss in *For example:
groups what they should do to save energy. “We should turn off the cooking fire when the
- Ask some Ss to share their ideas with the kettle is boiling.”
class. Note down common errors and
correct them at the end of exercise.
D. PROJECT (7’)
WRITING SIMPLE SLOGANS
- Have Ss discuss the slogans
- Observe and feedback.
- Divide the class into 6 groups
- Have Ss work in groups to draw slogans
about how to save energy.
- Call some groups to present their products
( exhibition)
- T gets feedback.
III. WRAPPING-UP (3’)
- T asks Ss to complete the self-assessment.
- Summarize the main point of the lesson.
IV. HOMEWORK (2’)

D. PROJECT
WRITING SIMPLE SLOGANS

III. WRAPPING-UP

IV. HOMEWORK
21


- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.

- Review the lesson.
- Do Project

V. FEEDBACK:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

22