Giáo án Tiếng anh 7 unit 10

School: ………………………………………..
Class: …………………………….....................

Date: ……………………………..
Period: ………………………......

UNIT 10: ENERGY SOURCES

Lesson 1.1 – New words and Listening (Page 76)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- know more vocabularies about types and sources of energy (wind power, solar power, oil, coal,
natural gas, hydropower, renewable energy, non-renewable energy).
- talk about renewable energy sources that could be useful in their places.
- listen to and understand a conversation of two people talking to experts at an energy convention (for
general and specific details).
- know how to ask for clarification.
1.2. Competences
- improve communication, collaboration, and critical thinking skills.
1.3. Attributes
- save energy.
- choose suitable and economical types of energy for everyday use.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides.
2. Students’ aids: Student’s book, workbook, notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks

Performance Products

Assessment Tools

- Fill in the table.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Listen and repeat.

- Ss’ presentation.

- T’s feedback/Peers’ feedback.

- Discuss which renewable
energy source could be useful
where you live.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Listen to Emma and James
talking to experts at an energy
convention. What do they want
to learn about?

- Ss’ answers.

- T’s feedback/Peers’ feedback.


- Listen and circle True or False

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Speak: What sources of energy - Ss’ answers/
does your country use? Do you
presentation.
think it uses more non-renewable
or renewable energy?

- T’s observation and feedback.

IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the steps that followed.
b) Content: Introduce types and sources of energy.
c) Expected outcomes: Ss get to know some new words / structures they are going to study in
the lesson.
d) Organization of the activity:
TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

 Option 1: Fill in the table. Listen and repeat.
- Use the “New words” part a.– page 76 for the warm-up
activity.
- Show words and pictures, have Ss look and fill in the
- Work in pairs to fill in the blanks.
blanks (in pairs).

- Call Ss to give answers.
- Give feedback and show correct answers.
- Lead to the new lesson.
- Play the audio (CD2 – Track 23), have Ss listen and
repeat.
- Correct Ss’ pronunciation if necessary.

 Option 2: Song: Energy
- Let Ss watch a video clip of a song about energy.
- Have Ss watch, sing together and try to remember how
many types of energy and names of some energy
sources mentioned in the song.
- Call Ss to give answers.

- Give answers.
- Listen.
- Listen and repeat.
Answer keys

- Watch, remember.
- Read answers.

- Check Ss’s answers and give feedback.
- Lead to the new lesson.
*Illustration:
Link: />v=WgYxQE7aOXY

- Listen.
Answers keys
There are 2 types of energy: Renewable
(from the sun and the wind) and nonrenewable (from petroleum, coal and
natural gas)

B. New lesson (35’)
 Activity 1: Pre-Listening (Vocabulary) (12’)
a) Objective: Ss get to know words about types and sources of energy.
b) Content:
- Vocabulary study (wind power, solar power, oil, coal, natural gas, hydropower, renewable energy,
non-renewable energy).
- Speaking: Discuss which renewable energy source could be useful where you live.
c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when they
do some listening tasks.
d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Task a. Fill in the table. Listen and repeat.
 Option 1 (If the teacher hasn’t used this part for
the Warm-up activity)
- Demonstrate the activity on DCR, using the
- Look and listen.
example.

- Work individually.
- Have Ss fill in the table.
- Divide class into pairs and have them check their
- Work in pairs.
answers with their partners.
- Give answers.
- Call Ss to give answers.
- Check answers as a whole class using DCR.
- Listen and repeat.
- Play audio (CD2 – Track 23). Have Ss listen and
Answer keys
repeat.
- Correct Ss’ pronunciation.

 Option 2: (If the teacher has used part a for the
Warm-up activity): Fill in the blanks
- Have Ss look at the pictures and fill in the blanks by
the words they have known in Task a (from Warm up
activity. (T uses different pictures from those in the

- Work in pairs.


textbook.)
- Have Ss give answers and tell the meaning of
words / phrases again.
- Check answers as a whole class.
- Call some Ss to read the words again.
- Correct Ss’ pronunciation if necessary.
*Illustration:

- Give answers, meaning.
- Read.
Answer keys
1 hydro
2 natural gas
3 coal
4 oil
5 wind
6 solar

Task b. In pairs: Discuss which renewable energy
source could be useful where you live.
- Have Ss work in pairs to discuss which renewable
energy source could be useful where they live.
- Go round and give help if necessary.
- Have some pairs share their ideas in front of the
class.
- Give feedback and evaluation.

- Work in pairs to discuss.
- Present.

Sample answers

 Activity 2: While - Listening (17’)
a) Objective: Students can develop their listening skill.
b) Content:
- Listen to Emma and James talking to experts at an energy convention. What do they want to learn
about?

- Listen and circle True or False.
c) Expected outcomes: Ss can listen to and understand a conversation of two people talking to experts
at an energy convention.(for general and specific details).
d) Organization of the activity:
TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Listen to Emma and James talking to
experts at an energy convention. What do they
want to learn about?
- Have Ss read the question, guess the answer.
- Play audio (CD2 - Track 24).
- Have Ss listen and give answers.
- Check answer as a whole class using DCR.

-Work individually.
- Listen.
- Give the correct answers.
Answer keys


Task b. Now, listen and circle True or False.
- Have Ss read the through the content of Task b,
underline the key words.
- Play the audio again (CD2 - Track 24).
- Have Ss listen and circle True or False.
- Have Ss check answers with their partners.
- Call Ss to give answers.
- Give feedback and show correct answers.

- Read, underline the key words.
- Do the task.
- Exchange answers.
Answer keys

 Activity 3: Post - Listening (6’)
a) Objective: Students can use the vocabulary and the content in listening part to develop their
speaking skill.
b) Content: Speaking: What sources of energy does your country use? Do you think it uses more nonrenewable or renewable energy?
c) Expected outcomes: Students can talk about sources of energy in Vietnam.
d) Organization of the activity:
TEACHER’S ACTIVITIES
Conversation skill
- Have Ss look at the Conversation skill box and
read
- Play audio (CD 2 - Track 25), have Ss listen and
repeat
- Ask Ss to find more ways to ask for clarification.

STUDENTS’ ACTIVITIES
- Look and read.
- Listen and repeat.
- Give answers.

Task c. In pairs: What sources of energy does
your country use? Do you think it uses more nonrenewable or renewable energy?
- Have Ss work in pairs to discuss the question.
- Observe and give help if necessary.
- Call some pairs to share their ideas with the class.

- Give feedback and evaluation.

- Work in pairs.
- Present.


C. Consolidation and homework assignments (5’)
* Consolidation:
- Words about types and sources of energy (wind power, solar power, oil, coal, natural gas,
hydropower, renewable energy, non-renewable energy).
- Language for asking for clarification:
- Did you say…?
- Is that …?
* Homework
- Learn the new words by heart.
- Do the exercises in WB: New words and Listening (page 56).
- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 60).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 1.2 – Grammar (page 77 – SB).
D. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………

School: ………………………………………..
Class: …………………………….....................

Date: ………………………………..
Period: ………………………….........

UNIT 10: ENERGY SOURCES
Lesson 1.2 - Grammar (Page 77)

I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- use comparison (more…than… and less…than…) correctly.
- compare the consumption of energy in different places.
1.2. Competences
- improve speaking, listening skills.
- improve the use of English.
1.3. Attributes
- save energy.
- choose suitable and economical types of energy for everyday use.


II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides, handouts.
2. Students’ aids: Student’s book, workbook, notebook, handouts.
III. ASSESSMENT EVIDENCE
Performance Tasks

Performance Products

Assessment Tools

- Listen and repeat.
- Study the grammar box.
- Unscramble the sentences.
- Look at the table and write
the sentences.
- Speak: Compare more
information from the table. Use
the prompts.

- Ss’ performance.
- Ss’ answers/ presentation.
- Ss’ answers.
- Ss’ answers.

- T’s feedback.
- T’s feedback.
- T’s feedback/Peers’ feedback.
- T’s feedback/Peers’ feedback.

- Ss’ answers/ presentation.

- T’s observation, T’s
feedback/Peers’ feedback.

IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the steps that followed.

b) Content: Review: types and sources of energy.
c) Expected outcomes: Ss review some types and sources of energy which are very useful for
them in the new lesson.
d) Organization of the activity:
TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

 Option 1: Chatting and reviewing types of energy

- Have Ss close books and notebooks.
- Ask Ss some questions:
1. What is renewable energy?
2. What is non - renewable energy?
3. Can you tell some sources of energy that are
renewable and non-renewable?
4. What sources of energy do Vietnamese people use
most?
- Call Ss to give answers.
- Check Ss’ answers, give feedback.
- Lead to the new lesson.

 Option 2: Pie chart of energy consumption

- Close books and notebooks.

- Listen, then answer the questions.
- Listen.

- Briefly introduce the pie chart.

Source:
/>- Have Ss look at the pie chart and answer some
questions:
1. How many sources of energy are there?
2. Which source of energy do people use most /
least?
3. Which is consumed more: fossil fuels (nonrenewable energy) or non - fossil fuels (renewable
energy)? How many percent?
- Call Ss to give answers.
- Check Ss’ answers, give feedback.
- Lead to the new lesson.

- Listen.

- Look at the pie chart, then answer the
questions.

- Give answers.
- Listen and write the new lesson.

B. New lesson (35’)
 Activity 1: Presentation (10’)
a) Objective: Introduce: Comparison (more…than… and less…than…)
b) Content:
- Listen and repeat.
- Introduce the grammar points.
c) Expected outcomes: Ss know the new grammar points: Comparison (more…than… and less…
than…) and use them in some exercises that follow.

d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Task a. Listen and repeat.
- Have Ss look at the picture using DCR.
- Look.
- Play audio (CD2 – Track 26) and have Ss listen and
- Listen, then read.
read the speech bubbles.
- Remind Ss ways to read %: percent.
- Play the audio again and have Ss listen and repeat.
- Listen and repeat.
Grammar box
 Option 1:
- Have Ss look at the grammar explanation and read:
Comparison (more…than… and less…than…)
- Look and read.


- Read examples of different forms.
- Have Ss read the examples:

- Listen and take notes.
- Explain more about the way to use Comparison
(more…than… and less…than…).
- Ask Ss to make more sentences using Comparison
(more…than… and less…than…).
- Give feedback and evaluation.

- Give more examples.

- Look and read.

 Option 2:
- Have Ss look at the sentences in the speech bubbles
in Task a and read them again.

- Have Ss make comments on the words in bold (more
… than …).
- Ask Ss some elicit questions:
1. Do they use “more…than…” to make comparison
for things with bigger amount or smaller amount?
2. What types of word / phrases that go between
“more …” and “than …”?
- Call Ss to give answers.
- Give feedback.
- Then, lead to the grammar box, briefly explain the
way to use Comparison (more…than… and less…
than…).
- Have Ss read the grammar box and examples.

- Comment.

- Listen and take notes.


- Read.

- Ask Ss to make more sentences using Comparison
(more…than… and less…than…).

- Give feedback and evaluation.

- Give more examples.
- Listen.

 Activity 2: Practice (19’)
a) Objective: Students can use Comparison (more…than… and less…than…) to do the given exercises.
b) Content:
- Unscramble the sentences.
- Look at the table and write the sentences.
c) Expected outcomes: Students can get used to the usage of Comparison (more…than… and less…
than…) and use them correctly.
d) Organization of the activity:
TEACHER’S ACTIVITIES
Task b. Unscramble the sentences.
- Demonstrate the activity on DCR, using the
example.
- Have Ss read the prompts, then unscramble the
sentences.
- Have Ss work in pairs to check each other’s work.
- Have some Ss share their answers with the whole
class.
- Give feedback, correct Ss’ answers if necessary.

STUDENTS’ ACTIVITIES
- Look and listen.
- Work individually.
- Work in pairs.
- Write answers on the board.
Answer keys

Task c. Look at the table and write the sentences.
- Have Ss look at the information in the table.
- Demonstrate the activity using the example.
- Have students look at the table and write the
sentences.
- Have pairs check each other's work.
- Have some students share their answers with the
class.
- Look and listen.
- Work individually.
- Work in pairs.
- Read answers, explain.
Answer keys

 Activity 3: Production (6’)
a) Objective: Students master the grammar points they study in the lesson.
b) Content: Speaking: Compare more information from the table. Use the prompts.
c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point
in the lesson in everyday speaking and writing.
d) Organization of the activity:
TEACHER’S ACTIVITIES
Task d. In pairs: Compare more information
from the table. Use the prompts.

- Divide class into pairs.
- Have Ss take turns to compare more information

STUDENTS’ ACTIVITIES

from the table, use the prompts.
- Have some pairs share their answers with the class.
- Give feedback and evaluation.

- Work in pairs.
- Present.
- Listen.

C. Consolidation and homework assignments (5’)
* Consolidation: Comparison (more…than… and less…than…)

* Homework:
- Make 2 sentences using Comparison (more…than… and less…than…)
- Do the exercises in WB: Grammar (page 57).
- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 61).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 1.3 – Pronunciation and Speaking (page 78 – SB).
D. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
c. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
School: ………………………………………..
Class: …………………………….....................

Date: …………………………………..

Period: ………………………….........

UNIT 10: ENERGY SOURCES

Lesson 1.3 – Pronunciation and Speaking (Page 78)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- put stress on the first syllable for numbers which are multiples of ten correctly.
- ask and answer about energy.
- compare energy sources in different places.
1.2. Competences
- improve listening and speaking skills.
1.3. Attributes
- save energy.


- choose suitable and economical types of energy for everyday use.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides, handouts.
2. Students’ aids: Student’s book, workbook, notebook, paper.
III. ASSESSMENT EVIDENCE
Performance Tasks

Performance Products

Assessment Tools

- Listen to the words and focus
on the underlined letters.

- Ss’ performance and
answers.

- T’s observation.

- Listen and cross out the word
that doesn’t follow the note in
“a”.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Read the words with the
correct stress to a partner.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- Ask and answer. Then,
compare energy sources in
Bigton and Greenville. Swap
roles and repeat.

- Ss’ performance.

- T’s feedback/Peers’ feedback.

- You're an energy expert
interested in how two different
cities use different kinds of
energy. In pairs: Student B, turn
to page 123, File 11. Student A,
ask about Springfield and
complete the table. Swap roles.
Answer questions about Twin
Peaks.

- Ss’ performance /
Presentation.

- T’s observation, T’s
feedback/Peers’ feedback.

- Compare the energy sources
for Twin Peaks and Springfield.
Which city uses more
renewable energy?

- Ss’ performance /
Answers.

- T’s feedback/Peers’ feedback.

IV. PROCEDURES
A. Warm up: (5’)

a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the steps that followed.
b) Content: Review sources of energy / Review: numbers.


c) Expected outcomes: Ss know some information that is useful for them in other speaking
activities.
d) Organization of the activity:
TEACHER’S ACTIVITIES
 Option 1: Review sources of energy.
- Divide class into 4-5 groups.
- Have Ss in each group write as many as possible the
sources of energy they know.
- Call Ss to write answers on the board.
- Check Ss’ answers give feedback.
- The group which has the most correct answers will be
the winner. (T also checks spelling.)
- Announce the winner and give a small present.
- Lead to the new lesson: /ð/ sound.
Option 2: Review: numbers.
- Have Ss watch and listen to the song: Counting by 10.
- Have Ss sing together.
- Lead to the new lesson.
*Illustration:

STUDENTS’ ACTIVITIES
- Form groups.
- Work in groups to take part in the game.
- Write answers.

- Listen.
- Watch and sing.
- Listen.

Link: />B. New lesson (35’)
 Activity 1: Pre-Speaking: Pronunciation (8’)
a) Objective: Introduce: Stress the first syllable for numbers which are multiples of ten.
b) Content:
- recognize: stress the first syllable for numbers which are multiples of ten.
- listen and check, cross out the word that doesn’t follow the note in “a”.
- practice.
c) Expected outcomes: Ss put stress on the first syllable for numbers which are multiples of ten in their
speaking.
d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Task a + b. Listen to the words and focus on the
underlined letters.
- Listen.
- Play the recording (CD2, track 27).
- Ask Ss to listen and focus on the underlined letters.
- Play the recording again, have Ss listen and repeat
- Listen again and repeat.
with a focus on the stress feature.


Task c + d. Listen and cross out the word that
doesn’t follow the note in “a”.
- Play the recording (CD 2 – Track 28), have Ss listen

and cross out the option that doesn’t follow the note in
“a”.
- Call Ss to give answers.
- Play the recording again and check answers as a
whole class using DCR.
- Give feedback and evaluation.

- Listen and give answers.
Answer keys

 Activity 2: While-speaking (22’)
a) Objective: Students can compare energy sources.
b) Content:
- Ask and answer. Then, compare energy sources in Bigton and Greenville. Swap roles and repeat.
- You're an energy expert interested in how two different cities use different kinds of energy. In pairs:
Student B, turn to page 123, File 11. Student A, ask about Springfield and complete the table. Swap
roles. Answer questions about Twin Peaks.
- Compare the energy sources for Twin Peaks and Springfield. Which city uses more renewable
energy?
c) Expected outcomes: Ss produce the new language successfully.
d) Organization of the activity:
TEACHER’S ACTIVITIES
PRACTICE
* Ask and answer. Then, compare energy sources
in Bigton and Greenville. Swap roles and repeat.
- Demonstrate the activity by practicing the role-play
with a student.
- Divide the class into pairs.
- Have pairs ask and answer using the information in
the table and compare energy sources in Bigton and

Greenville.
- Swap roles and repeat.
- Observe, give help if necessary.
- Have some pairs demonstrate the activity in front of
the class.
- Give feedback and evaluation.
SPEAKING: Which City is Greener?
Task a. You're an energy expert interested in how
two different cities use different kinds of energy.
In pairs: Student B, turn to page 123, File 11.
Student A, ask about Springfield and complete the
table. Swap roles. Answer questions about Twin
Peaks.
- Demonstrate the activity by practicing the activity

STUDENTS’ ACTIVITIES

- Observe, listen.
- Work in pairs.

- Present.

- Observe and listen.


with a student.
- Divide the class into pairs.
- Have Student B turn to page 123, File 11.
- Have students ask and answer to complete the table.
- Have students swap roles and repeat.

- Observe, give help if necessary.
- Remind Ss to use ways to ask for clarification.

- Work in pairs.

- Swap roles and repeat.

 Activity 3: Production (5’)
a) Objective: Students compare the energy usage of two cities.
b) Content: Compare the energy sources for Twin Peaks and Springfield. Which city uses more
renewable energy?
c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.
d) Organization of the activity:
TEACHER’S ACTIVITIES
Task b. Compare the energy sources for Twin
Peaks and Springfield. Which city uses more
renewable energy?
- Have Ss compare the energy sources for Twin
Peaks and Springfield. Then answer: Which city
uses more renewable energy?
- Have some students share their findings with the
class.
- Give feedback and evaluation.

STUDENTS’ ACTIVITIES

- Discuss in pairs.

- Present.

C. Consolidation and homework assignments (5’)
* Consolidation: put stress on the first syllable for numbers which are multiples of ten.
* Homework:
- Practice: Putting stress on the first syllable for numbers which are multiples of ten.
- Prepare: Unit 10 - Lesson 2.1 – New words and Reading (page 79 – SB).
- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook
(pages 60 & 61).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
D. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
d. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
School: ………………………………………..
Class: …………………………….....................

Date: …………………………………..
Period: ………………………….........

UNIT 10: ENERGY SOURCES

Lesson 2.1 – New words and Reading (Page 79)


I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- know some new words about things relating to energy (wind turbine, power play, solar panel, nuclear

power) and adjectives about advantages and disadvantages of energy sources ( renewable, nonrenewable, cheap, expensive, polluting, dangerous, clean, noisy).
- talk about advantages and disadvantages of energy sources.
- read a text about choosing the best option for energy to understand general and specific information.
1.2. Competences
- improve communication, collaboration, analytical and critical thinking skills.
1.3. Attributes
- save energy.
- choose suitable and economical types of energy for everyday use.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides, pictures.
2. Students’ aids: Student’s book, workbook, notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks

Performance Products

Assessment Tools

- Match the words with the
pictures.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Add each word/phrase (5–9)
to the correct column. Listen
and repeat.

- Ss’ answers/ presentation.

- T’s observation / feedback.

- Discuss which energies you
think are clean to run or cause
pollution.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Read the text and underline
the correct title.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Read and answer the
questions.

- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Speak: Which of the energy
sources is the best choice for
the future of your country?

- Ss’ answers/ presentation.

- T’s feedback/Peers’ feedback.

IV. PROCEDURES


A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the steps that followed.
b) Content: Introduce: adjectives to talk about advantages and disadvantages of energy
sources. / Introduce devices to exploit energy.
c) Expected outcomes: Ss have general ideas about the topic of the new lesson: Advantages
and disadvantages of energy sources.
d) Organization of the activity:
TEACHER’S ACTIVITIES
 Option 1: Introduce: Adjectives used to talk about
advantages and disadvantages of energy sources.
- Show list of adjectives, have Ss work in pairs divide
them into 2 groups: positive and negative.
- Call Ss to give answers.
- Give feedback and show correct answers.
- Lead to the new lesson: Advantages and
disadvantages of energy sources.
*Suggested adjective list: polluting, clean, safe,
limited, abundant, expensive, dangerous, cheap,
renewable, non-renewable, noisy, harmful, available.

STUDENTS’ ACTIVITIES

- Work in pairs.
- Give answers.
Answer keys
- Positive: clean, safe, abundant, cheap,
renewable, available
- Negative: polluting, limited, expensive,
dangerous, non-renewable, noisy, harmful

 Option 2: Vocabulary (use New words part a for

warm up activity)
- Have Ss close books and notebooks.
- Show pictures and words, have Ss do the matching
activity.
- Call Ss to give answers.
- Give feedback.
- Introduce the new lesson.
*Illustration:

- Close books and notebooks.
- Work in pairs, then give answers.
- Listen.

Answer keys
- A: wind turbine
- B: solar panel
- C: power plant
- D: nuclear power

B. New lesson (35’)
 Activity 1: Pre-Reading (Vocabulary) (12’)
a) Objective: Ss know some words about energy.
b) Content:
- Vocabulary study: wind turbine, power play, solar panel, nuclear power, renewable, non-renewable,
cheap, expensive, polluting, dangerous, clean, noisy.


- Match the words with the pictures. Add each word/phrase (5–9) to the correct column. Listen and
repeat.
- Speaking: Discuss which energies you think are clean to run or cause pollution.
c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in
appropriate situations.
d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Task a. Match the words with the pictures.
 Option 1
- Demonstrate the activity, using the example.
- Look and listen.
- Have Ss match the words with the pictures.
- Work individually.
- Divide class into pairs and have them check their
answers with their partners.
- Work in pairs.
- Call Ss to give answers (read or write).
- Give answers.
- Check answers as a whole class using DCR.
Answer keys

- Correct Ss’ pronunciation.

 Option 2:
- Demonstrate the activity, using the example.
- Have Ss match the words with the pictures. (T uses
different pictures and different orders from those in
the textbook.)
- Divide class into pairs and have them check their
answers with their partners.
- Call Ss to give answers (read or write).
- Check answers as a whole class.
- Correct Ss’ pronunciation.
*Illustration:

- Look and listen.
- Work individually.
- Work in pairs.
- Give answers.

Answer keys
- A: nuclear power
- B: wind turbine
- C: solar panel
- D: power plant
Task b. Add each word/phrase (5–9) to the correct
column. Listen and repeat.
- Demonstrate the activity on DCR, using the
example.
- Have Ss add each word/phrase (5–9) to the correct
column.

- Divide class into pairs and have them check their
answers with their partners.
- Call Ss to give answers (read or write).
- Check answers as a whole class using DCR.
- Play audio (CD2 – Track 29). Have Ss listen and
repeat.

- Listen.
- Work in pairs.
- Exchange answers.
- Give answers.
- Listen and repeat.
Answer keys


- Correct Ss’ pronunciation.

Task c. Discuss which energies you think are clean
to run or cause pollution.
- Have pairs discuss which energies they think are
clean to run or cause pollution.
- Have Ss share their answers in front of the class.
- Give feedback and evaluation.

- Work in pairs.
- Present.
Sample answers

 Activity 2: While - Reading (18’)
a) Objective: Students can develop their reading skill.

b) Content:
- Read the text and underline the correct title.
- Read and answer the questions.
c) Expected outcomes: Students can read a text and understand more about advantages and
disadvantages of energy sources.
d) Organization of the activity:
TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

Task a. Read the text and underline the correct
title.
- Ask Ss to scan the text scan the text, then underline
the correct title.
- Remind Ss to underline or highlight the keywords
or supporting ideas for their answers.
- Have some Ss share their answers with the class
(read), explain for their answers.
- Give feedback.
- Give feedback and correct Ss’ answers if necessary.

Task b. Read and answer the questions.
- Have Ss look at the content of task b.

- Work individually: Scan the text underline the
correct title.
- Read answers, explain.
- Check answers.
Answer keys

- Read.