Giáo án tiếng anh lớp 7 soạn theo chương trình VNEN mới tham khảo (6)

Week 27
Period 78
REVIEW 3 (PRERIOD 1)

Writing date: Feb 20, 2015
Teaching date: Feb
, 2015

I . Objective.
1. Knowledge: By the end of the lesson, Ss will be able to:
- use the lexical items related to the topic “Festivals around the world".
- revise pronunciation, vocab, and grammar from unit 7 to unit 9
2. Skills: Reading skill and language function.
3. Attitude: Students are interested in talking about festivals in the world.
4. Competencies: Talking about festivals in Viet Nam or in the world.
II. Materials:
III. Procedure:
1. Warm up
- Free talk
- Teacher- whole class
2. Presentation:
- Ask sts to repeat the use and
- individual work
form of the two tenses
3. Practice
*Period
1:
Pronunciation,
Vocabulary, grammar, everyday English
1. T uses the Language review as
a self-test. Ss do the exercises in 30

Keys:
minutes (Pronunciation, Vocabulary,
1. B 2. C
3. C
4. A
5.
grammar, everyday English) then T B
checks their answers. Otherwise, T
can conduct each activity separately.
2. Organize this as a game. Ss do
this in pairs. Which pair adds the most
words will go to the board and write
their answers. Other pairs may want
Suggested answers:
to add more words. Write other words
- Obey: receive, polite, perform,
on the board.
prepare, parade..
Vocabulary:
'Dancer: beauty, copy, teacher,
3. Ss do this individually and classmate, actor...
then share their answers with a
partner. Check Ss' answers.
4. Asks Ss what kind of word
can be filled in each blank (i.e. noun,
verb, etc.). Elicits their answers. Ss do
1. ahead only
2. no crossing
this exercise individually. Two Ss
3. no right turn

4. right turn
write their answers on the board. only
Confirms the correct answers.
5. railway crossing
Grammar
5. This can be done as a small
competition game. The S who solves
1. celebrations 2. cultural


the crossword the fastest is the winner.
Otherwise, Ss do this in pairs. Check
Ss' answers

d

h

b

t
m
a

Everyday English.
8 Ss do this in pairs. After checking
their answers, ask one or two
pairs to act out the conversation.
Key:
-6Yeah.

Things
have
changed. Oh, the most important
thing before we forget... What will
we see ?

3. performances
5. festive

4. parades

6. Elicits the kinds of H / Wh
questions. Ss do this exercise
individually. Checks Ss answers and
write the correct answers on the board.
Key: 1. c 2. f 3. a 4. b 5. d
6. e
7. Ss do this individually and
compare their answers with a
partner. Call some
Ss to go to the board to write
their sentences. Other Ss comment.
Confirm the correct sentences.
Key:
1. It's about 1,877 kilometres from
Ha Noi to Can Tho.
2. How far is it from Hue to Da
Nang?
3. There didn't use to be many
traffic jams when I was young.

4. In spite of being tired/their
tiredness, they wanted to watch
the film. /They wanted to watch
the film in spite of being
tired/their tiredness.
5. Although the festival took place
in a remote area, a lot of people
attended it./ A lot of people
attended the festival although it
took place in a remote area.
Audio script:
Ms Hoa: Oh, hi Mi and Nick.
Come in. It's the first time you've
come to my house, isn't it?
Mi: Yes, it is. Wow, look! Ms
Hoa, those photos on the wall are so
beautiful. I can see you among lots of
tulips.
Nick: Where did you take the


-7- Haha. Look at this. I think
the new animation is interesting.
Read these comments: 'hilarious',
'exciting' and' worth seeing'...
-1- Mai, let's go to the cinema
this Saturday.
-4- That's fine. How for is it
from your house to the Cinemax?
-5- It's only two kilometres.

You can cycle to my house, and then
we can walk there. Remember? Two
years ago there didn't use to be any
cinemas near our house.
-2- Great idea, Mi. Which
cinema shall we go to ?
-8- OK. That's a good idea. I'll
be at your house at and we'll walk
there. Remember to buy the tickets
beforehand.
-3- How about the Cinemax?
It's the newest one in Ha Noi.

4. Homework
- Prepare for test

photos? At the Tulip Time Festival
in Holland? I've been there once.
Ms Hoa: No, these photos were
taken at the Tesselaar Tulip Festival
in Melbourne, Australia. You know I
went to Melbourne last September to
visit my son.
Mi: What did you do there, Ms
Hoa?
Ms Hoa: There were a lot of
interesting activities. Look at these
people in traditional Dutch costumes
and clogs. I saw them perform Dutch
folk dancing. I also enjoyed delicious

Dutch food and drinks.
Nick: I saw people in
traditional clothes and dancing in
the Tulip Time Festival, but I didn't
try Dutch food and drinks. I liked
the parades-the amazing floats were
my favourite thing.
Ms Hoa: I didn't watch any
parades, but I listened to folk music
there...


Week 27
Period 79
REVIEW 3 (PRERIOD 2)

Writing date: Feb 20, 2015
Teaching date: Feb
, 2015

I . Aims and objective.
1. Knowledge: By the end of the lesson, Ss will be able to:
- use the lexical items related to the topic “Festivals around the world".
- revise 4 skills from unit 7 to unit 9
2. Skills: 4 skills.
3. Attitude: Students are interested in talking about festivals in the world.
4. Competencies: Talking about festivals in Viet Nam or in the world.
II. Materials:
III. Procedure:
1. Warm up

- Free talk
2. Presentation:
- Ask sts to repeat the use and
form of the two tenses
3. Practice
SKILLS
Ss read and do the task
Reading.
A. 2
B. 3
C. 1
1. Ss read the text quickly and match
the headings with the paragraphs.
Ss compare their answers with a
partner before giving the teacher
the answers. Confirm the correct
answers.
2. Ss do these exercises individually, 1. They were first organised in 1929.
check their answers with a 2. They are named after the Oscar
partner before giving the answers
statuette.
to T. Two Ss go to the board and 3. He is the person who designed/He
write their answers if time allows.
designed the Oscar statuette.
4. Emil Jennings received the first
Oscar statuette.
5. It is the prize for/given to the
best film.
Speaking.
Writing

3. Ss work in groups and discussed
6. Ss read Mai's email to
the questions. Ss report their understand the context. Ss write their
groups' answers to the class. email individually. Ask one S to write
Summarise Ss' ideas.
the email on the board. Other Ss and T
comment on the email on board. Collect
some emails to correct at home.
Listening.
1. F (because Mrs. Hoa said: It's
4. Plays the recording for the first the first time you've come to my house,
time. Ss listen and decide if the isn't it ?).


statements are true or false. Elicit
2. F (because the photos are on
the answers from Ss and write the wall)
them on the board. Don't confirm
3. F
4. T
5. T
the correct answers at this stage.
Key: 5
Ms Hoa

4. Homework
- Prepare for test

1. tried Dutch
foods and drinks

2.
watched
traditional
Dutch
dancing
3.
watched
parades
4. listened to
folk music
5.
was
interested in the
festival
Copy

Nick

x
x

x
x

x
x

x

Week 27
Period 80
REVIEW

Writing date: Feb 20, 2015
Teaching date:Mar
, 2015

I . Objective.
1. Knowledge: By the end of the lesson, Ss will be able to:
- use the lexical items related to the topics from unit 7 to unit 9.
- revise 4 skills and the language function from unit 7 to unit 9
2. Skills: 3 skills and language function.
3. Attitude: Students are active while practising doing exercises.
4. Competencies: Students are interested in doing exercises.
II. Materials:
III. Procedure:
1. Warm up: In the teaching
2. New lesson:
I. Read the following passage and answer the questions about it.
Hi! I’m Dean. I’m from England. My favorite time of the year is Christmas, which is on
25 December. That’s when Christians celebrate the birth of Christ. In the middle of
December we send a lot of cards to our friends and family, here and abroad. Then we get a
big tree and decorate it with lights and other things. On Christmas Day, we give each other
presents. We have one enormous meal with turkey, and after that, we have Christmas
pudding.
1. When is Christmas held?
2. What do they do in the middle of December ?
3. What do people do on Christmas Day?
4. What do they eat on that day?

II. Read the text, then answer the questions:
Well, here I am in Peru on our South American tour. We got to Lima five days ago.
We had a good journey. It took three days by bus, but we saw a lot of things on the way.
We didn’t do much for the first two days, as a couple of the other guys were ill. We spent
most of the time on the beach. On Wednesday, we came up to the mountains, and yesterday
we went to the old Inca city of Machu Picchu and did some sightseeing. It was fantastic!
We didn’t have a lot of time there, but we saw everything and I took a lot of photos.


1.

Did the writer go to Lima by himself?

2.

How did he go there?

3.

Did he enjoy the trip? Write the sentence tells you this?

4.

What did they do?
III. Write a complete postcard from the following sets of words and phrases.
Dear Mom and Dad,

1. I / have / wonderful time / Sydney.
2. weather / be / lovely, / so / go / beach / most of the time.
3. peole / this city / be / friendly /helpful .

4. Yesterday / I / visit / my History teacher 's house / and she / have /big / farm /lots of
sheep.
5. Next Sunday / I / buy / some souvenirs / you and my sister.
See you both soon.
Love,
Dạy tuần 27
BGH

Duyệt ngày 25 tháng 02 năm 2015
Tổ trưởng

Week 28
Period 81
Written test no- 3

Writing date: Mar 02, 2015
Teaching date:Mar ,2015


I. Objectives:
1. Knowledge: By the end of the lesson, ss will be able to:
- check the language function and skills through practising the knowledge and the
skills they have learnt.
2. Skills: Listening, reading, writing skills and language function.
3. Attitude: Students will be active while practising doing exercises.
4. Competencies: Students are interested in doing exercises.
II. Materials: Photo tests
III. Procedure:
1. Warm up:
2. New lesson:

1. Warm up.
- Check students’ attendance.
2. Do the test
A.LISTENING

I. Listen to five film excerpts (đoạn trích phim) and match them with the correct types of
films (1p)
comedy

historical drama

science fiction film

horror film

western

1. The first excerpt: ..........................................................................
2. The second excerpt: .....................................................................
3. The third excerpt: ........................................................................
4. The fourth excerpt: ......................................................................
5. The fifth excerpt: .........................................................................

II. Listen to the story of the first Thanksgiving and write true (T) or false (F). (1.5p)
1. ______ People from England went to live in North America nearly 400 years ago.
2. ______ they knew how to grow food or build their homes there at first.
3. ______ The Pilgrims met two Native Americans one day in Spring.
4. ______ They gave the Pilgrims lots of foods.
5. ______ The Pilgrims were very surprised when the families of their Native American
friends came to the party.

B. VOCABULARY AND GRAMMAR
I. Choose the word that has a different stress pattern from the others in the group
(0.5p)


1. A. traffic

B. signal

C. surprise

D. station

2.A.gravy

B. stuffing

C. turkey

D. reverse

3. A. safety

B. mistake

C. behave

D. female

4.A. worship

B. costume

C. expect

D. cannon

5. A. receive

B. success

C. annoy

D. critic

II. Choose the best answer to complete each sentence ( 2p)
1.Mai used to _________ her homework late in the evening.
A. does

B. do

C. doing

D. did

2. If people _________ the traffic laws, there are no more accidents.
A. agree

B. take care of

C. obey

D. remember

C. That

D. There

3. _________ is not far from here to the city centre.
A. It

B This

4. When there is a traffic jam, it _________ me a very long time to go home.
A. costs

B. lasts

C. takes

D. spends

5. _________ they spent much money on the film, it wasn’t a big success.
A. Even

B. But

C. Although

D. Despite

6. Let’s go to the Victor Cinema. I’m sure you will find the film _________.
A. excites

B. excite

C. excited

D. exciting

7. The film was so _________. However, my father saw it from beginning to end.
A. gripping

B. fascinating

C. hilarious

D. boring

8. “Thanks a lot for the lovely dinner”~ “_________”
A. You’re welcome B. It’s all right

C. Thank you too

D. Please don’t say so.

9. It _______ Marlon Brandon as the Godfather. He won an Oscar for his performance as
the boss.
A. plays

B. acts

C. shows

D. stars

10. Did you read the _________ of The Chainsaw Massacre at Halloween? It said the film
was very gripping!
A. review

B. report

C. summary

D. performance

C. READING
I. Read the paragraph, then answer the questions below (1.0p)
Yesterday, on the way home from school, I saw an accident. A boy was run over by
a taxi when he was riding his bike. The boy’s leg was broken and it was bleeding badly. Someone
there tried to stop the bleeding. They put pressure on it and held it tight. A man used his mobile
phone to called the emergency service. Some minutes later, an ambulance arrived and sent the boy
to the hospital. Two policemen came to the scene immediately. Some people told the police that
the taxi driver was driving at a very high speed when the accident happened. Some others began


talking about the traffic accidents these days and blamed the increasing number of accidents on the
roads for careless drivers.
1. When did the accident happen?

...................................................................................................................................................
2. Who had the accident?
...................................................................................................................................................
3. Did the ambulance come after a long time?
...................................................................................................................................................
4. How was the driver driving when the accident happened?
...................................................................................................................................................
5. Why have traffic accidents increased these days?
...................................................................................................................................................

II. Read the passage about Christmas and complete the table below (1,5ps)
CHRISTMAS
The Christmas tree: One Christmas Eve in the early 1500s,
some people decorated a tree and put it in the market place in the Latvian city
of Riga. This custom spread throughout Europe, and finally to America in the
1800s.
The Christmas Card: In the mid-nineteenth century, an
Englishman wanted to send Christmas greetings to his friends, so he had
someone design a card. Forty years later, cards were a part of the Christmas
tradition.
Christmas Carols: Eight hundred years ago, Christmas songs
were performed for people in towns and villages. These songs were stories put
to music and most people enjoyed them. The leaders of the Church, however,
did not. They said the songs were unsuitable, but about 180 years ago, the
songs were popular again.
Santa Clause: In 1823, the patron saint of children, Saint
Nicholas appeared in a poem called A visit from Saint Nicholas.The character
in the poem was a fat jolly man who wore a red suit and gave children
presents on Christmas Eve. The poem, which was written by Clement Clarke
Moore, an American professor, became popular in the USA. Santa clause is

based on the description of Saitn Nicolas in this poem.
* Complete the table:
Christmas Specials
The Christmas tree

Place of origin
Riga

Date
(1)


The Christmas Card

(2)

mid - 19th century

Christmas carols

No information

(3)

Santa Clause

(4)

(5)

* Place of origin: Nơi bắt đầu
D. WRITING
I. Complete the second sentence so that it has the same meaning as the first one ( 1.5p)
1. His new film is really surprising me.
-> I am .....................................................................................................................
2. My father went to work by bus some years ago, but now he goes by car.
-> My father used ....................................................................................................
3. Road users must obey traffic rules strictly.
-> Traffic rules ........................................................................................................
4. In spite of his tiredness, Peter went to school.
-> Although ...............................................................................................................
5. Japanese celebrate a special day for Japanese girls on March 3 rd.
-> There is .................................................................................................................

II. Write a short paragraph about the festival you attended, the suggested questions may
help you. ( 1.0p)
1. What was the name of the festival?
2. Where was it held? When was it held?
3. Why was it held?
4. Who celebrated it?
5. How was it held?
6. How did you feel when you attended the festival?
ANWER KEY (ĐÁP ÁN VÀ HƯỚNG DẪN CHẤM)
ĐỀ 1
A. Listening.
I. (5 x 0.2 = 1p)( Source: solution 8. Unit 4.A.5.page 34
1. horror film
drama.

2. western

3. science-fiction film

4. comedy

5.

II. (5 x 0.3 = 1.5p) (Source: Solution 8. Unit 7. C.3 (page 66)
1. T

2.F

3.T

4.F

5.T

historical


B. VOCABULARY AND GRAMMAR
I. Choose the word that has a different stress pattern from the others in the group (5 x 0.1 = 0.5p)
1. C

2.D

3.C

4.C

5.D

II. Choose the best answer to complete each sentence ( 10 x 0.2 = 2p)
1. B

2.C

3.A

4.C

5.C

6.D

7.D

8.A

9.D

10.A

C. Reading
I. Read the paragraph, then answer the questions below (5 x 0.3 = 1.5p)
1. It happened yesterday.
2. A boy had the accident
3. No, it didn’t.
4. The driver driving/ he was driving at a very high speed.

5. Because drivers have driven carelessly.

II. Read the following passage and decide which option A, B, C or D best fits each space (1p)
(10 x 0.1 = 1p)
1. B. known
6.D. stage

2.A.performed
7. D. called

3.C. Anyone

4. D. precise

5.A. right

8. B. against

9. C. although

10. A. interests

D. WRITING
I. Complete the second sentence so that it has the same meaning as the first one ( 1.5p)
1. I am really surprised at/ by his new film.
2. My father used to go to work by bus some years ago.
3. Traffic rules must be obeyed strictly.
4. Although he was tired, Peter went to school./ Although Peter was tired, he went to school.
5. There is a special celebration for Japanese girls on March 3rd.
II. Write a paragraph of about 120-150 words to report the festival you have attended recently.

(1p)
+ The content: 0.5 p
+ Vocabulary, connectives, structures: 0.5 p

Week 28
Period 82

Writing date: Mar 02, 2015


Correction the test

Teaching date:Mar

,2015

I. Objectives:
1. Knowledge: By the end of the lesson, ss will be able to:
- be checked the language function and skills through practising the knowledge and
the skills they have learnt.
+ To help teacher have plans to teach students well and students will have more
experiences and know how to learn English and how to do the test well for the next period.
2. Skills: Listening, reading, writing skills and language function.
3. Attitude: Students will be active while practising doing exercises.
4. Competencies: Students are interested in doing exercises.
II. Materials:
III. Procedure:
1. Warm up.
2. New lesson:
- Teacher gives general remarks:

- Teacher writes all the questions on the extra-boards.
- The teacher corrects all the questions and gives the correct answers.
- Explain some more about the language skills and grammar items in the test.
- Ss give marks themselves.
3. Answer key
A. Listening.
I. (5 x 0.2 = 1p)( Source: solution 8. Unit 4.A.5.page 34
1. horror film
drama.

2. western

3. science-fiction film

4. comedy

5.

historical

II. (5 x 0.3 = 1.5p) (Source: Solution 8. Unit 7. C.3 (page 66)
1. T

2.F

3.T

4.F

5.T

B. VOCABULARY AND GRAMMAR
I. Choose the word that has a different stress pattern from the others in the group (5 x 0.1 = 0.5p)
1. C

2.D

3.C

4.C

5.D

II. Choose the best answer to complete each sentence ( 10 x 0.2 = 2p)
1. B

2.C

3.A

4.C

5.C

6.D

7.D

8.A

9.D

10.A

C. Reading
I. Read the paragraph, then answer the questions below (5 x 0.3 = 1.5p)
1. It happened yesterday.


2. A boy had the accident
3. No, it didn’t.
4. The driver driving/ he was driving at a very high speed.
5. Because drivers have driven carelessly.

II. Read the following passage and decide which option A, B, C or D best fits each space (1p)
(10 x 0.1 = 1p)
1. B. known
6.D. stage

2.A.performed
7. D. called

3.C. Anyone

4. D. precise

5.A. right

8. B. against

9. C. although

10. A. interests

D. WRITING
I. Complete the second sentence so that it has the same meaning as the first one ( 1.5p)
1. I am really surprised at/ by his new film.
2. My father used to go to work by bus some years ago.
3. Traffic rules must be obeyed strictly.
4. Although he was tired, Peter went to school./ Although Peter was tired, he went to school.
5. There is a special celebration for Japanese girls on March 3rd.
II. Write a paragraph of about 120-150 words to report the festival you have attended recently.
(1p)
+ The content: 0.5 p
+ Vocabulary, connectives, structures: 0.5 p

5. Homework:
Prepare: Unit 10 - Getting started

Week 28
Period 83
unit 10: SOURCES OF ENERGY
Lesson 1: Getting started

Writing date: Mar 02, 2015
Teaching date:Mar ,2015


I. Objectives:
1. Knowledge: By the end of the lesson, ss will be able to:

- Extend and practise vocabulary related to the topic" sources of energy".
- Listen and read a conversation between Mai and Nam about sources of energy.
- Ask and answer questions about renewable and non-renewable resources.
- Use vocabulary related to sources of energy
- Use Grammar: Present simple tense
2. Skills: Listening, reading and speaking skills.
3. Attitude: Students will be active while practising doing exercises.
4. Competencies: Students are interested in talking about sources of energy.
II. Materials: radio
III. Procedure:
Teacher’s activities
Students’ activities
I.Warm up (5'):
- Teacher writes the name of the
unit on the board and asks ss if they
know about the footprint ( What is it
about , why it is well known , how it can
be reduced)
- Introduces the relationship
between the footprint and sources of
energy
- Uses the pictures in textbook to
introduce the new lesson.
II.The new lesson
* Teaching new words
- Teacher elicits the words from
students.
- Follow the seven steps of teching
vocab.
* Checking: What and where

Sources of
energy

footprint
carbon
energy
source
renewable
# non-renewable
solar
panel
hydro
nuclear
coal
biogas

(n)
(n)
(n)
(n)
(adj)

dấu chân
giấy than
năng lượng
nguồn
phục hồi,
làm làm
mới

(adj) thuộc mặt
trời
(n)
tấm, bảng
(adj) thuộc về
nước
(adj) thuộc hạt
nhân
(n)
than đá
(n)
khí sinh học

1.Listen and read - 10'
- T uses the pictures in the
textbook to set the scene and asks some
-Listen to teacher and answer
questions:
questions


Who are they ?
Where are they?
What are they doing?

- Practice the conversation in
pairs

- Asks ss to listen and read the
conversation.

-Plays the recording twice
-Asks ss to read the conversation
aloud in pairs.
a. Answer the questions
-Asks ss to read the conversation
again then work in pairs to ask and
answer the questions.
- Asks some pairs to practise
asking and answering aloud
- T confirms the correct answers
and writes the correct answers if
necessary

-Work in pairs to ask and answer
to the questions.
* Answer key :
1.It is about the negative effects we
have on the environment
2. It means that it will run out if
we use it
3. Sunlight is a renewable energy
because we can't use it all up or it will last
forever
4.Mai thinks she has a small carbon
footprint because she recycles the
products she uses and she goes
everywhere by bike.
5.The products we use that are bad
for the environment or the energy we use
that produces carbon dioxide might

create a big footprint.
-Read the conversation individually
again and find the words/ phrases that
can be put in the network
* Key :
-Renewable sources: coal, gas and
oil
- Non-renewable sources: wind,
wave, solar

b. Complete the network below
using information from the conversation
-Asks ss to look at the network
that includes two types of energy:
renewable sources and non-renewable
ones.
-Has ss read the conversation
individually again and find the words/
phrases that can be put in the network
- Corrects the answers as a class
- Has some ss practise reading
aloud the words table
2. Now, listen and repeat the words
and phrases(5')
- Has ss look at the table, listen
and repeat the words then ask some ss to
-Look at the table, listen and repeat
read aloud the words/ phrases
the words
- Corrects the pronunciation if

necessary
- Lets ss add more words/phrases
to the table if necessary.
3. Put the words into the correct
groups
below(10')
-Work in pairs to look at the table
- Has ss work in pairs to look at
and discuss the meaning of the words/
the table and discuss the meaning of the phrases. Ss may add more words/phrases


words / phrases. Then has ss write the
words / phrases in two columns
- Ss may add more words/phrases
to the table.
-Gives feedback and confirm the
correct answers
4. Asks Ss to ask and answer the
questions about renewable and nonrenewable resources(10')
-Asks ss to work in groups to ask
and answer the questions about
renewable and non-renewable sources
- Lets ss use the suggested
questions and answers in the example
and the words/phrases in 2,3
- Asks ss to write the information
in their notebooks
III. Consolidation (3')
- Sum up the lesson

IV. Homework (2')
- Learn by heart all the new words
and structures.
-Guide ss how to do Ex C1,2 /33
- Prepare: A closer look 1

Dạy tuần 28
BGH

to the table.
Key:
Renewable sources: wind, coal,
hydro, nuclear
Non- renewable: natural gas,
biogas, oil, solar
-Work individually to match the
types of films with their definitions.

Answer
- Take note

Duyệt ngày 04 tháng 3 năm 2015
Tổ trưởng

Week 29
Period 84
unit 10: SOURCES OF ENERGY
Lesson 2: A closer look 1

Writing date: Mar 06, 2015

Teaching date: Mar ,2015

I. Objectives:
1. Knowledge: By the end of the lesson, ss will be able to:
- Extend and practise vocabulary related to the topic" sources of energy".
- Pronounce the right stress in three- syllable words.
- Use Grammar: Present simple tense
2. Skills: Listening, reading and speaking skills.
3. Attitude: Students will be active while practising doing exercises.
4. Competencies: Students are interested in talking about sources of energy.
II. Materials: radio
III. Procedure:
Teacher’s activities
Students’ activities
I. Warm up(5'): Network
Sources
of energy


-Asks ss to take part in the game
into two teams
- Ss in each team take turn to go
to the board and write the words to
complete the network.
- The team which write more and
correct words in 2 minutes is the
winner.

Renewable
source

Nonrenewable
source

? What are the advantages and
disadvantages of energy sources?
- Introduces the new lesson
wind

coal

II.The new lesso
-limited# unlimited(adj): hạn chế/
* Teaching new words(4')
không hạn chế
- Teacher elicits the words from
-exhaustible (adj): có thể cạn kiệt
students.
-abundant (adj): phong phú
- Follow the seven steps of teaching
-available (adj): sẵn có
vocab.
* Checking: R&R
A.Vocabulary (20')
1. Put the words below into the
-Work in pairs to divide the words
table to descibe the types of energy
into two groups
- Runs through the words.
Key:

- Asks ss to work individually to
Sources Advantage(s)
Disadvantage
divide the words into two groups : words of
(s)
to describe the advantages and those
energy
describing the advantages of energy
wind
abundant,
not available
sources
power
unlimited
- Checks and confirms the correct
water
clean and safe expensive, not
answers as a class
power
available
s renewable,
expensive
olar
plentiful, clean
energy and safe
b renewable,
abundant,
iogas
plentiful,
cheap

available,
clean and safe
n renewable
expensive,
uclear
dangerous
energy


2. Compare your answers with a
partner
- Asks ss to read the example in
which ss share their ideas about types of
energy sources and their advantages /
disadvantages
- Has ss look at the table in 1 and
share their ideas in pairs
- Has some pairs share their ideas
as a class
- Checks and confirms the correct
answers
B. Pronunciation(11')
4. Listen and repeat. Which words
are stressed on the first syllable and
which ones are stressed on the second
syllable? Put them in the appropriate
columns
- Makes sure that ss understand
the requirement
- Plays the recording. Ask ss to listen

and repeat the words, paying
attention to
the right stress in the three- syllable
words.
-Lets ss read the words aloud and
write them in the correct columns
- Checsk and confirms the correct
answers
5. Read the following sentences and
mark the stressed syllable in the
underlined words. Then listen , check
and repeat.
-Has ss read the sentences and mark
the stressed syllable in the
underlined
words.
- Lets ss refer to the words in 4 if
necessary .
- Asks ss to listen to the sentences
again, check their answers and say aloud
the sentences as a class
- Calls on some ss to write the
words on the board

c
oal, oil,
natural
gas

abundant

harmful,
exhaustible,
polluting

-Work in groups, discuss
Key:
1. Solar- clean/ safe
2. non-renewable
3. Wind- clean
4. expensive- dangerous
Key:
000
000
dangerous
expensive
plentiful
abundant
limited
convenient
easily
enormous
energy
advantage
-Read the sentences and mark
the stressed syllable in the underlined
words.
Key:
1. a'nother re'newable
2.con'venient, a'budant

3. 'limited, en'vironment
4.'plentiful, 'easily
5. ex'pensive, 'dangerous


- Checks and confirms the correct
answers
III. Consolidation (3')
- Sum up the lesson
IV. Homework (2')
-Learn by heart all the new words
and practice listening.
- Guide ss how to do A1,2 /29
-Prepare: A closer look 2

Week 29
Period 85
unit 10: SOURCES OF ENERGY
Lesson 3: A closer look 2

-Answer
- Take note

Writing date: Mar 06, 2015
Teaching date: Mar ,2015

I. Objectives:
1. Knowledge: By the end of the lesson, ss will be able to:
- use the lexical items related to the topic " sources of energy"
- use the future continuous tense and future simple passive

2. Skills: Language function.
3. Attitude: Students will be active while practising doing exercises.
4. Competencies: Students are interested in talking about sources of energy.
II. Materials:
III. Procedure:
Teacher's activities
Students' activities
I Warm up (5') Calling friends'
names
- Organizes the game to ask ss to
- Take part in the game
make active sentences ( the present
simple tense) then call their friends to
change the sentences into passive


sentences
- Introduces the new lesson
II. The new lesson
* Vocabulary
- Teacher follows the seven steps of
teaching vocab
- Uses different techniques to teach.
* Checking: R.O.R

A. The future continuous (17')
1. Presentation
- T introduces the example in the
yellow box and elicits from ss to draw
the form, the usage of the future

continuous
2. Practice
Exercise 1. Complete the passage
using the future continuous form of the
verbs in brackets
- Explains how to do the exercise
- Asks ss to do exercise 1
individually
- Asks ss to compare their answers
with their partners
-Asks some ss to write the answers
on the board
- T corrects the answers with class

- install
-escape
-crack
-pipe
-bulb

: (v)
: (v)
:(n)
:(n)
:(n)

-turbine

cài đặt
thoát

vết nứt
ống dẫn nước
bóng đèn trịn

:(n)

động cơ chạy
hơi nước
consumption :(n)
sự tiêu dùng
-alternative :( adj) có thể chọn để
thay thế cho vật
khác
-shortage
: (n)
sự thiếu hụt
1.The future continuous
-Model sentence
This time next week we will be
studying unit 11
-Usage: We use the future
continuous for an action in progress at a
definite point of time in the future.
(A definite point of time in the
future can be expressed by the words/
phrases like: tomorrow, this time next
week/ month/ year...)
- Form :
(+) S+ will be + V-ing
(-) S + will not be + V-ing

(?) Will + S + be + V-ing?
- Do the exercise individually
Key :
1. will be putting
2. will be taking
3. will be installing
4. will be spending
5. will be using

-Write the sentences individually
Exercise 2. Write what these
students will be doing tomorrow then compare the answers with a partner
Key:
afternoon
1. Jenny will be giving a talk
- Has ss write the sentences
individually then compare the answers about saving energy
2. Helen will be putting solar
with a partner
- T asks some ss to write sentences panels in the playground.
3. Susan will be checking cracks
on the board


- T corrects and ask ss to read in the water pipes
aloud the correct sentences
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

- Look at Watch out and answer
? What is differences between the
future simple tense and the future
continuous tense
B. The future simple passive
B. The future simple passive
(18')
-Model sentence
1. Presentation
Solar panels will be put on the
T introduces the example in the roof
yellow box and elicits from ss to draw
-Usage: We use the future simple
the form, the usage of the future simple passive when the object of the sentence
passive
is not important
- When the doer of the action is
- T asks ss to look at the table and not known
explain how the future simple passive is
(If the doer is still important, we
used.
can add a "by" phrase )
- Introduces the form
-Form:
(+) S + will be + PP
(-) S + will not be + PP
(?) Will + S + be + PP?
2. Practice
Exercise 5. Complete the
magazine article with the passive form

of the passive form of the verbs in the
table
- Runs through the verbs
- Asks ss to work individually
- Has ss share their answers in
pairs
- Checks the answers as a class
Exercise 6 .
Change the
sentences into the passive voice .
- Reminds ss how to change an
active sentence into a passive sentence
- Lets ss study the example
- Asks ss to work individually then
compare in pairs
- Calls on some ss to write on the
board

-Work individually Complete the
magazine article with the passive form of
the passive form of the verbs in the table
Key :
1. be provided
2. be
used
3. be placed
4. be stored
5. be solved
Key :
1.Wave will be used as an

environmentally friends energy source.
2. A network of wind turbines will
be installed to make electricity
3. In the countryside, plants will
be burnt to produce heat
4. Energy consumption will be
reduced as much as possible.


- Corrects and confirm the correct
5. Alternative sources of energy
answers
will be developed
6. Solar energy will be used to
solved the problem of the shortage of
energy
Suggested answers :
3. Further practice
- A hydro power station will be
Exercise 7 . Look at the pictures. built in the region to increase the
Write what will be done in the future
electricity
- Asks ss to look at the pictures
- Solar panels will be put on the
and discuss in groups of 4 ss what will be roof of the building
done in the future
- A network of wind turbines will
-Has ss write their answers , using be installed generate electricity
the future simple passive
- Bicycles will be used to travel in

- Calls on some ss write their the city
answers on the board
- Corrects and confirms the correct
answers
III. Consolidation (3')
- Asks ss to retell the grammar in
Pay attention
the lesson
IV. Homework (2')
- Learn by heart vocabulary and
structures.
Copy
- Ex B34,5,6 (Workbook)31/32
- Prepare next lesson. Unit 10.
Lesson 4 Communication.
Week 29
Period 86
unit 10: SOURCES OF ENERGY
Lesson 4: Communication

Writing date: Mar 06, 2015
Teaching date: Mar ,2015

I. Objectives:
1. Knowledge: By the end of the lesson, ss will be able to:
- use the lexical items related to the topic " sources of energy"
- talk about types and sources of energy
- talk about the disadvantages and advantages of different sources of energy
- use the future continuous tense and future simple passive
2. Skills: Speaking skill.

3. Attitude: Students will be active while practising doing exercises.
4. Competencies: Students are interested in talking about sources of energy.
II. Materials:
III. Procedure:
Teacher’s activities
Students’ activities
I. Warmer - 15': Game: in
1
- go to school by bike, turn off the lights/


- Teacher elicits the
phrases from students.
? Play the game in pairs or
groups.
- First, they place six pieces of
paper face down.
? Take turns turning over
each piece of paper and read the
phrase on it.
? After that, find the
appropriate phrase go with
should or shouldn’t.
- Those who make a
correct sentence will have one
point subtracted.
II. Speaking - 5': find
someone who
? answer the questions
with a number from 1 to 10

faucet, use biogas … throw trash away, use
plastic bags……

1. Do you take showers instead of baths
?
2. Do you walk or ride a bike when
traveling short distances ?.
3. Do you use public transport when
traveling long distances ?
4. Do you use a hand fan to keep cool
in the summer ?.
5. Do you use low energy light bulb ?
6. Do you turn off the lights when
leaving a room ?
7. Do you only use as much water as
you need
8. Do you only use a little electricity at
home ?
9. Do you use biogas for cooking at
home ?
10. Do you go to school by bike ?

III. Class survey- 20'
1. Read the answers and tick "Yes"
or "No"
- How well you partner saves
energy

1.Your footprint is small.

You are really
environmentally friendly
2. Your footprint is quite
small. Remember to take
about, and respect, the
world around you.
3. Your footprint is quite
big. You should do some
things to save energy but
there’s always room for

Yes
√

No

x


improvement
2. Work in groups./ chain
game
- Lets Ss discuss about their
carbon
footprint and share with their
partner
- Then asks Ss to use the
information to report

E.g:

My partner’s carbon footprint is big.
He is considerate because he uses a lot of
baths. He could try harder to use showers
instead of baths. By reducing the use of
baths, he can help to save energy.

IV. Consolidation (3')
? Tell your class about your
friend’s way to save energy

- Listen

V. Homework (2')
? Learn by heart all the
new words.
? Do Ex C1, 2 P28
? Prepare: Unit 10: Skills 1
Dạy tuần 29
BGH

- Take note

Duyệt ngày 11 tháng 3 năm 2015
Tổ trưởng

Week 30
Period 87
Unit 10: SOURCES OF ENERGY
Lesson 5: Skills 1

Writing date: Mar 15,
2015
Teaching date: Mar
2015

I. Objectives:
1. Knowledge: By the end of the lesson, ss will be able to:
- identify renewable and non renewable sources .
- talk about advantages and disadvantages of energy.
- use the lexical items related to the topic " sources of energy".
2. Skills: Speaking and reading skills.
3. Attitude: Students will be active while practising doing exercises.
4. Competencies: Students are interested in talking about type of energy.
II. Materials:
III. Procedure:
Teacher’s activities
Students’ activities
I. Warmer - 5': Chatting

,