Unit 10: SOURCES OF ENERGY Lesson 1: Getting started (p.38-39) 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.
Trang 1Period 79 Unit 10: SOURCES OF ENERGY
Lesson 1: Getting started (p.38-39)
Date of planning: 08/03/2019 Date of teaching:
- 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
CONTENTS AND BOARD DISPLAY
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
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
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 answer 1a Read the conservation again and
Trang 2the 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
b Complete the network below using the
information from the conservation.
- Ask Ss to look at the network that includes
two types of energy: renewable sources and
non-renewable ones
- Have Ss read the conversation individually
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.
- Have Ss look at the table, listen and repeat
the words then ask some Ss to read aloud the
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
below.
- Have Ss work in pairs to look at the table
and discuss the meaning of the words/
phrases Then have Ss write the words/
phrases in two columns
- Ss may add more words/phrases to the table
- Give feedback and confirm the correct
answers
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 information from the conservation.
SOURCES OF ENERGY Renewable sources Non-renewable
sources wind Wave Solar coal Gas Oil
2 Listen and repeat the words or phrases.
Wind Coal Natural gas Nuclear
3 Put the words into the correct groups below.
Renewablesources Non-renewablesourcesWind, coal, hydro,
nuclear Natural gas, biogas, oil, solar …
III WRAPPING-UP (3')
4 Ask and answer the questions about
renewable and non-renewable resources.
-Ask Ss to work in groups to ask and answer
the questions about renewable and
Trang 3answers 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:
………
………
………
Trang 4Period 80 Unit 10: SOURCES OF ENERGY
Lesson 2: A closer look 1 (p.40)
Date of planning: 12/03/2019 Date of teaching:
- 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
- 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
Unit 10: SOURCES OF ENERGYLesson 2: A closer look 1 (p.40)
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
: Nhiều, phong phú: Thuận tiện
Sources of energy
coal
Non-renewable source
wind Renewable source
Trang 53 polluting
4 exhaustible
: Ô nhiễm: Có thể cạn kiệt
1 Put the words below into the table to
describe the types of energy
- Run through the words
- Ask Ss to work individually to divide the
words into two groups: words to describe the
advantages and those describing the
advantages of energy sources
- Check and confirm the correct answers as a
class
2 Compare your answers with a partner
- Ask ss to read the example in which ss
share their ideas about types of energy sources
and their advantages / disadvantages
- Have ss look at the table in 1 and share
their ideas in pairs
- Have some pairs share their ideas as a class
- Check and confirm the correct answers
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
1 Put the words below into the table to describe the types of energy.
Expensive
Biogas Renewable ,
plentiful, clean , safe
Abundant , cheap
Nuclear Renewable ,
clean , safe Expensive , dangerous Coal, oil,
natural gas …
Abundant Harmful,
exhausted , polluting
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
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.
Trang 6- Let Ss read the words aloud and write them
in the correct columns
- Check and confirm the correct answers
5 Read the following sentences and mark the
stressed syllable in the underlined words.
Then listen, check and repeat.
- Have Ss read the sentences and mark the
stressed syllable in the underlined words
- Let Ss refer to the words in 4 if necessary
- Ask Ss to listen to the sentences again, check
their answers and say aloud the sentences as a
1 Coal will be replaced by another renewable resource
2 Wind power is convenient and abundant.
3 Natural gas is limited and it is harmful to the environment
4 Solar energy is plentiful and it can be replaced easily.
5 Nuclear power is expensive and dangerous.
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 2”
V FEEDBACK:
………
………
………
Trang 7Period 81 Unit 10: SOURCES OF ENERGY
Lesson 3: A closer look 2 (p.41-42)
Date of planning: 12/03/2019 Date of teaching: 19/03/2019
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
- T calls some Ss to tell before class
- T leads in the new lesson
Unit 10: SOURCES OF ENERGYLesson 3: A closer look 2 (p.41-42)
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
Note 1: The future continuous often company
with a definite point of time in the future (Adverbs of time ) such as
Trang 81 Complete the sentences using the future
continuous form of the verbs in brackets.
- Explain how to do the exercise
- Ask Ss to do exercise 1 individually
- Ask Ss to compare their answers with their
partners
-Ask some Ss to write the answers on the
board
- T corrects the answers with class
2 Write what these students will be doing
tomorrow afternoon.
- Have Ss write the sentences individually
then compare the answers with a partner
- T asks some Ss to write sentences on the
board
- T corrects and asks Ss to read aloud the
correct sentences
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
On Sunday next week ,
At 8.00 tomorrow morning This time next summer
4 Jack will be putting low energy light bulbs
in the class rooms
5 Kate will be showing a film on types ofrenewable 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
this time tomorrow
I will be learning English this time tomorrow
B The future simple passive (17') B The future simple passive
Trang 9- T introduces the example in the yellow box
and elicits from Ss to draw the form, the
usage of the future simple passive
- T asks Ss to look at the table and explain
how the future simple passive is used
- T introduces the form
5 Complete the magazine article with the
passive form of the passive form of the
verbs in the table
- Run through the verbs
- Ask Ss to work individually
- Have Ss share their answers in pairs
- Check the answers as a class
6 Change the sentences into the passive
voice.
- Remind Ss how to change an active
sentence into a passive sentence
- Let Ss study the example
- Ask Ss to work individually then compare
in pairs
- Call on some Ss to write on the board
- Correct and confirm the correct answers
* Form
(+) S + will be + Vpp ( by O ) (-) S + will be + Vpp ( by O ) (?) Will + S + be + Vpp ( by O )?
*Examples:
- Solar panels will be put on the roof of the
houses.
- The exercises will be finished tomorrow
- Low energy light bulbs will be used widely
NOTE 1: Passive form is used when….
- the doer is not known and not important
- the object is not important
NOTE2: If the doer is definite and still
important, we can add “by O” at the end of thesentence
5 Complete the magazine article with the passive form of the verbs in the table
7 Look at the pictures Write what will be
done in the future.
- Ask Ss to look at the pictures and discuss
in groups of 4 Ss what will be done in the
Trang 10- 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
- Solar panels will be put on the roof of thebuilding
- A network of wind turbines will be installedgenerate electricity
- Bicycles will be used to travel in the city
IV HOMEWORK (3’)
- T assigns the homework
- Ss copy their homework
Trang 11Period 82 CORRECTING THE THIRST
45-MINUTE TEST
Date of planning: 14/03/2019 Date of teaching:
- 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
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
CORRECTING THE THIRST 45-MINUTE TEST
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)
Trang 12C 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
E WRITING
-T reminds the structure again to explain
for the answers
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)
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:
………
………
………