Kế hoạch bài dạy Tiếng Anh Lớp 7 Global Success theo CV5512 - Unit 10: Energy sources

 - Students may not be able to recognise types of energy. - Give specific examples and ask questions to activate students’ knowledge. 
 - Students may not know how to work in teams. - Give short, clear instructions and help if necessary.
Board Plan
 Date of teaching
 Unit 10: Energy source
 Lesson 1: Getting started – Types of energy sources
 * Warm-up: BRAIN STORMING
 I. Vocabulary
 1. energy source (n.phr) /ˈenədʒi sɔːs/: nguồn năng lượng
 2. coal (n) /kəʊl/: than
 3. renewable (a) /rɪˈnjuːəbl/: có thể tái tạo
 4. run out (phr v) /rʌn aʊt/: cạn kiệt
 5. replace (v) / rɪˈpleɪs/: thay thế
 II. Practice
 Task 1: Read for main ideas: What are Lan and her father talking about?
 Task 2: Read the conversation again and answer the questions.
 Task 3: Match the words / phrases in the box with the correct pictures.
 Task 4: Complete each of the sentences with the correct word from the conversation
 * Homework
Procedures
Notes
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
 Stage Stage aim Procedure Interaction Time
 Warm-up - To activate students’ BRAIN STORMING T-Ss 5 mins
 knowledge on the topic of * Teacher gives instructions 
 the unit - One of the students in the group go to the board. T-S
 - To enhance students’ skills - Teacher secretly show 1 picture of a mean of transport to that student. He/She has * Teacher asks Ss to translate the word into Vietnamese
 Concept check: Yes/No questions
Lead-in/ pre- - To get students interested Task 1. Read for main ideas: What are Lan and her father talking about? T-S 3 mins
 read and in the topic * Teacher asks Ss to look at the picture (p.107), answer the question: 
 listen - To set the context What are Lan and her father talking about?
 - To help Ss understand the 
 main idea of the text
 Answer: C
 Controlled Task 2: Read the conversation again and answer the questions. 7 mins
 practice T-S
 S-S 
 * Teacher asks Ss to work individually to read and listen to the conversation and 
 - To practise reading and 
 answer the questions and then share their answers with their partners who sit next 
 listening for specific 
 to them. (peer check) T-S
 information 
 ** Ss do exercise 3 individually
 - To practise scanning 
 *** Ss share and discuss with their partners to write all answer down on the 
 - To develop Ss' knowledge 
 notebooks. 
 of vocabulary 
 **** Teacher corrects their answers as a class. 
 Answers 
 1. Lan is doing a project on energy sources. 
 2. It’s power that we use to provide us with light, heat or electricity. 
 3. It comes from many different sources like coal, oil, natural gas,  and renewable 
 sources 
 4. Renewable sources are those we can easily replace them such as: water, sun, Answers 
 1. power 
 2. sun
 3. wind
 4. run
 5. cheap
 Less - To help Ss practising talking Task 5: Group discussion 10 mins
controlled about energy T-S
 practice - To practise team working 
 - To give students authentic 
 practice in using target 
 language
 * Teacher gives Ss clear instructions in order to make sure Ss know what to do
 - ask students to discuss within their groups to answer the questions: T
 1. What is the best source of energy? S-S
 2. Why do you think it is the best one?
 + Students discuss with their partners and take notes 
 - observer Ss while they are talking, note their language errors
 ** Ss do as instructed. Then present what they have discussed.
 **** Teacher gives Ss feedback. 
 - choose some useful or excellent words/ phrases/ expressions/ word choices Ss 
 have used to suggest other students use them
 - choose some typical errors and correct as a whole class without nominating the 
 students’ names.
 Wrap up To help Ss memorise the - Vocabulary of sources of energy T-Ss 1 min
 target language and skills - Talking about energy sources. 
 that they have learned UNIT 10: ENERGY SOURCES
 Lesson 2: A closer look 1
I. Objectives
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Vocabulary about sources of energy. 
- Pronunciation: Stress in three-syllable words
2. Core competence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop awareness of energy sources and energy saving. 
II. Materials 
- Grade 7 textbook, Unit 10, A closer look 1. 
- Computer connected to the internet
- Projector/ TV/ small boards, markers.
- sachmem.vn
Language analysis 
 Form Pronunciation Meaning Vietnamese equivalent 
 1. solar energy /ˈsōlər ˈenədʒi / Energy that comes from the sun năng lượng mặt trời
 (n.phr.)
 2. hydro energy / ˈhīdrō ˈenədʒi / Energy that comes from the wind năng lượng nước
 (n.phr.)
 3. nuclear (n) / njuː.klɪər / the power produced when the nucleus of an atom is divided or hạt nhân 
 joined to another nucleus
Assumptions 
 Anticipated difficulties Solutions Warm-up - To activate students’ CROSSWORDS T-Ss 5 mins
 knowledge on the topic * Teacher gives instructions 
 of the unit ** Ss are divided into 2 groups T-S
 - To enhance students’ - Teacher show the crosswords onto the screen with hints/clues and students 
 skills of cooperating with choose each line and take turn to answer. S-Ss
 team mates - take turns to write until finish all the words or find out the key word. 
 Answers: 
 1- Sun 
 2- cOal
 3- oiL
 4- renewAble T-Ss
 5- natuRal gas
 **** Teacher checks and corrects if Ss pronounce the words incorrectly. 
Vocabulary - VOCABULARY T-S 5 mins
 pre-teach * Teacher introduces the vocabulary by:
 + Providing the synonym or antonym of the words.
 + Providing the pictures of the words.
 + Providing the definition of the words.
 1. 
 To help students use key 
 language more 
 appropriately 
 2. Answers: 
 1- D 2 – C 3 – A 4 – B 
 ** Ss work out and answer questions in pairs. 
 *** Ss share their answers as a whole class.
 **** T asks them to to check their answers. 
 * Teacher asks students to make full sentences to tell about the sources of 
 different energy. Then tell share them to share their sentences with a partner 
 and correct for them. 
Controlled Task 2: Write the phrases to label the pictures: 7 mins
 practice * Teacher asks Ss to look at the pictures and use the knowledge from Task 1 T-S
 to guess the pictures. 
 - To practise identifying Then work and share their answers with their partners who sit next to them. 
 the meanings of road (peer check)
 signs. 
 - To develop Ss' ** Ss do exercise 3 in pairs. S-S 
 knowledge of vocabulary *** Ss share and discuss with their partners to write all words/ phrases down 
 on the notebooks. 
 **** Teacher corrects their answers as a class. 
 T-S Answers 
 1. wind
 2. solar energy 
 3. water 
 4. nuclear 
Pronunciatio - To help Ss identify the Task 4: Listen and repeat. Pay attention to the stressed syllables in the 10 
 ns and classify the sounds words. T-S mins
 - To give students * Teacher gives Ss time to listen and practice pronouncing the words with 
 authentic practice in correct primary stress. 
 using pronouncing 
 sounds in common 
 words
 Task 5: Listen and repeat, paying attention to the stressed syllables in the 
 underlined words. 
 ** Ss do as instructed T
 **** Teacher gives Ss feedback. S-S
 - choose some common mispronounced words and suggest students practise 
 using them.
 - choose some typical errors and correct as a whole class UNIT 10: ENERGY SOURCES
 Lesson 3: A closer look 2
I. Objectives
By the end of this lesson, Ss will be able to gain:
1. Knowledge
Know how to use: THE PRESENT CONTINUOUS
 Structure Examples
 1. Affirmative sentences: S + be + Ving She is playing basketball in the school yard.
 2. Negative sentences: S + be not + Ving They are not using solar energy.
 3. Y/N questions: Be + S + Ving? Are you working on your Project? 
 4. W questions: W + S + be + Ving? Where is your brother studying?
2. Core competence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop awareness of conserving the energy sources
II. Materials 
- Grade 7 textbook, Unit 10, A closer look 2. 
- Computer connected to the internet
- Projector/ TV/ pictures. 
- sachmem.vn
Assumptions 
 Anticipated difficulties Solutions
 - Students may not know how to work in teams or fully understand the - Give short, clear instructions and help if necessary.
 exercises and tasks. be the winner.
 Suggested answers:
 1. She is learning English now.
 2. They are not using solar energy.
 3. Are you working on your Project? T-Ss
 4. Where is your brother studying?
 5. She is playing basketball in the school yard.
 **** Teacher checks and corrects if Ss make the sentences incorrectly. 
Presentation THE PRESENT CONTINUOUS T-S 5 mins
 - Teacher says: “This lesson today is going to tell you about “The present 
 continuous”
 * Teacher draws students’ attention to the grammar point and the example
 To introduce students the 
 form of the key grammar 
 and how to use them 
 appropriately 
 ** Ss read the grammar explicit and study the example.
 *** Ss may discuss within groups/pairs before answering.
 **** Teacher shows and says the sentences aloud and asks Ss to make similar 
 sentences.
 Practice/ - To get students Task 1. Work in pairs. Tell your partner what the people in the pictures are T-S 3 mins
 Controlled interested in the topic doing 
 practice - To set the context * Teacher asks Ss to look at the pictures and work in pairs. Teacher asks them 
 - To help Ss understand how would they ask and answer (using Present continuous)
 the main idea of the text ** Ss work out and answer questions with a partner. 
 *** Ss share their answers in pairs.