NeoEdu
Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 10. Energy sources

Giáo án A Closer Look 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Recognise and use six topic words: renewable, non-renewable, solar, wind power, coal, save energy.
    • Match each word with its Vietnamese meaning (có thể tái tạo, không thể tái tạo, thuộc năng lượng mặt trời, điện gió, than đá, tiết kiệm năng lượng).
    • Pronounce the stressed syllable of energy (EN-er-gy) and explain the stress pattern in pol-LU-tion.

2. Competences

a) General competences

  • Self-control and independent learning: Ss recall the target words without looking at the English side and check their own answers against the dictionary stress marks.
  • Communication and collaboration: Ss work in pairs to describe the energy picture, quiz each other on word meanings and give peer feedback on pronunciation.
  • Problem-solving and creativity: Ss sort energy sources into categories and write a personal message about saving energy using the target words.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss describe the energy scene, read the target words aloud, listen to a word and identify it, and write a short message about energy.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss learn the meanings and collocations of six topic words and apply the stress rule for three-syllable words such as energy and pollution.

3. Personal qualities

  • Diligence: Ss practise the target words and stress patterns at home and complete the worksheet fully before the next lesson.
  • Responsibility: Ss make a realistic personal commitment to save energy at home and report it honestly in their message.

II. Teaching aids and materials

1. Teacher

  • Computer, projector and speakers
  • Unit 10 vocabulary scene picture (from the NeoEdu lesson page) showing solar panels and wind turbines
  • Flashcards with the six target words, their Vietnamese meanings and useful phrases
  • Audio recording of the target words and the words energy and pollution
  • NeoEdu lesson page: neoedu.vn/learn/7/english/unit-10-a-closer-look-1 (lecture, example and interactive exercises)
  • Worksheet 1: Energy Sources Vocabulary (printed copies for each pair)

2. Students

  • Notebook, pen and pencil
  • Learner's dictionary or device with dictionary stress marks
  • Mobile phone or tablet to access the NeoEdu lesson page (if available)

III. Procedures

Activity 1: Warm-up · 4 minutes

Describing the energy scene

a) Aims

Ss activate prior knowledge about energy sources and identify two energy sources in the picture, which leads them into the topic of the lesson.

b) Content

Ss look at the Unit 10 vocabulary scene picture and answer the questions:

  • What energy sources can you see?
  • How are they used?
    Ss describe the two energy sources in simple sentences, for example: Sunlight is used by solar panels, and wind turns turbines.

c) Expected outcomes

Two energy sources identified:

  • Solar energy: solar panels use sunlight.
  • Wind power: wind turns turbines.
    Ss' sentences are clear and include visible details from the picture.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture on the projector and asks: 'What energy sources can you see? How are they used?'

    Students

    Ss listen to the question and look carefully at the picture.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for two minutes, point at the picture and note the key words.

    Students

    Ss discuss in pairs and write down the energy sources and their uses in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to describe the picture and encourages others to add details.

    Students

    Pairs report. Expected answers: 'Sunlight is used by solar panels.' / 'Wind turns turbines.' Other Ss add: 'The solar panels are on the roof.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, writes solar and wind power on the board and says the lesson will focus on these words and four others about energy.

    Students

    Ss copy the two words and the title of the lesson into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Energy source words: renewable or non-renewable

a) Aims

Ss learn the meaning of six topic words, use each word with a useful phrase, and recall the words from their meanings.

b) Content

T presents six words with their meanings and useful phrases:

  • renewable (có thể tái tạo)
  • non-renewable (không thể tái tạo)
  • solar (thuộc năng lượng mặt trời)
  • wind power (điện gió)
  • coal (than đá)
  • save energy (tiết kiệm năng lượng)
    Ss play a cover-and-recall game: they cover the English side, recall the word from the meaning, then write one complete sentence about this unit using the word. Then Ss sort the energy sources into renewable and non-renewable.
    See Worksheet 1, Part A.

c) Expected outcomes

Sorted list:

  • Renewable: solar, wind power
  • Non-renewable: coal
  • Action: save energy
    Sample sentences:
  • Solar energy is renewable.
  • Coal is non-renewable.
  • We should save energy at home.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six flashcards with meanings and phrases. T asks Ss to cover the English side and recall each word from its meaning. T then asks Ss to complete Worksheet 1, Part A, in pairs.

    Students

    Ss listen, look at the cards and prepare to recall the words.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, helps Ss who struggle with the meanings and checks that they use the words correctly in full sentences.

    Students

    Pairs take turns covering the English side of the cards, recall the word and write one sentence for each word. They sort the sources into renewable and non-renewable.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to read their sentences aloud. T asks: 'Which energy sources can be used again and again?'

    Students

    Pairs read their sentences. Expected answer: 'Solar and wind power are renewable.' 'Coal is non-renewable.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and the sorting, and draws a two-column chart on the board: Renewable / Non-renewable. T notes that save energy is an action, not an energy source.

    Students

    Ss copy the chart and the six words with their meanings into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Stress in energy and pollution

a) Aims

Ss pronounce the word energy with stress on the first syllable and identify the stressed syllable in pollution.

b) Content

T models the words EN-er-gy and pol-LU-tion, then explains:

  • In energy, the stress is on the first syllable: EN-er-gy.
  • In pollution, the stress is on the second syllable: pol-LU-tion.
  • Say the stressed syllable clearly and make the weak syllables shorter.
  • Check the stress mark in the dictionary rather than counting letters. Stress may change among related words.
    Ss repeat chorally and then individually.

c) Expected outcomes

Ss mark the stress correctly:

  • EN-er-gy (stress on the first syllable)
  • pol-LU-tion (stress on the second syllable)
    Key idea: check the dictionary stress mark, not the number of letters.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes energy and pollution on the board and asks: 'Which syllable is the strongest?' T plays the audio recording once.

    Students

    Ss listen and think about which syllable sounds strongest.

  2. Teacher

    Step 2: Task performance

    T models the words, then asks Ss to repeat chorally. Pairs practise saying the words, one partner says the word and the other claps on the stressed syllable.

    Students

    Ss repeat, clap the stressed syllable and check the stress mark in their dictionaries.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 individual Ss to say energy and pollution. T gives feedback on the stressed syllable.

    Students

    Individual Ss say the words. Expected answers: EN-er-gy and pol-LU-tion; the stressed syllable is clearer and the weak syllables are shorter.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule: three-syllable words do not always stress the same syllable, so Ss should check the dictionary.

    Students

    Ss write the stress rule in their notebooks and mark the stress on energy and pollution.

Activity 3.1: Practice · 8 minutes

Vocabulary matching and choice

a) Aims

Ss match target words with their meanings, choose the correct meaning and complete the vocabulary task with the target phrase.

b) Content

Ss complete Worksheet 1, Parts B, C and D, which use exercises 1, 2, 3 and 6 from the lesson:

  • Exercise 1: Match each word with its meaning.
  • Exercise 2: Which word means than đá? A. coal B. renewable C. solar D. save energy
  • Exercise 3: Use the word bank to complete the word from its meaning, tiết kiệm năng lượng.
  • Exercise 6: Select the correctly matched meanings.

c) Expected outcomes

Answers:

  • Exercise 1: renewable – có thể tái tạo; non-renewable – không thể tái tạo; solar – thuộc năng lượng mặt trời; wind power – điện gió
  • Exercise 2: A (coal = than đá)
  • Exercise 3: save energy
  • Exercise 6: A and C (renewable – có thể tái tạo; solar – thuộc năng lượng mặt trời)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and asks Ss to complete Parts B, C and D individually within 4 minutes.

    Students

    Ss read the instructions and begin the tasks individually.

  2. Teacher

    Step 2: Task performance

    T walks around, checks answers quietly and reminds Ss to look for the meaning, not a similar-looking word.

    Students

    Ss complete the matching and choice tasks, then compare answers with a partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers to each exercise and asks the class to agree or disagree.

    Students

    Ss report: 'Exercise 2 is A, coal.' 'Exercise 3 is save energy.' 'Exercise 6 is A and C.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and points out the common mistake: wind power does not mean than đá; coal means than đá.

    Students

    Ss correct their worksheets and note the correct meanings.

Activity 3.2: Practice · 6 minutes

Listening and stress recognition

a) Aims

Ss recognise the target word they hear and identify the stressed syllable in energy.

b) Content

T plays the audio recording for exercises 4 and 5:

  • Exercise 4: Listen to the word. Which word did you hear? A. renewable B. wind power C. coal D. non-renewable
  • Exercise 5: For energy, choose the target sound, stress or intonation. A. second syllable B. third syllable C. first syllable

c) Expected outcomes

Answers:

  • Exercise 4: D (non-renewable)
  • Exercise 5: C (first syllable, EN-er-gy)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T tells Ss they will listen to the recording twice and choose the answers. T reminds them to focus on the stressed syllable in exercise 5.

    Students

    Ss prepare to listen and choose answers.

  2. Teacher

    Step 2: Task performance

    T plays the recording for exercise 4 and then exercise 5. T pauses after each item for Ss to choose.

    Students

    Ss listen individually and write A, B, C or D. Ss compare with a partner.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to report their answers and explain how they recognised non-renewable.

    Students

    Ss report: 'I heard non-renewable, D.' 'The stress is on the first syllable, C.'

  4. Teacher

    Step 4: Conclusion and assessment

    T replays the word non-renewable and emphasises the stressed syllable. T confirms the answers.

    Students

    Ss repeat non-renewable and note the answers in their notebooks.

Activity 4: Application · 7 minutes

Energy message and read-aloud

a) Aims

Ss read the word energy aloud with correct stress and write a short personal message about saving energy using the target words.

b) Content

Ss complete two tasks:

  • Exercise 8: Read the words energy aloud and explain the stress pattern. Then give one other example from the lesson (pollution).
  • Write a short message (3–4 sentences) about how you save energy at home or at school. Use at least three target words: renewable, non-renewable, solar, wind power, coal, save energy.

c) Expected outcomes

Sample answers:

  • Reading: EN-er-gy, the stress is on the first syllable. Another example: pol-LU-tion, the stress is on the second syllable.
  • Sample message: I think solar energy is renewable. We should save energy at home. I turn off the lights when I leave the room. Coal is non-renewable, so we should use less of it.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to read energy aloud and explain the stress. T then asks Ss to write a short message about saving energy using at least three target words.

    Students

    Ss listen to the instructions and prepare their message.

  2. Teacher

    Step 2: Task performance

    T circulates and helps Ss with sentence structure. T asks each S to read energy aloud to a partner.

    Students

    Ss write their messages individually. Partners listen and check the stressed syllable.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to read their messages aloud and say one example of stress from the lesson.

    Students

    Ss read their messages. Expected explanation: 'Energy is stressed on EN-, and pollution is stressed on -LU-.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate use of the target words and stress, and reminds Ss to check the dictionary stress mark for new words.

    Students

    Ss revise one sentence if needed and keep their messages in their notebooks.

Worksheets

Worksheet 1: Energy Sources Vocabulary

Part A: Recall and sort.

  • Cover the English side of the cards. Recall the word from its meaning.
  • Sort the energy sources:
    • Renewable:
    • Non-renewable:
  • Write one sentence for each word: renewable, non-renewable, solar, wind power, coal, save energy.

Part B: Matching.

  • renewable – ___
  • non-renewable – ___
  • solar – ___
  • wind power – ___
    Choose from: điện gió; thuộc năng lượng mặt trời; có thể tái tạo; không thể tái tạo.

Part C: Choose the correct answer.
Which word means than đá?
A. coal
B. renewable
C. solar
D. save energy

Part D: Complete the word from its meaning.
Tiết kiệm năng lượng: ___
Word bank: renewable, non-renewable, solar, wind power, coal, save energy.

Part E: Select the correctly matched meanings. (Choose all that are correct.)
A. renewable – có thể tái tạo
B. non-renewable – thuộc năng lượng mặt trời
C. solar – thuộc năng lượng mặt trời
D. wind power – than đá

Part F: Listening (your teacher will play the recording).
Which word did you hear?
A. renewable
B. wind power
C. coal
D. non-renewable

Part G: Stress.
For the word energy, which syllable is stressed?
A. second syllable
B. third syllable
C. first syllable

Homework

  • Study the six target words with their meanings and write one complete sentence for each word.
  • Practise saying energy (EN-er-gy) and pollution (pol-LU-tion), and check the stress marks in your dictionary.
  • Write a short message of 5–6 sentences about how your family can save energy at home. Use at least four target words.
  • Access the NeoEdu lesson page (neoedu.vn/learn/7/english/unit-10-a-closer-look-1) to review the lecture and the interactive exercises before the next lesson.

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