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

Giáo án Getting Started

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify and explain the meanings of the topic words: renewable, non-renewable, solar, wind power, coal, save energy.
    • Explain the function of the question 'What does renewable energy mean?' (asking for explanations).
    • Respond to a question for explanation with a reply that fits the question and checks understanding by paraphrasing.
    • Use the expressions 'Thank you for explaining.' and 'You are welcome.' appropriately in a short exchange.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on the matching and ordering tasks individually first and check their answers before sharing them with the class.
  • Communication and collaboration: Ss work in pairs to ask for and give explanations of energy-related words and to respond to each other's turns.
  • Problem-solving and creativity: Ss choose a suitable reply from several options and create a new four-turn exchange using at least one topic word.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the opening exchange, ask and answer a question for explanation, and create a short spoken exchange about energy sources.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss learn the vocabulary of energy sources, the question form 'What does ... mean?', and the common responses 'Thank you for explaining.' and 'You are welcome.'

3. Personal qualities

  • Diligence: Ss complete all tasks on time and check their own answers carefully.
  • Responsibility: Ss listen attentively to their partners and give replies that fit the context.
  • Kindness: Ss thank and respond politely to their partners during pair work.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board
  • Slides with the word bank, the model dialogue and the exercises
  • Worksheet 1 (printed or displayed)
  • Textbook Tiếng Anh 7 (Global Success), Unit 10, Getting Started
  • NeoEdu online lesson page (neoedu.vn/learn/7/english/unit-10-getting-started) for the lesson presentation and interactive exercises

2. Students

  • Textbook Tiếng Anh 7 (Global Success)
  • Notebook and pen
  • Worksheet 1 (one per pair or per student)

III. Procedures

Activity 1: Warm-up · 5 minutes

Look and recall energy words

a) Aims

Ss recall familiar words about energy sources and get ready for the topic of the lesson.

b) Content

T writes the word bank on the board: renewable, non-renewable, solar, wind power, coal, save energy. T asks Ss which words they already know and which energy sources they see in daily life.

c) Expected outcomes

Ss point to the words they already know and name at least one energy source from the word bank (for example, solar, wind power or coal). Ss may say: 'Solar is from the sun.' or 'Coal is non-renewable.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the six words on the board and asks: 'Which of these words do you know? Which energy sources do you know?'

    Students

    Ss look at the board and get ready to answer.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to think and note down words they know in their notebooks.

    Students

    Ss think individually and write down the words they know.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 to 4 Ss to share their words and one energy source. T writes correct answers on the board.

    Students

    Ss share their answers. Expected answers: 'I know solar.' 'Wind power is energy from the wind.' 'Coal is an energy source.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises Ss' ideas and says: 'Today we will learn words about energy sources and how to ask for explanations in English.'

    Students

    Ss listen and get ready for the new lesson.

Activity 2.1: Knowledge formation · 10 minutes

Energy source vocabulary

a) Aims

Ss identify the meanings of six topic words about energy sources.

b) Content

Ss complete Worksheet 1, Exercises 4 and 5: match the words renewable, non-renewable and solar with their meanings, then write the English word for 'có thể tái tạo' and 'không thể tái tạo' from the word bank (renewable, non-renewable, solar, wind power, coal, save energy). T models pronunciation of each word and Ss repeat in chorus and individually.

c) Expected outcomes

Ss complete the matching:

  • 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 write the answers: 'có thể tái tạo' = renewable; 'không thể tái tạo' = non-renewable.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and explains Exercises 4 and 5. T models the pronunciation of the six words and asks Ss to repeat.

    Students

    Ss listen to T, repeat the words in chorus and then individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for 3 minutes, then check with their desk partner.

    Students

    Ss match the words with their meanings and write the answers for Exercise 5 in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read their answers aloud. T asks: 'Is coal renewable or non-renewable?'

    Students

    Ss read out the matches. Expected answer: 'Coal is non-renewable.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes the six words with meanings on the board. T reminds Ss that 'renewable' comes from sources that are naturally replaced, and 'non-renewable' is the opposite.

    Students

    Ss copy the vocabulary list into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Asking for and checking explanations

a) Aims

Ss understand the function of the opening exchange and how to reply to a question for explanation.

b) Content

T reads the model dialogue: Alex: 'What does renewable energy mean?' Mai: 'It comes from sources that are naturally replaced, such as sunlight and wind.' Alex: 'Thank you for explaining.' Mai: 'You are welcome.' T asks Ss: 'What is Alex doing in the opening exchange? A. asking for explanations B. asking for a reason C. making a suggestion D. expressing a preference.' T then asks: 'Which reply fits the opening question?' with options A. 'The missing bag is blue.' B. 'It comes from sources that are naturally replaced, such as sunlight and wind.' C. 'I cannot answer because you did not ask a question.' D. 'Thank you for the birthday present.'

c) Expected outcomes

Ss answer:

  • Alex is asking for explanations (A).
  • The reply that fits is B: 'It comes from sources that are naturally replaced, such as sunlight and wind.'
  • Key idea: a useful reply must match the question, and we should check understanding by paraphrasing rather than repeating an unfamiliar term.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays or reads the model dialogue twice and asks Ss to listen carefully for the question and the reply.

    Students

    Ss listen and follow the dialogue in their textbooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to answer the two questions about the dialogue and reply choices.

    Students

    Ss discuss in pairs and choose their answers. Expected answers: 'A. asking for explanations' and 'B. ... such as sunlight and wind.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to report their answers and asks: 'Why is option C wrong?'

    Students

    Ss report and explain: 'Option C is wrong because the question was a real question, so it can be answered.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the key structure on the board: 'Ask for a meaning or example, then check understanding by paraphrasing.' T highlights the expressions 'Thank you for explaining.' and 'You are welcome.' and asks Ss to repeat them.

    Students

    Ss repeat the expressions and copy the key idea into their notebooks.

Activity 3: Practice · 10 minutes

Check your understanding

a) Aims

Ss practise the vocabulary and the structure of the exchange through guided exercises.

b) Content

Ss complete Worksheet 1, Exercises 6, 7 and 8. Exercise 6: read the opening exchange and mark the statements true (Đ) or false (S): a) Alex asks a question. b) Mai answers before Alex asks. c) Alex thanks Mai. Exercise 7: arrange the original conversation in the correct order. Exercise 8: find the English topic word that means 'không thể tái tạo' from the word bank.

c) Expected outcomes

Ss write these answers:

  • Exercise 6: a) Đ; b) S; c) Đ. Explanation: the four turns show question, answer, thanks and response.
  • Exercise 7: 1. Alex: What does renewable energy mean? 2. Mai: It comes from sources that are naturally replaced, such as sunlight and wind. 3. Alex: Thank you for explaining. 4. Mai: You are welcome.
  • Exercise 8: non-renewable.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the three exercises in Worksheet 1 and sets a time limit of 5 minutes.

    Students

    Ss read the instructions and begin the exercises individually.

  2. Teacher

    Step 2: Task performance

    T walks around the class, checks Ss' work and gives help to Ss who are slow.

    Students

    Ss complete Exercises 6, 7 and 8 and check with their partners.

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to read their answers for each exercise and asks: 'Why does the question come before the answer?'

    Students

    Ss give their answers. Expected answer: 'Because Alex asks first and Mai answers.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and points out the reason for each. T emphasises: 'A correct keyword does not make an irrelevant response correct. Use the complete context.'

    Students

    Ss correct their mistakes in their worksheets.

Activity 4: Application · 10 minutes

Create your own exchange

a) Aims

Ss create and perform a new four-turn exchange for asking for explanations, using at least one topic word.

b) Content

Pairs of Ss create a new four-turn exchange for asking for explanations. The exchange must use at least one topic word from the word bank and each reply must respond meaningfully to the partner. Example: Alex: 'What does solar energy mean?' Mai: 'It is energy from the sun.' Alex: 'Thank you for explaining.' Mai: 'You are welcome.' Pairs practise their dialogues and then perform in front of the class.

c) Expected outcomes

Each pair produces a four-turn dialogue that:

  • Contains a question with 'What does ... mean?' or a similar form.
  • Uses at least one topic word (renewable, non-renewable, solar, wind power, coal, save energy).
  • Has a reply that fits the question.
  • Ends with 'Thank you for explaining.' and 'You are welcome.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task, shows the example dialogue on the board and gives the criteria: at least one topic word, a meaningful reply and the closing expressions.

    Students

    Ss listen to the instructions and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T asks pairs to write and practise their dialogues for 5 minutes. T monitors and helps with pronunciation.

    Students

    Ss write their dialogues in their notebooks and practise speaking together.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 to 4 pairs to perform in front of the class. The class listens and gives feedback on the reply and the topic word.

    Students

    Pairs perform their dialogues. Listeners say whether the reply fits the question.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the lesson: 'Ask for a meaning or example, then check understanding by paraphrasing rather than repeating an unfamiliar term.' T gives feedback and praises Ss' effort.

    Students

    Ss note the key idea and the feedback in their notebooks.

Worksheets

Worksheet 1

Exercise 4: Match the topic words with their meanings.

  • renewable
  • non-renewable
  • solar
    A. thuộc năng lượng mặt trời
    B. có thể tái tạo
    C. không thể tái tạo

Exercise 5: Word bank: renewable, non-renewable, solar, wind power, coal, save energy.
Write the English word meaning 'có thể tái tạo': ______

Exercise 6: Read the opening exchange. Mark each statement Đ (true) or S (false).
a) Alex asks a question. ______
b) Mai answers before Alex asks. ______
c) Alex thanks Mai. ______

Exercise 7: Arrange the original conversation.

  • Mai: You are welcome.
  • Alex: What does renewable energy mean?
  • Alex: Thank you for explaining.
  • Mai: It comes from sources that are naturally replaced, such as sunlight and wind.

Exercise 8: Word bank: renewable, non-renewable, solar, wind power, coal, save energy.
Which English topic word means 'không thể tái tạo'? ______

Homework

  • Review the six topic words in the word bank (renewable, non-renewable, solar, wind power, coal, save energy) and write the meaning of each word in your notebook.
  • Write a new four-turn exchange for asking for explanations. Use at least one topic word and make sure each reply fits the question. Use 'Thank you for explaining.' and 'You are welcome.' in your dialogue.
  • Practise your dialogue aloud with a family member or a friend and be ready to perform it in the next lesson.
  • Visit the NeoEdu page (neoedu.vn/learn/7/english/unit-10-getting-started) to review the lesson and complete the interactive exercises.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.