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

Giáo án Looking Back

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:
    • Use the present continuous (am/is/are + V-ing) for actions happening now and temporary activities around now.
    • Distinguish the present continuous from the routine present simple, for example "They check the lights every day" and "They are checking the lights now."
    • Pronounce the stress in three-syllable words such as EN-er-gy and pol-LU-tion.
    • Use topic vocabulary about energy sources: wind power, coal, save energy, renewable, solar power.
    • Ask for a meaning or example and check understanding by paraphrasing.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review the present continuous independently by completing the self-check exercises and noting their own errors.
  • Communication and collaboration: Ss work in pairs to check stress, ask for meanings and correct each other's sentences politely.
  • Problem-solving and creativity: Ss identify and correct language mistakes and write original sentences about energy-saving activities.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss ask for meaning, paraphrase an unfamiliar term, and write four to five sentences about energy-saving actions.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply present continuous forms correctly, mark word stress in three-syllable words, and use the five topic words in context.

3. Personal qualities

  • Diligence: Ss complete all review exercises and check their answers in the dictionary before giving the final answer.
  • Responsibility: Ss take turns in pair work and correct their own written mistakes in the notebook.
  • Honesty: Ss admit the errors they still make and report them truthfully in the self-check.
  • Kindness: Ss give constructive feedback to their partners and encourage peers who hesitate when speaking.
  • Patriotism: Ss propose simple actions to save energy at school and in their families, showing care for the environment of their country.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and slides with photos of wind turbines, solar panels, a coal power plant and students turning off lights
  • Board and colored markers
  • Sentence strips for the grammar and stress activities
  • Digital learning page: neoedu.vn/learn/7/english/unit-10-looking-back (lesson content, examples and interactive exercises)

2. Students

  • Textbook English 7 (Global Success), Unit 10
  • Notebook, pencil, eraser, ruler
  • Pocket dictionary with stress marks
  • Worksheet 1 (printed or copied on paper)

III. Procedures

Activity 1: Warm-up · 5 minutes

Energy Picture Quiz

a) Aims

Ss activate prior knowledge of energy sources and recall the present continuous through a visual quiz.

b) Content

Ss look at four slide photos (wind turbines, solar panels, a coal power plant, students switching off lights) and answer two questions: "What energy source is this?" and "What are the people doing now?"
Example questions from T: "What is this?" "What are the students doing right now?"

c) Expected outcomes

Ss name the energy sources: wind power (điện gió), solar power, coal (than đá).
Ss produce sentences such as: "The students are saving energy now." and "The workers are using wind power."
Ss give the lesson title: Looking Back – Unit 10: Energy sources.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four photos and says: "Look at the pictures. Work in pairs. Name the energy source and say what the people are doing now." T models one answer: "This is solar power. The people are using solar power now."

    Students

    Ss listen to the instruction and look at the photos carefully.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, helps Ss who cannot find the word, and prompts with "Look! What is happening now?"

    Students

    Pairs discuss and write one or two sentences for each picture. Possible answers: "It is wind power." "The workers are checking the solar panels."

  3. Teacher

    Step 3: Report and discussion

    T invites four pairs to report and asks the class: "Is the sentence about now or every day?"

    Students

    Pairs read their sentences aloud. Other Ss answer: "It is about now." "It uses the present continuous."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the energy sources and the form of the present continuous, then writes the lesson title on the board: Looking Back – Unit 10: Energy sources.

    Students

    Ss copy the title and the key words into their notebook.

Activity 2.1: Knowledge formation · 10 minutes

Reviewing the Present Continuous

a) Aims

Ss systematize the form and use of the present continuous and compare it with the present simple for routines.

b) Content

T writes the structure on the board and asks Ss to complete the summary.
Questions T asks:

  • "Which verb form do we use after am/is/are?" (V-ing)
  • "Where do we put not in a negative sentence?" (after be)
  • "Which word comes first in a question?" (be)
    Ss compare: "They check the lights every day." (routine) and "They are checking the lights now." (current action).
    Ss practise spelling: write → writing, run → running.
    T notes that a stative verb such as know is normally not used in the continuous form in this meaning.

c) Expected outcomes

Ss record in their notebook:

  • Affirmative: S + am/is/are + V-ing (e.g., The students are checking the lights now.)
  • Negative: S + am/is/are + not + V-ing (e.g., The class is not using the old lamps now.)
  • Question: Am/Is/Are + S + V-ing? (e.g., Are they using solar power now?)
  • Spelling: write → writing; run → running
  • Routine vs current: "They check the lights every day" (routine) / "They are checking the lights now" (now).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Look at the board. Copy the structure and complete the four blanks in your notebook. Then compare the two sentences on the board."

    Students

    Ss open their notebook and prepare to copy the structure.

  2. Teacher

    Step 2: Task performance

    T asks guiding questions: "Is the action happening now or every day?" "Why is the verb know not used in the continuous form here?" T calls on individual Ss to explain spelling changes.

    Students

    Ss work individually, then check with a partner. Possible answers: "Be is placed before the subject in questions." "Write becomes writing because we drop the e."

  3. Teacher

    Step 3: Report and discussion

    T asks two or three Ss to read their answers and writes correct versions on the board.

    Students

    Ss read their sentences. Example: "Affirmative: S + am/is/are + V-ing." "Routine: They check the lights every day."

  4. Teacher

    Step 4: Conclusion and assessment

    T summarizes the form and the meaning of the present continuous and emphasizes the difference from the routine present simple. T notes that know is not normally continuous in this meaning.

    Students

    Ss correct their notebook entries and tick the structure they still find difficult.

Activity 2.2: Knowledge formation · 8 minutes

Stress in Three-Syllable Words

a) Aims

Ss identify and pronounce the stressed syllable in three-syllable words using the dictionary stress mark.

b) Content

T models two words: EN-er-gy (stress on the first syllable) and pol-LU-tion (stress on the second syllable). T says: "Say the stressed syllable clearly and make the weak syllables shorter."
Ss check the stress mark in the dictionary for the words: energy, pollution.
Ss practise saying each word in pairs, tapping the stressed syllable on the desk.

c) Expected outcomes

Ss write and mark the stress:

  • energy → EN-er-gy (first syllable)
  • pollution → pol-LU-tion (second syllable)
    Ss remember: check the dictionary stress mark rather than counting letters; stress may change among related words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes energy and pollution on the board and says: "Do not count the letters. Look at the dictionary stress mark."

    Students

    Ss open their dictionary and find the stress marks for the two words.

  2. Teacher

    Step 2: Task performance

    T models the pronunciation, then asks pairs to say the words and tap the stressed syllable on the desk. T monitors pronunciation.

    Students

    Pairs take turns: one says the word, the other checks the stress. Answers: "EN-er-gy, the first syllable is strong." "pol-LU-tion, the second syllable is strong."

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to say the words aloud to the class and asks the class to clap the stressed syllable.

    Students

    Pairs say the words aloud and the class claps the strong beat.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the stress patterns and reminds Ss to check the dictionary stress mark when they learn new words.

    Students

    Ss write the stress marks in their notebook.

Activity 2.3: Knowledge formation · 7 minutes

Topic Words and Asking for Meaning

a) Aims

Ss recall topic vocabulary about energy sources and practise asking for meaning and checking understanding by paraphrasing.

b) Content

T shows five topic words: wind power, coal, save energy, renewable, solar power.
T models the language: "What does renewable mean?" "Could you give an example?" Then T checks understanding by paraphrasing: "So renewable means an energy source that we can use again and again?"
Ss practise asking and answering in pairs with the phrases: "What does ... mean?" "Could you give an example?" "So you mean ...?"

c) Expected outcomes

Ss record the meanings:

  • wind power = điện gió
  • coal = than đá
  • save energy = tiết kiệm năng lượng
  • renewable = có thể tái tạo
  • solar power = năng lượng mặt trời
    Ss use the paraphrase model: "So you mean ...?" instead of repeating the unfamiliar term.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the five topic words on the board and says: "Ask your partner about one word you do not know. Use the question: What does ... mean? Then paraphrase the answer."

    Students

    Ss read the words and note the words they are unsure about.

  2. Teacher

    Step 2: Task performance

    T walks around and listens to the questions. T prompts Ss who only repeat the word: "Try to paraphrase it. What do you mean?"

    Students

    Pairs ask and answer. Example: "What does renewable mean?" "Could you give an example?" "So you mean it can be used again and again?"

  3. Teacher

    Step 3: Report and discussion

    T invites two Ss to demonstrate their dialogue in front of the class and gives positive feedback.

    Students

    Two pairs present the dialogue. Ss listen and check the meanings in their notes.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings of the five words and reminds Ss that asking for an example and paraphrasing help them understand without repeating the unfamiliar word.

    Students

    Ss write the Vietnamese meanings and the paraphrase phrase in their notebook.

Activity 3: Practice · 8 minutes

Repairing Sentences and Choosing Answers

a) Aims

Ss apply the present continuous, the stress rule and the topic vocabulary to complete the review exercises accurately.

b) Content

Ss complete Worksheet 1 with these exercises:

  • Exercise 1–4: choose the correct present continuous sentence.
  • Exercise 5–6: match topic words and the meaning of "renewable".
  • Exercise 7: choose please, yesterday or loudly to complete the polite request "Could you say that again, ___?"
  • Exercise 8: rebuild the sentence from the cues: The students / are / saving energy / at school.
  • Exercise 9: choose the stressed syllable of "energy".
    T says: "Work individually for three minutes, then check with your partner."

c) Expected outcomes

Answers:

  1. C – Look! The students are checking the lights.
  2. B – Mai is writing a report at the moment.
  3. A – Are they using solar power now?
  4. A – The class is not using the old lamps now.
  5. wind power = điện gió; coal = than đá; save energy = tiết kiệm năng lượng
  6. C – có thể tái tạo
  7. please
  8. The students are saving energy at school.
  9. A – first syllable (EN-er-gy)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: "You have three minutes to do Exercises 1 to 9. Then check with your partner."

    Students

    Ss receive Worksheet 1 and read the instructions.

  2. Teacher

    Step 2: Task performance

    T monitors and notes the common mistakes, especially the position of not and the subject-verb agreement.

    Students

    Ss complete the exercises individually, then compare answers with a partner and explain their choices. Example: "Look signals now, so we use the present continuous."

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read answers for Exercises 1, 3, 8 and 9. T asks: "Why is A correct in Exercise 3?"

    Students

    Ss give answers and reasons. Example: "Questions start with are, because the subject is plural."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and reminds Ss of the present continuous rules and the stress pattern of energy.

    Students

    Ss correct their worksheets and mark the mistakes in red.

Activity 4: Application · 7 minutes

My Energy-Saving Sentences

a) Aims

Ss produce original sentences about energy-saving actions using the present continuous and identify and correct one language mistake.

b) Content

Ss write four to five sentences about what they or people around them are doing now to save energy, using the present continuous and at least two topic words.
Then Ss complete Exercise 10: explain one mistake they can now avoid. Example: incorrect "The students checks the lights now." – correct "The students are checking the lights now."
Question from T: "What is one thing you are doing now to save energy?"

c) Expected outcomes

Sample answers:

  • My father is using solar power to heat the water now.
  • The students are turning off the lights at school.
  • My mother is not using the air conditioner at the moment.
    Exercise 10 sample: Mistake – The students checks the lights now. Correction – The students are checking the lights now. Explanation – with now, we use the present continuous, and the plural subject uses are.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Write four or five sentences about energy-saving actions happening now. Use at least two topic words. Then correct the mistake in Exercise 10."

    Students

    Ss listen and start writing in their notebook.

  2. Teacher

    Step 2: Task performance

    T walks around, checks the sentences and gives quick feedback on verb forms and stress.

    Students

    Ss write individually, then read their sentences to a partner. Partners check the verb forms.

  3. Teacher

    Step 3: Report and discussion

    T invites three Ss to read their sentences and the mistake correction aloud to the class.

    Students

    Three Ss read. Example: "My father is using solar power now." Other Ss say whether the sentence is correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good examples and reminds Ss to use the present continuous for actions happening now and the present simple for routines. T sets homework.

    Students

    Ss note the homework in their notebook.

Worksheets

Worksheet 1

Exercise 1. Choose the correct sentence.

  • A. Look! The students check yesterday the lights.
  • B. Look! The students is checking the lights.
  • C. Look! The students are checking the lights.
  • D. Look! The students checks the lights.

Exercise 2. Choose the correct sentence.

  • A. Mai write a report at the moment.
  • B. Mai is writing a report at the moment.
  • C. Mai writes yesterday a report at the moment.
  • D. Mai are writing a report at the moment.

Exercise 3. Choose the correct question.

  • A. Are they using solar power now?
  • B. Do they using solar power now?
  • C. Does they using solar power now?
  • D. Is they using solar power now?

Exercise 4. Choose the correct negative.

  • A. The class is not using the old lamps now.
  • B. The class not is using the old lamps now.
  • C. The class does not using the old lamps now.
  • D. The class is not use the old lamps now.

Exercise 5. Match the words with their meanings.

  • wind power / coal / save energy
  • điện gió / than đá / tiết kiệm năng lượng

Exercise 6. Choose the correct meaning of "renewable".

  • A. điện gió
  • B. tiết kiệm năng lượng
  • C. có thể tái tạo
  • D. không thể tái tạo

Exercise 7. Complete the polite request with please, yesterday or loudly.

  • Could you say that again, ___?

Exercise 8. Rebuild the sentence.

  • The students / are / saving energy / at school.

Exercise 9. Which syllable is stressed in "energy"?

  • A. first syllable
  • B. second syllable
  • C. third syllable

Homework

  • Write five sentences about what people are doing now to save energy. Use the present continuous and at least two topic words: wind power, solar power, save energy, renewable, coal.
  • Check the stress of the words energy and pollution in your dictionary. Practise saying them aloud five times each, tapping the stressed syllable.
  • Rewrite the sentence "The students checks the lights now." correctly and write one sentence explaining the mistake.
  • Practise asking for meaning: write two questions you can ask your teacher or friend when you do not understand a word (for example, "What does renewable mean?" and "Could you give an example?").

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