Tiếng AnhLớp 7Unit 10. Energy sources

Giáo án Skills 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:
Identify the main message of a text about energy sources (Son's comparison of coal, sunlight and wind).
Locate supporting details in the text and point to the sentence that gives each answer.
Use the key vocabulary: renewable, non-renewable, solar, wind power, coal, save energy.

2. Competences

a) General competences

Self-control and independent learning: Ss read the text first for the main message, then scan for details, and check their own answers against the text before reporting.
Communication and collaboration: Ss work in pairs and groups to compare answers, paraphrase key sentences and give reasons for their opinions.
Problem-solving and creativity: Ss weigh benefits and limitations of each energy source and propose a reasoned choice for their school.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read an original text for main ideas and supported details, and explain a relevant opinion with evidence from the text.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the key vocabulary of the unit (renewable, non-renewable, solar, wind power, coal, save energy) in context.

3. Personal qualities

Honesty: Ss base their answers on sentences in the text and do not replace evidence with general beliefs.
Responsibility: Ss take responsibility for their group task and their own opinion, and state clearly what comes from the text and what comes from their own view.
Patriotism: Ss show care for the environment by discussing how the country can save energy and use cleaner energy sources wisely.

II. Teaching aids and materials

1. Teacher

Lesson plan, textbook Tiếng Anh 7 Global Success (Unit 10, Skills 1)
Projector or interactive whiteboard, slides with the reading text and key vocabulary
Pictures or simple drawings of coal, sunlight and wind turbines (no more than 3 images)
Worksheet: Phiếu học tập số 1 (printed, one per group)
Digital lesson page: neoedu.vn/learn/7/english/unit-10-skills-1 (lesson content, examples and interactive exercises)

2. Students

Textbook, notebook, pen, pencil
Highlighter or coloured pencils to mark key sentences
Small whiteboard or paper for group answers

III. Procedures

Activity 1: Warm-up · 5 minutes

Energy sources around us

a) Aims

Ss activate prior knowledge about energy sources and get ready to read about them.

b) Content

T shows two pictures (coal and sunlight/wind turbines) and asks Ss: 'What energy sources do you know? Which one do people use most in our homes?' Ss answer in a quick brainstorm and then write one word for each picture on the board.

c) Expected outcomes

A short list on the board: coal, sunlight, wind, and other energy sources Ss name (for example electricity, gas). Ss state one simple idea: 'Coal is used for electricity' or 'Sunlight is free and clean.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the pictures and asks: 'What do you see? What energy sources do you know?' T writes the question 'Which energy source is best for our school?' on the board as the topic question for the lesson.
Students
Ss look at the pictures and listen to the question.
Teacher
Step 2: Task performance
T gives 1 minute for Ss to think and write down two energy sources in their notebooks.
Students
Ss think individually and write two energy sources, for example: coal, solar energy.
Teacher
Step 3: Report and discussion
T invites 3-4 Ss to say their answers and writes them on the board.
Students
Ss answer, for example: 'Coal is an energy source. Sunlight is clean.' Other Ss add: 'Wind power can make electricity.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and says: 'Today we will read about coal, sunlight and wind, and decide which is better. Let us start!'
Students
Ss listen and write the title 'Energy sources' in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Key vocabulary about energy

a) Aims

Ss understand and pronounce the key words of the lesson and use them in short sentences.

b) Content

T presents six words: 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). T models pronunciation, asks Ss to repeat in chorus and individually, then asks Ss to match each word with a meaning in pairs.

c) Expected outcomes

Ss match the words correctly: 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. Each pair writes one example sentence, for example: 'Coal is non-renewable.' / 'We should save energy at home.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the six words on the board and asks Ss to pair up. T says: 'Match the words with their Vietnamese meanings. Then make one sentence with each word that you know.'
Students
Ss pair up with the desk partner and get ready to match.
Teacher
Step 2: Task performance
T models the pronunciation of each word, then Ss repeat in chorus and individually. Pairs match the words and meanings in their notebooks and write one example sentence.
Students
Ss repeat the words and match them. Example sentences: 'Wind power is clean.' 'Coal is non-renewable.'
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read their matches and sentences. T corrects pronunciation of 'renewable' and 'non-renewable' and of 'solar'.
Students
Pairs read their answers aloud. Expected answer: 'Solar energy comes from the sun. It is renewable.'
Teacher
Step 4: Conclusion and assessment
T explains: 'Renewable means it can be replaced naturally, non-renewable means it cannot be replaced quickly.' T asks Ss to say the word 'non-renewable' again.
Students
Ss repeat the explanation and the word and write the new vocabulary list in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Reading for the main message

a) Aims

Ss read the text once and identify its main message: Son compares energy sources at his school because he wants to explain energy choices clearly.

b) Content

Ss read the text 'Son compares energy sources at his secondary school during the lunch break...' once quickly and answer the question: 'What is the main message of the text?' Ss answer in English with the help of the key words. Then T asks: 'Why does Son do this?'

c) Expected outcomes

Main message: Son compares energy sources at his secondary school during the lunch break, and the class discusses benefits and limitations before making a choice. Reason: Son wants to explain energy choices clearly. Ss point to the sentence 'Son does this because he wants to explain energy choices clearly.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Read the text once for the main message. Do not read every word. Then tell me: what is the text about?' T shows the question 'What is the main message?' on the slide.
Students
Ss listen to the instruction and open their textbooks at page of Skills 1.
Teacher
Step 2: Task performance
T gives 3 minutes for silent reading. Then T asks Ss to work in pairs to discuss and underline the sentence that gives the main message.
Students
Ss read silently and discuss with their partner. Expected answer: 'The main message is that Son compares energy sources to explain energy choices clearly.'
Teacher
Step 3: Report and discussion
T calls on 2-3 pairs to report. T asks: 'Which sentence supports your answer?'
Students
Ss answer: 'Son does this because he wants to explain energy choices clearly.' Some Ss may only say 'It is about energy', and T asks them to add more detail.
Teacher
Step 4: Conclusion and assessment
T confirms: 'The main message is Son's comparison of energy sources to explain his choice. Always point to the sentence that supports your answer.' T writes the reason sentence on the board.
Students
Ss copy the main message and the supporting sentence into their notebooks.

Activity 2.3: Knowledge formation · 8 minutes

Scanning for supporting details

a) Aims

Ss scan the text to find specific details about coal, sunlight and wind, and explain them with evidence.

b) Content

Ss complete Phiếu học tập số 1 by scanning the text for details. Questions: (1) What does Son's display contrast? (2) Why is coal non-renewable? (3) What do sunlight and wind have in common? (4) What is the limitation of sunlight and wind? (5) Does the text say any source is free of every environmental cost?

c) Expected outcomes

Answers from the text: (1) Coal is contrasted with sunlight and wind. (2) Coal takes a very long time to form, and burning it releases pollution and carbon dioxide. (3) Both are naturally replenished. (4) Their output changes with weather and time of day. (5) No, the text says no source is free of every environmental cost.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Phiếu học tập số 1 to each group and says: 'Scan the text for the details. Underline the sentence that gives each answer.'
Students
Ss receive the worksheet, read the five questions and check the key words.
Teacher
Step 2: Task performance
T monitors groups, helps Ss who cannot find the sentence by pointing to key words such as 'coal', 'non-renewable', 'replenished'.
Students
Groups scan the text, write answers and underline the supporting sentences. Expected answer for question 2: 'It takes a very long time to form.'
Teacher
Step 3: Report and discussion
T asks each group to read one answer aloud and show the sentence in the text. T asks: 'Is this your own opinion or the text?'
Students
A representative reads the answer and the sentence. Example: 'The text says burning coal releases pollution and carbon dioxide.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'Coal is non-renewable and causes pollution. Sunlight and wind are replenished but depend on weather and time. No source is free of every cost.' T reminds Ss not to replace text evidence with general beliefs.
Students
Ss correct their answers and write the key details in their notebooks.

Activity 3: Practice · 7 minutes

Check comprehension: multiple choice and true or false

a) Aims

Ss apply the reading skills to answer multiple-choice and true or false questions based on the text.

b) Content

Ss do exercises 2-7 in the textbook. Ex 2: Who is the main person? Ex 3: What is the main activity? Ex 4: Where does the activity take place? Ex 5: When does it take place? Ex 6: Why does the person do this? Ex 7: Judge the statements: a) The main person is Son. b) The activity happens at an airport. c) The stated reason is that he wants to explain energy choices clearly.

c) Expected outcomes

Answer key: Ex 2: C (Son). Ex 3: B (compares energy sources). Ex 4: A (at his secondary school). Ex 5: A (during the lunch break). Ex 6: A (he wants to explain energy choices clearly). Ex 7: a) True; b) False; c) True.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Do exercises 2 to 7. Find the sentence in the text for each answer before you choose.' T shows the first question on the slide.
Students
Ss read the questions and options.
Teacher
Step 2: Task performance
T gives 4 minutes for individual work, then Ss check with a partner.
Students
Ss answer individually and check with their partner. Some Ss may choose 'B' in Ex 4 by mistake; T reminds them to check the text.
Teacher
Step 3: Report and discussion
T calls on individual Ss to answer each exercise and asks them to read the supporting sentence.
Students
Ss answer: 'Number 2 is C, because the text says Son.' 'Number 7 b is False, because the text says at his secondary school, not at an airport.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and says: 'A correct keyword does not make an answer correct. Use the whole context.' T writes the answers on the board.
Students
Ss correct any mistakes in their notebooks.

Activity 4: Application · 7 minutes

Sharing an opinion with evidence

a) Aims

Ss express a relevant opinion about energy sources, supported by one accurate detail from the text and a reason, and separate the text's facts from their own opinion.

b) Content

Ss work in groups of four. Each group answers: 'Which energy source should our school use more: coal, sunlight or wind? Give one detail from the text and one reason of your own.' Ss write two sentences: one sentence 'The text says...' and one sentence 'In my opinion...'. Homework: Ss write a 35-50-word summary of the reading about Son, including the main topic, purpose and one important detail.

c) Expected outcomes

Each group writes a short paragraph of two sentences. Example: 'The text says sunlight and wind are naturally replenished. In my opinion, our school should use more sunlight because it is clean and we can see it every day.' Homework: a 35-50-word summary, for example: 'Son compares energy sources at his secondary school because he wants to explain energy choices clearly. His display contrasts coal with sunlight and wind.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Discuss your choice with your group. Use one fact from the text and give one reason. Then write two sentences: one for what the text says and one for your opinion.' T shows the model sentences on the slide.
Students
Ss listen and look at the model sentences.
Teacher
Step 2: Task performance
T monitors groups and gives help with sentence structure, for example: 'The text says ... / In my opinion ...'.
Students
Groups discuss and write their two sentences. Expected answer: 'The text says coal takes a very long time to form. In my opinion, our school should use less coal because it causes pollution.'
Teacher
Step 3: Report and discussion
T invites one representative from each group to read the two sentences. T asks the class: 'Is this from the text or is it an opinion?'
Students
Representatives read their sentences. Other Ss answer the question: 'The first sentence is from the text, the second is an opinion.'
Teacher
Step 4: Conclusion and assessment
T praises good reasons and reminds Ss to keep text facts and personal opinions separate. T assigns the homework summary.
Students
Ss write the homework task in their notebooks: a 35-50-word summary of the reading.

Worksheets

Phiếu học tập số 1

Read the text about Son and scan for the details. Underline the sentence that gives each answer.

1. What does Son's display contrast?
1. Why is coal non-renewable?
1. What do sunlight and wind have in common?
1. What is the limitation of sunlight and wind?
1. Does the text say that any energy source is free of every environmental cost?
  Answer key:
1. Coal is contrasted with sunlight and wind.
1. It takes a very long time to form, and burning it releases pollution and carbon dioxide.
1. They are naturally replenished.
1. Their output changes with weather and time of day.
1. No, no source is described as free of every environmental cost.

Homework

Write a summary of the reading about Son in 35-50 words. Include the main topic (Son compares energy sources), the purpose (he wants to explain energy choices clearly) and one important detail (his display contrasts coal with sunlight and wind).
Review the six key words: renewable, non-renewable, solar, wind power, coal, save energy. Write one sentence for each word.
Optional practice on neoedu.vn/learn/7/english/unit-10-skills-1: do the interactive exercises for Skills 1 and check your answers with the answer key.

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