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

Giáo án Skills 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 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 the main ideas and specific details (person, activity, place, time, reason) in a listening about energy sources.
    • Use a three-step listening strategy: predict the topic, listen for the main idea, then listen again for specific details and take short notes.
    • Use the present continuous (am/is/are + V-ing) to describe current actions and temporary activities, with correct negative and question forms.
    • Write a 60–80-word paragraph about how their family is saving energy at home, giving current actions and reasons without inventing measured savings.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict answers, take their own notes and check their listening choices against the audio before reporting to the class.
  • Communication and collaboration: Ss work in pairs and groups to compare notes, justify their answers with spoken evidence and share ideas about saving energy.
  • Problem-solving and creativity: Ss choose a suitable responsible energy-saving action from the listening text and develop it into a personal written paragraph.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss understand main ideas and specific details of a talk about energy sources, explain a responsible choice orally and write a 60–80-word paragraph about family energy-saving habits.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six vocabulary items (renewable, non-renewable, solar, wind power, coal, save energy), form the present continuous correctly, and apply spelling changes such as write → writing and run → running.

3. Personal qualities

  • Responsibility: Ss describe real or realistic family actions that save electricity, such as switching off lights in empty rooms and opening curtains when daylight is enough, and explain why these actions matter.
  • Diligence: Ss complete listening tasks, take notes carefully and revise their paragraph to meet the word count and the requirement to avoid invented measured savings.

II. Teaching aids and materials

1. Teacher

  • Audio of the Skills 2 listening (Unit 10, Tiếng Anh 7 Global Success), played twice in each listening task
  • Projector or interactive whiteboard, slides with the vocabulary, the grammar example and the writing planner
  • Pictures or simple drawings of solar panels, wind turbines, a coal power plant and a family saving energy at home
  • Worksheet 1 (listening answer sheet) and Worksheet 2 (writing planner), printed for each student
  • Timer and answer key for the listening tasks and the writing rubric
  • NeoEdu learning page with interactive exercises: neoedu.vn/learn/7/english/unit-10-skills-2

2. Students

  • Textbook Tiếng Anh 7 (Global Success), Unit 10, Skills 2
  • Notebook, pencil, eraser and a ruler
  • Worksheet 1 and Worksheet 2
  • Smartphone or tablet to access the NeoEdu page at home or in class, if available

III. Procedures

Activity 1: Warm-up · 5 minutes

Energy sources brainstorm

a) Aims

Ss activate prior knowledge of energy sources and recall the topic of the unit before the listening.

b) Content

Ss look at the pictures of solar, wind power and coal, name each energy source and decide whether it is renewable or non-renewable. Key guiding question: 'Which energy sources can be renewed naturally, and which cannot?'

c) Expected outcomes

A quick class list: renewable energy: solar, wind power; non-renewable energy: coal. Ss state the difference in one sentence: renewable sources can be replaced naturally; non-renewable sources cannot be replaced in a short time.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures and asks: 'What energy sources do you know? Which of them are renewable?'

    Students

    Ss look at the pictures and think about the question individually for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T monitors and encourages Ss to use the words they already know in English.

    Students

    Ss work in pairs, name the energy sources and sort them into two groups. Expected answers: solar, wind power (renewable); coal (non-renewable).

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to report and asks: 'Why is coal non-renewable?'

    Students

    Ss report their groups. Expected answer: 'Coal takes millions of years to form, so we cannot replace it quickly.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes the title Energy sources on the board. T says: 'Today we will listen to a talk about saving energy and write about our family.'

    Students

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

Activity 2.1: Knowledge formation · 15 minutes

Vocabulary and listening strategy

a) Aims

Ss understand and pronounce six key words and apply a three-step listening strategy to predict, listen for main ideas and take short notes.

b) Content

Vocabulary: 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).
Strategy: (1) predict the topic from Energy sources; (2) listen first for the activity and the reason; (3) listen again for names, times and places, then take short notes (who / what / where / when / why). Ss check which spoken detail supports their choice.
Guiding questions: 'What is the main activity?' 'Which words in the audio tell you the reason?'

c) Expected outcomes

Ss can pronounce and use the six words in short sentences, for example: 'Solar energy is renewable.' 'Coal is non-renewable.' Ss have a note-taking template with five headings: who, what, where, when, why. Key idea: a correct keyword is not enough; Ss must check the whole context before choosing an answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T presents the six words with the meanings in brackets, models pronunciation and asks Ss to repeat in chorus and then individually. T introduces the strategy and asks: 'Before you listen, what do you predict the talk is about?'

    Students

    Ss repeat the words, then predict the topic in one sentence, for example: 'The talk is about saving energy at home.'

  2. Teacher

    Step 2: Task performance

    T plays the first part of the audio and asks Ss to listen only for the activity and the reason. T pauses and asks: 'Who is the speaker? What is she doing?'

    Students

    Ss listen, write short notes in their notebooks and compare with a partner. Expected notes: Ha; checking energy use; family wants to reduce waste.

  3. Teacher

    Step 3: Report and discussion

    T asks a few pairs to read their notes aloud and to point to the words in the audio that support them. T asks: 'Which detail tells you the reason?'

    Students

    Ss report and explain: 'Her family wants to reduce waste, so she checks energy use.' Ss point out the time, place and reason in their notes.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the strategy on the board: Predict, Listen for the main idea, Listen again for details, Check the evidence. T reminds Ss: 'A correct keyword does not make an irrelevant answer correct; always check the whole context.'

    Students

    Ss write the four steps of the strategy in their notebooks and repeat the six vocabulary words once more.

Activity 2.2: Knowledge formation · 20 minutes

Present continuous in use

a) Aims

Ss form and use the present continuous to describe actions happening now or temporary activities around now, and distinguish it from routines.

b) Content

Ss look at the example: 'Look! The students are checking the lights.' T asks: 'Why do we use are here?' Ss compare two sentences: 'They check the lights every day' (routine) and 'They are checking the lights now' (current action).
Form: am/is/are + V-ing. Negative: put not after be (We are not touching the wiring). Question: put be before the subject (Are you switching off the lights?).
Spelling: write → writing; run → running. Stative verb: know is normally not used in the continuous in this meaning (I know the answer, not I am knowing).

c) Expected outcomes

Ss complete the form summary in their notebooks:

  • Affirmative: subject + am/is/are + V-ing
  • Negative: subject + am/is/are + not + V-ing
  • Question: Am/Is/Are + subject + V-ing?
  • Spelling: write → writing; run → running
  • Stative verb example: know (not used in the continuous in this meaning)
    Example answer: 'Look! The students are checking the lights.' Signal word: Look. Plural subject uses are.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the example on the board: 'Look! The students ___ the lights.' and asks: 'Which form of be should we use? Why?'

    Students

    Ss look at the sentence and think about the answer individually.

  2. Teacher

    Step 2: Task performance

    T divides the class into groups of four to make a 'Grammar wall': each group discusses one part of the rule (form, negative, question, spelling, stative verb) and writes a short example on a sheet of paper.

    Students

    Ss in groups write their examples, for example: 'My father is checking the appliances.' 'We are not switching off the fans.' 'Are they opening the curtains?' 'I am writing now.' 'She is running to the window.'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to stick their wall in the classroom and asks the class to find the mistakes. T asks: 'Why do we say They check every day but They are checking now?'

    Students

    Ss walk around, read other groups' work and give feedback. Expected answer: 'Check every day shows a routine; are checking shows an action happening now.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule, corrects the spelling of writing and running and explains the stative verb know. T asks Ss to copy the summary into their notebooks.

    Students

    Ss copy the form summary and the spelling rules into their notebooks.

Activity 3.1: Practice · 20 minutes

Listening for main ideas and details

a) Aims

Ss identify the main person, activity, place, time and reason in the listening, and judge statements as true or false with evidence.

b) Content

Ss do Worksheet 1: Listening tasks 1–6 (multiple choice and true/false). T plays the audio twice. Ss must write the answer and the evidence word or phrase.

c) Expected outcomes

Answer key:

  1. D (Ha)
  2. C (is checking energy use)
  3. A (at home)
  4. A (this week)
  5. A (her family wants to reduce waste)
  6. a) T (the main person is Ha); b) F (the activity does not happen at the school science club); c) T (the stated reason is that her family wants to reduce waste)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and reads the instructions. T reminds Ss to predict the answer before the second listening.

    Students

    Ss read the questions and options silently and predict the answers for 1 minute.

  2. Teacher

    Step 2: Task performance

    T plays the audio for tasks 1–5 twice. After the first listening, T asks Ss to check their predictions with a partner. T plays the audio for task 6 and asks Ss to mark the statements.

    Students

    Ss listen, choose the answers, write the evidence word and compare answers with a partner. Ss decide T, F or Not given for task 6.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to report answers. For each answer, T asks: 'What is your evidence?' T asks for a 'why not' reason for the false statement in task 6b.

    Students

    Ss give answers and evidence, for example: 'Answer B: the text says she is checking energy use.' For 6b, Ss say: 'The activity is at home, not at the school science club.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers from the key and highlights the strategy: a correct keyword must fit the whole context. T reminds Ss to check names, times and places in the second listening.

    Students

    Ss correct their answers and mark the evidence words in their worksheets.

Activity 3.2: Practice · 15 minutes

Explaining a responsible choice

a) Aims

Ss listen for a specific detail and explain, in English, how it shows responsibility in saving energy.

b) Content

Ss do Worksheet 1, task 7: Listen once more and explain one responsible choice made by Ha, with a specific detail. Ss answer in two or three sentences. Ss must use the details in the talk and must not invent any event.

c) Expected outcomes

Sample answer (one possible answer): 'Ha is recording how long the lights stay on in empty rooms. This shows she cares about electricity because she wants to know where energy is wasted. The detail is specific and connected to her goal of saving energy.'
Another possible answer: 'Her father is cleaning a window to let in more daylight. This shows responsibility because the family uses natural light before switching on lights.'
Assessment: accurate detail 4 points; explanation connected to it 4 points; clear English 2 points.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads task 7 and asks Ss to listen for one specific detail about Ha or her family. T models a short answer with a connector: 'One responsible choice is ... This shows ... because ...'

    Students

    Ss read task 7 and the model sentence, and note one detail while listening.

  2. Teacher

    Step 2: Task performance

    T plays the audio once more. Ss work in pairs: Student A gives the detail and the explanation; Student B checks the accuracy against the talk and gives a short comment.

    Students

    Ss listen, write their detail and explanation, and then practise saying them to their partner. Expected details: recording how long the lights stay on in empty rooms; cleaning a window to let in more daylight; not replacing all appliances.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3–4 Ss to present their answers to the class and asks: 'Is this detail in the talk? How does it show responsibility?'

    Students

    Ss present their answers in English. Other Ss decide whether the detail is accurate and give feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on accuracy, connection and clarity, and praises responsible details. T links the answer to the writing task: 'Think about your own family's actions for the next activity.'

    Students

    Ss note one useful sentence from the feedback to use in their writing.

Activity 4: Application · 15 minutes

Writing about our family saving energy

a) Aims

Ss write a 60–80-word paragraph about how their family is saving energy at home, using the present continuous for current actions and giving reasons without inventing measured savings.

b) Content

Ss complete Worksheet 2: Writing planner (who, what, where, when, a useful detail, reasons). Then Ss write 60–80 words about how their family is saving energy at home. Requirements: current actions in the present continuous; reasons; no measured savings or invented numbers. Model sentence written by T as an example: 'My family is trying to use energy more carefully at home. We are switching off lights in empty rooms. My father is checking which appliances we use most often. These habits help us reduce waste.'

c) Expected outcomes

A 60–80-word paragraph in English with:

  • A topic sentence about the family's effort to save energy
  • At least three present continuous actions (for example: We are opening the curtains; We are switching off lights; My father is checking appliances)
  • At least one reason (for example: to reduce waste)
  • No measured savings or invented numbers
    Teacher assessment (10 points): task and content 4; organisation 2; grammar and vocabulary 3; spelling and punctuation 1.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 2 and explains the writing task. T reminds Ss: 'Use the present continuous for current actions and do not invent measured savings.'

    Students

    Ss read the task and the planner, and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T monitors, helps Ss with word choice and spelling (writing, running) and checks the word count. T asks guiding questions: 'What is your family doing now? Why are you doing it?'

    Students

    Ss fill in the planner, draft 60–80 words individually and then exchange drafts with a partner for a quick check of the verb forms.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to read their drafts aloud. T asks the class: 'Is the reason clear? Are the verbs in the present continuous?'

    Students

    Ss read their paragraphs and classmates give one positive comment and one suggestion.

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights common errors (Ss used the continuous with know, or invented numbers) and gives the rubric. T asks Ss to finish the paragraph at home.

    Students

    Ss revise their drafts, record the word count and write the final version as homework.

Worksheets

Worksheet 1: Listening for main ideas and details

Listen and choose the correct answer.

  1. Listen. Who is the main person?
    A. Tuan
    B. Alex
    C. Mai
    D. Ha
  2. Listen. What is the main activity?
    A. takes a swimming test
    B. repairs a school bus
    C. is checking energy use
    D. is designing a future boat
  3. Listen. Where does the activity take place?
    A. at home
    B. in the classroom
    C. at the school library
    D. at the community hall
  4. Listen. When does it take place?
    A. this week
    B. on Monday morning
    C. on Tuesday afternoon
    D. on Friday evening
  5. Listen. Why does the person do this?
    A. her family wants to reduce waste
    B. to prepare for a school competition
    C. to earn money for a class trip
    D. to spend time with a visiting cousin

Task 6. Listen and judge the information (T = True, F = False).
a) The main person is Ha.
b) The activity happens at the school science club.
c) The stated reason is that her family wants to reduce waste.

Task 7. Listen once more. Explain one responsible choice made by Ha, with a specific detail. Write two or three sentences.

  • Your detail: ...
  • Your explanation: ...

Worksheet 2: Writing planner

Task: Write 60–80 words about how your family is saving energy at home. Give current actions and reasons. Do not invent measured savings.

Planning table (write notes, not full sentences):

  • Who: ...
  • What are they doing now? (use the present continuous): ...
  • Where: ...
  • When: ...
  • A useful detail: ...
  • Reason: ...

Checklist:

  • My topic sentence is clear.
  • I use am/is/are + V-ing for current actions.
  • I use not after be for negatives and put be before the subject for questions.
  • I check the spelling: writing, running.
  • I give at least one reason.
  • I have no invented measured savings.
  • My paragraph has 60–80 words. Word count: ...

Homework

  • Finish the writing task: revise your draft from class into a final paragraph of 60–80 words about how your family is saving energy at home. Use at least three present continuous sentences and at least one reason.
  • Count your words and check the rules: am/is/are + V-ing, not after be in negatives, be before the subject in questions, writing and running spelling.
  • Rewrite the form summary from your notebook in your own words and give two examples for each rule.
  • Practise the six vocabulary words (renewable, non-renewable, solar, wind power, coal, save energy) with a partner by making one sentence for each word.
  • Optional: complete the interactive exercises for Unit 10, Skills 2 on NeoEdu at neoedu.vn/learn/7/english/unit-10-skills-2 and bring your score or question to the next lesson.

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.