Giáo án Tiếng Anh Lớp 7 - Tuần 28

Period: 82
UNIT 10: SOURCES OF ENERGY
A Closer look 2
I. Objectives
- By the end of the lesson, Ss will be able to talk about energy sources and they master the uses of the future continuous tense and the simple future passive.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: Energy sources
- Grammar: The future continuous tense and the simple future passive
b. Skills: listening, speaking, reading and writing.
c. Attitude: Being aware of the importance of sources of energy, and being interested in saving energy
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
Aims: Ss can use exactly some grammatical notes such as: the future continuous and the future simple passive.
Chatting
* Questions : Review simple future tense
- What will it be tomorrow?
- Where will you go for this summer vacation?
- When will you have a party for your next birthday?
- How will the world change if we use up all the non-renewable energy sources?
simple future tense à S + Will +V (inf) 
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: Ss can use the future continuous correctly.
1 - Give examples 
- Explain other uses of the future continuous tense.
- Give the form 
- Have Ss work in pairs to do Ex 1,3
 ( work individually)
- Call someone to present their answers. 
- Cross –correct
- Provide the keys 
- Ask Ss to write down on their notebooks
* Grammar 
I. The future continuous tense
* Examples :
- At 8.00 tomorrow morning, I will be learning Math at school.
- This time next summer , we will be visiting Paris
=> expressing an action in progress at a definite point of time in the future. 
(+) S + will be + V-ing 
(-) S + will not be + V-ing
(?) Will + S + be + V-ing ?
Note 1 : The future continuous often company with a definite point of time in the future ( Adv.s of time )such as :on Sunday next week , at 8.00 tomorrow morning, this time next summer, By 2020, 
* Practice :
1. Complete the sentences using the future continuous form of the verbs in brackets.
 1, will be putting 2, will be taking 
 3, will be installing 4, will be spending 
 5, will be using 
3. Complete the conversation with the verbs in brackets (simple future or future continuous tense).
1, will watch 2, will we put 
3, will be having 4, will travel 
5, will walk or cycle 
6, will be cycling 7, will be going
Aims: Ss can use the future simple passive correctly.
- Give the form 
- Give examples 
- Explain other uses of the passive voice.
- Have Ss work in pairs to do Ex5, 6
( work individually)
- Call someone to present their answers. 
- Cross –correct
- Provide the keys 
- Ask Ss to write down on their notebooks
II. The future simple passive form. 
* Form 
(+) S + will be + Vpp ( by O ) .
(-) S + will be + Vpp ( by O ) .
(?) will + S + be + Vpp ( by O ) ?
* Examples:
-Solar panels will be put on the roof of the houses.
- The exercises will be finished tomorrow. 
- Low energy light bulbs will be used widely. 
 NOTE 1: Passive form is used when .
- the doer is not known and not important 
- the object is not important 
NOTE2: If the doer is definite and still important , we can add “ by O ” at the end of the sentence .
 * Practice : 
5. Complete the magazine article with the passive form of the verbs in the table.
1. be provided 2. be used 
3. be placed 4. be stored 5. be solved
Aims: developing their speaking skill.
- Ask Ss to work in pairs.
- Call some pairs to present their answers. 
- Cross -check
- T feed-back 
* Further Practice
4. Work in pairs. Tell your partner what you will be doing at the following point of time. 
Eg: This time tomorrow 
I will be learning English this time tomorrow
Or 
This time tomorrow , I will be learning English
tomorrow afternoon/this weekend/ this time next week 
when you are fifteen years old
Aims: developing their writing skill
Ask Ss to work in pairs / in groups of four.
- Call some pairs / groups to present their answers 
- Cross -check
- T feed-back 
2. Write what these students will be doing tomorrow afternoon. 
1, Jenny will be giving a talk about saving energy.
2, Helen will be putting solar panels in the playground. 
3, Susan will be checking cracks in the water pipes.
4, Jack will be putting low energy light bulbs in the classrooms.
5. Kate will be showing a film on types of renewable energy sources. 
6. Change these sentences into the passive voice. 
1. Waves will be used as an environmentally friendly energy sources. 
2. A network of wind turbines will be installed to make electricity.
3. In the countryside, plants will be burnt to produce heat
4. Energy consumption will be reduced as much as possible.
5. Alternative sources of energy will be developed. 
6. Solar energy will be used to solve the problem of the shortage of energy.
7. Look at the pictures and write what will be done in the future.
* Suggestions 
- A hydro power station will be built in the region to increase the electricity.
- Solar panels will be put / installed on the roof of the buildings.
- A network of wind turbines will be installed to generate electricity.
- Bicycles will be used to travel in the city.
 ( Do at home if necessary)
3. Consolidation 4’
Practice fluently
4. Using knowledge (option)
5. Further practice (option)
- Learn vocabulary by heart
- Prepare the next lesson (Communication)
IV. Experience:
Period: 83
UNIT 10: SOURCES OF ENERGY
Communication
I. Objectives
- By the end of the lesson, Ss will be able to talk about their carbon footprint as well as the ways how to save energy in life. 
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: ways to save energy in life
- Grammar: How to make a speech about advantages and disadvantages of energy.
b. Skills: listening, speaking, reading and writing.
c. Attitude: Being aware of the importance of sources of energy, and being interested in saving energy
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’) Aims: SS can talk about the way they use energy and their future action to save energy.
Sts’ and T’s activities
Contents
- Have Ss answer the questions 
- Set the scene.
- Lead to the new lesson
* Questions :
What did you do to save energy?
What do you usually do to save energy?
What will you do to save energy? 
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: developing their speaking skill
- Elicit some new words from pictures and situations 
-
- Read aloud many times in chorus 
- Checking vocab: matching game 
- Call some individuals 
I-Vocabulary.
* How to save energy
- to take a shower 
- to ride a bike 
- to use public transport 
- to use a hand-fan
- to use low energy light bulbs 
- to turn off electricity things 
- to use biogas 
- to ..
 ..
1. Answer the questions below with the number from 1 to 4. “Do you .?”
EX: 
- Do you always take showers instead of baths?
- Do you often use a hand fan to keep cool in the summer?......
II. Practice
Do a test by answering the following questions with the number from 1 to 4.
QQuestions
 Do you ? 
Always
( = 1 )
Often
( = 2)
Sometimes
(= 3)
Never
( = 4 )
1. take showers...
2. walk or ride..
3. use public transport 4. use a hand fan
5. use low energy
Aims: developing their speaking skill
- Have Ss do exercise 2 
- Guide how to do ( individually) 
- Ask Ss to work in groups of six 
 1 student is the monitor 
 5 student are the participants 
- Call some groups to represent their works. 
- Feedback
- Give the answers 
2. Look up the score and answer the following question.
1, What is your total score? 
 ..
Then explain how well your partner saves energy “How big your partner’s carbon footprint is.”
 Student 1: 
 Student 2: 
 Student 3: ..
 Keys : 
 10-20: Your footprint is small. You are really environmentally friendly.
 21-30: Your footprint is quite small. Remember to care about, and respect, the world around us.
 31- 40: Your footprint is quite big. You do something to save energy, but there’s always room for improvement.
Aims: developing their speaking skills.
- Have Ss work in pairs 
- Call some Ss/ pairs to represent their report before the class 
- Feedback
3. Talk about your partner’s carbon footprint to your groups / class. Use the following prompts.
For example :
My partner’s carbon footprint is big. He is considerate because uses lots of baths. He could try harder to use showers instead of baths. By reducing the baths, he can help to save energy in the future.
 ( Ss’answers )
3. Consolidation 4’
Practice fluently
4. Using knowledge (option)
5. Further practice (option)
- Prepare: Skill 1
IV. Experience:
Period: 84
UNIT 10: SOURCES OF ENERGY
Skills 1
I. Objectives
- By the end of the lesson, Ss will get some more information about ENERGY SOURCES as well as well be able to talk about their advantages and disadvantages.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: Energy sources
- Grammar: How to make a speech about advantages and disadvantages of energy.
b. Skills: listening, speaking, reading and writing.
c. Attitude: Being aware of the importance of sources of energy, and being interested in saving energy
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Aims: Ss can know how to make a speech about advantages and disadvantages of energy.
Sts’ and T’s activities
Contents
- Have Ss play game “ spider web ”
- Read 3 times in chorus 
- Set the sense 
- Lead to the new lesson
 wind
Names of energy sources
 nuclear
 water
 sun
* Network ( old lesson)
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: developing their reading skill.
* Discussion : 
- Have Ss work in groups to discuss the following questions .
- Listen and feedback
- T asks Ss to look at the picture of some sources of energy, then asks them “What kind of energy is it?” 
- Elicit some new words (pictures, realias, situations .)
- Let Ss read the text silently.
- Have Ss read many times in chorus 
- Call some individuals 
Checking vocab: Slap the board and remember- Guide Ss the way how to do Ex3-a 
- Give examples 
- Ask Ss to work individually 
- Call some Ss to the black-board
- Provide the correct answers 
1. Discuss the following question.
1, What are the main sources of energy in Viet Nam ? coal , oil, hydro power, 
2, What types of energy sources will be used in the future? 
 ( .solar energy, wind energy ..)
I. Vocabulary.
- fossil fuel(n)
- to create = to produce = to generate 
- to replace 
- to turn ( turbines) 
- to convert into 
- to value
- alternative (a)
- a great deal of = a lot of
II. Practice.
Reading
2. Read the text below and check your ideas.
3. Read the text then answer the questions. 
a. Match the verbs with the nouns.
1- c ¦ create energy
2- a ¦ drive machinery 
3- e ¦ generate electricity 
4- b ¦ turn turbines 
5- d ¦ heat houses .
b. Answer the questions.
1. Two. They are renewable and non-renewable.
2. Hydro power is limited because dams cannot be built in certain areas, and nuclear energy is dangerous. 
3. Because the wind can turn turbines to make electricity. Solar energy can be changed into electricity or cab be used to heat or cool our houses.
4. We use hydro power most.
5. He thinks Viet Nam will use the wind and the sun as alternative sources of energy in the future.
Aims: developing their speaking skills.
- Guide Ss the way how to do Ex3-b 
- Give examples 
- Ask Ss to practice in pairs 
- Cross –check 
- Call some Ss to the black-board
- Provide the correct answers 
- Ask Ss to write down on their notebooks 
- Have Ss work in pairs 
- Call some pairs to role-play before the class 
- T feedback
Speaking
4. Ask and answer questions about the advantages and disadvantages of each type of energy source. 
Example : 
A: What type of energy is oil?
B: It is non-renewable source of energy, because it cannot easily be replaced.
A: What are its advantages and disadvantages?
B: It can be used to drive machinery, but it also pollutes the environment. 
 ..
- Divide the class into 4 groups
- Have Ss make a speech about the advantages and disadvantages of each type of energy source. 
- T observe 
- call some groups to represent their work
- Feedback
5. Talk about the advantages and disadvantages of each type of energy source. ( speaking)
Example : 
Hydro power is a renewable source of energy because it comes from water. It is cheap and plentiful. Unfortunately, dams can only be built in certain areas.
3. Consolidation 4’
Talk about the advantages and disadvantages of each type of energy source. 
4. Using knowledge (option)
5. Further practice (option)
- Prepare Skill 2.
IV. Experience:
Signature
Week 28: ........................................................