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Mô tả: Date of planning: 15.5.2025 Period 103 UNIT 10: ENERGY SOURCES Lesson 3.1 - Listening and Reading (Page 82) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about different energy sources. - practice listening (for general and specific information) and understanding an interview about energy. - read (for gist and details) and understand a formal email about energy. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - save energy. - choose suitable, economical and environmentally friendly types of energy for everyday use. - protect the environment. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Let’s Talk: Look at the picture. What problem can you see? What causes it? What can we do to improve it? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Listening: Listen to an interview. What is Harry's job? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and answer the questions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read Elizabeth's email and circle Windrush City's biggest problem? - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, read and fill in the blanks - Ss’ answers. - T’s feedback/Peers’ feedback. -Speaking: Is your town polluted? What are the causes? What should your town do to improve it? - Ss’ answers / presentation. - T’s observation/ DCR and T’s feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absentstudents 7A 7B A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by giving enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Introduce the topic: Pollution. c) Expected outcomes: Ss have general ideas about the topic “Pollution”, which they are going to listen and read in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Let’s Talk! Look at the picture. What problem can you see? What causes it? What can we do to improve it? - Use the “Let’s talk!” part in the textbook– page 82 for warm-up activity. - Ask Ss to work in pairs to look at the picture and answer the questions: What problem can you see? What causes it? What can we do to improve it? - Call Ss to share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: Negative effects of some energy sources - Show a picture, ask Ss some questions. 1. What problem can you see in the picture? 2. What causes it? 3. What kind of energy do you think that people use in this situation? 4. Can you use 1 word to describe this picture? - Have Ss discuss and give answers. - Give feedback and evaluation. - Lead to the new lesson: Pollution is one of the biggest negative impacts of energy sources. - Work in pairs to answer. - Present. - Look at the pictures, discuss and answer the questions. - Listen. B. New lesson (35’)  Activity 1: Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to an interview. What is Harry's job? - Listen and answer the questions. c) Expected outcomes: Students can practice listening and understanding general + specific information about energy. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to an interview. What is Harry's job? - Have Ss read the question. - Play audio (CD2 – Track 33). - Have Ss listen and circle the correct answer. - Call Ss to give answer, explain. - Play the audio again and check the answer as a whole class using DCR. Task b. Listen and answer the questions - Have Ss read through the questions in Task b first, underline the key words for listening. - Play the audio again (CD2 – Track 33). - Have Ss listen and answer the questions. - Remind Ss to use short answers. - Have Ss check answers with their partners. - Call Ss to give answers, explain. - Check the answers as a whole class using DCR. - Read and guess the answer. - Listen. - Listen and circle the correct answer. - Give answer, explain. Answer keys - Read, find and underline the key words. - Listen and answer the questions. - Exchange answers. - Read answers. Answer keys  Activity 3: Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read Elizabeth's email and circle Windrush City's biggest problem? - Now, read and fill in the blanks. - Is your town polluted? What are the causes? What should your town do to improve it? c) Expected outcomes: Students can read a formal email for gist and detail, and they can give their opinion about how to protect the environment when using energy. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read Elizabeth's email and circle Windrush City's biggest problem? - Have Ss read the content in Task a. - Ask Ss to scan the email to choose the correct answer. - Have Ss underline the supporting ideas. - Call a student to give answer. - Check the answer as a whole class using DCR. Task b. Now, read and fill in the blanks. - Have Ss read the content in Task b and underline the key words. - Have Ss read the email again and fill in the blanks. - Remind Ss to use short answers for each blank. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answers as a whole class using DCR. Task c. Speaking: In pairs: Is your town polluted? What are the causes? What should your town do to improve it? - Have Ss discuss the questions in pairs. - Call some Ss to share their answers with the whole class. - Give feedback and evaluation. - Scan the email to choose the correct answer. - Underline the supporting ideas. - Give answer. Answer keys - Read and underline the key words. - Read the email again for details. - Exchange answers. - Give answers. Answer keys - Discuss in pairs. - Present. C. Consolidation and homework assignments (5’) *Consolidation: Negative effects of energy - cause pollution - be dangerous - cost much money - … *Homework - Do the exercises in WB: Listening and Reading (page 60). - Talk about negative effects of energy. - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 64). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 10 - Lesson 3 – Writing and Speaking (page 83 – SB). D. Reflection a. What I liked most about this lesson today: …………………………………………………………………………… b. What I learned from this lesson today: …………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………… ************** Date of planning: 15.5.2025 Period 104 UNIT 10: ENERGY SOURCES Lesson 3.2 – Speaking and Writing (Page 83) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know the format of a formal email. - talk about how to protect the environment. - write a formal email to suggest changing energy sources. 1.2. Competences - improve communication, collaboration, writing and critical thinking skills. 1.3. Attributes - save energy. - choose suitable, economical and environmentally friendly types of energy for everyday use. - protect the environment. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Speaking: You're talking about how to make Blackstone Town greener. In pairs: Read about Blackstone Town. Discuss which energy sources the town should use more or less. - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Complete the table with two energy sources you want to change, what you want to change them to, and why. - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Writing: Read about writing formal emails. Then, read Elizabeth's email again and number the parts that are more formal. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the email below and underline the informal language. Rewrite them in formal language in your notebook. Use the skill box to help you. - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, write an email to the mayor of Blackstone Town to suggest changing energy sources. Use the Feedback form to help you. Write 60 to 80 words. - Ss’ answers. - T’s observation and feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 7A 7B A. Warm up: (4’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Introduce: Salutation / Introduce: formal email. c) Expected outcomes: Ss know about the topic that they are going to talk and write about in new the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Option 1: Introduce: Salutation. - Give some ways of giving salutation. - Have Ss put them in 2 groups: Formal and Informal. - Call Ss to give answers. - Check Ss’ answers, correct if necessary. - Lead to the new lesson: Writing a formal email. *Salutation: Dear Jane, Hi Mark, Greetings! Hello everyone, Good morning! Dear Mr. Roberts, Dear Dr. Smith, Dear Professor, Dear Mary, Dear Sir / Madam, To whom it may concern Hello Hey  Option 2: Introduce: Formal email. - Have Ss look and match parts of a formal email (in 3 minutes). - Call Ss to give answers. - Give feedback and correct answers. - Lead to the new lesson: Writing a formal email. *Illustration: - Work in pairs. - Give answers. - Listen. Answer keys - Formal: Dear Mr. Roberts, Dear Dr. Smith, Dear Professor, Dear Sir / Madam, To whom it may concern - Informal: Dear Jane, Hi Mark, Greetings! Hello everyone, Good morning! Dear Mary, Hello Hey - Work in pairs. - Give answers. - Listen. Answer keys B. New lesson (35’)  Activity 1: Pre-Writing (Speaking) (8’) a) Objective: Ss prepare for what they are going to write about. b) Content: - Speaking: You're talking about how to make Blackstone Town greener. In pairs: Read about Blackstone Town. Discuss which energy sources the town should use more or less. - Complete the table with two energy sources you want to change, what you want to change them to, and why. c) Expected outcomes: Ss prepare ideas and language for their writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. You're talking about how to make Blackstone Town greener. In pairs: Read about Blackstone Town. Discuss which energy sources the town should use more or less. - Divide the class into pairs. - Have Ss read about Blackstone Town and discuss which energy sources the town should use more or less. - Go round and support Ss if necessary. - Have some students share their ideas with the class. - Give feedback and evaluation. Task b. Complete the table with two energy sources you want to change, what you want to change them to, and why. - Use DCR to draw students' attention to the table and the example answers. Elicit one or two more answers from the whole class. - Have Ss fill in the table. - Have some students share some of their ideas with the class. - Work in pairs. - Present. - Look and listen. - Work in pairs to complete the table with two energy sources you want to change. - Present.  Activity 2: While - Writing (22’) a) Objective: Students can develop their writing skill. b) Content: - Read about writing formal emails. Then, read Elizabeth's email again and number the parts that are more formal: - Read the email below and underline the informal language. Rewrite them in formal language in your notebook. Use the skill box to help you. - Now, write an email to the mayor of Blackstone Town to suggest changing energy sources. Use the Feedback form to help you. Write 60 to 80 words. c) Expected outcomes: Students can write a holiday postcard, using right format, structures and rich vocabulary. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read about writing formal emails. Then, read Elizabeth's email again and number the parts that are more formal: -Briefly explain the Writing skill box and have some Ss read it aloud. - Have Ss read about writing formal emails. Then, read Elizabeth's email again and number the parts as requested. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answers as a whole class using DCR. Task b. Read the email below and underline the informal language. Rewrite them in formal language in your notebook. Use the skill box to help you. - Have students read the email. - Have students underline the informal language. Then, rewrite them in formal language in the notebook. - Remind Ss to use information in the skill box. - Have students check their answers with a partner. - Check answer as a whole class. *Let’s Write: Write an email to the mayor of Blackstone Town to suggest changing energy sources. Use the Feedback form to help you. Write 60 to 80 words. - Draw Ss’ attention to the feedback form. - Have Ss use their notes in speaking part and the instruction in the Writing box to write a formal email to suggest changing energy sources. - Go round, observe and give help if necessary. - Have some Ss hang their writings on the board. - Listen and read. -Work in pairs. - Exchange their answers with a partner. - Give answers. Answer keys - Read the email, underline the informal language. Then, rewrite them in formal language in the notebook. - Exchange answers. - Read answers. Answer keys - Do the writing part. -Write.  Activity 3: Post - Writing (5’) a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings. c) Expected outcomes: Students know whether their writings follow the model and use the correct structures and language, whether their writings are interesting and understandable or not. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: + the format, the structures + the understandability + the coherence and cohesion + the punctuation and the spelling - Look, listen and correct mistakes. Suggested writing C. Consolidation and homework assignments (5’) * Consolidation: - Writing Skill: * Homework - Remember how to write a formal email. - Finish the writing part. - Do the exercises in WB: Writing part, page 61. - Complete grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 65). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 10 – Review, pages 110, 111. D. Reflection a. What I liked most about this lesson today: …………………………………………………………………………… c. What I learned from this lesson today: …………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………… ********************** Date of planning: 15.5.2025 Period 105 UNIT 10: ENERGY SOURCES Lesson 4 – Review (Pages 110, 111) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about energy (wind turbines, natural gas, power plant, pollution, non-renewable, solar panels, nuclear power, renewable, …) and talk about them. - review grammar: Connectors: and, but; Comparison: more…than…, less…than… - talk about types and sources of energy; benefits and drawbacks of energy sources. - pronoun some vowels and consonants correctly: /e/, /æ/, /ə, /aʊ/, /əʊ/, “s” endings. - put stress on nouns with two syllables. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for any assessment. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listening: Listen to Steve talking to Alice about energy. For each question, choose the correct answer (A, B, or C). You will hear the conversation twice. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read the text about Midnight City. Choose the best word (A, B, or C) for each space. - Ss’ answers. - T’s feedback/Peers’ feedback. - Vocabulary: Fill in the blanks with the words and phrases in the box. - Ss’ answers. - T’s feedback/Peers’ feedback. - Grammar: Combine the sentences using “and” or “but”. - Ss’ answers. - T’s feedback/Peers’ feedback. -Pronunciation: + Circle the word that differs from the other three in the position of primary stress in each of the following questions. + Circle the word that has the underlined part pronounced differently from the others. - Ss’ answers/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 7A 7B A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Review: words about energy. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Review: Words about energy. - Have Ss review words about energy by looking at the pictures and give names of the things in the pictures. - Call Ss to give answers. - Give feedback. - Lead to the new lesson. *Illustration:  Option 2: Odd one out - Have Ss do a small exercise: Odd 1 out (find a word which does not belong to the group. - Call Ss to give answers, explain for their answers. - Give feedback. - Lead to the new lesson. *Illustration: Odd one out - Look at the pictures and give answers. - Listen. Answer keys 1. wind turbines 2. natural gas 3. solar panels 4. coal 5. power plant / power station - Work in pairs. - Give answers. - Listen. Answer keys 1. energy (not adjective) 2. free (not noun) 3. wind turbines (not adjective) 4. expensive (not connectors) 5. disadvantage (not positive meaning) B. New lesson (35’)  Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - Listen to Steve talking to Alice about energy. For each question, choose the correct answer (A, B, or C). You will hear the conversation twice. c) Expected outcomes: Ss listen in details and get familiar with the listening format test. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Listen to Steve talking to Alice about energy. For each question, choose the correct answer (A, B, or C). You will hear the conversation twice. - Have Ss read through the listening part. - Demonstrate the activity by using the example. - Play the audio (CD 2 – Track 44). Have Ss listen and choose the correct answer. - Have Ss check answers with pairs, then read answers. - Check answers as a whole class using DCR. - Read in silence. - Listen and read answers. Answer keys  Activity 2: Reading (7’) a) Objective: Students can improve their reading skill. b) Content: - Read the text about Midnight City. Choose the best word (A, B, or C) for each space. c) Expected outcomes: Ss read for comprehension and get familiar with the reading format test. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Read the text about Midnight City. Choose the best word (A, B, or C) for each space. - Demonstrate the activity on DCR by using the example. - Have Ss look and read, then choose the correct answer (A, B, or C). - Call Ss to give answers, explain. - Give feedback and evaluation. - Observe and listen. - Listen and choose the correct answer (A, B, or C). - Give answers, explain. Answer keys  Activity 3: Vocabulary (7’) a) Objective: Ss can review vocabulary about tourism and cultures. b) Content: Fill in the blanks with the words and phrases in the box. c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Fill in the blanks with the words and phrases in the box. - Have Ss read the sentences. - Ask Ss to work in pairs to fill in the blanks with the words and phrases in the box. - Have Ss give answers, tell the meaning of the words /phrase again. - Check answers as a whole class using DCR. - Read the sentences. - Work in pairs to fill in the blanks. - Give answers. Answer keys  Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: Connectors: “and” or “but”. b) Content: - Combine the sentences using “and” or “but”. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Combine the sentences using “and” or “but”. - Have Ss tell the way to use the Connectors: “and” or “but”. - Ask Ss to work individually to combine the sentences using “and” or “but”. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, explain for their choice. - Check answers as a whole class using DCR. - Retell. - Work individually. - Work in pairs. - Give answers. Answer keys  Activity 5: Pronunciation (4’) a) Objective: Ss can review the stress of nouns with 2 syllables, vowels and consonants: /e/, /æ/, /ə, /aʊ/, /əʊ/, “s” endings. b) Content: - Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Circle the word that has the underlined part pronounces differently from the others. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Remind Ss some basic rules of putting stress on nouns with 2 syllables. - Ask Ss to work individually. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. Task b. Circle the word that has the underlined part pronounced differently from the others. - Have Ss distinguish vowels and consonants: /e/, /æ/, /ə, /aʊ/, /əʊ/, “s” endings. - Ask Ss to work individually to circle the answer. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. - Listen. - Work individually. - Work in pairs. - Give answers. Answer keys - Review. - Work individually. - Work in pairs. - Give answers. Answer keys C. Consolidation and homework assignments (5’) * Consolidation: * Grammar of Unit 10: Connectors: and, but; Comparison: more…than…, less…than… * Vocabulary of Unit 10: Words about energy: wind turbines, natural gas, power plant, pollution, non-renewable, solar panels, nuclear power, renewable, … * Homework: - Review vocabulary, grammar of unit 10. - Do the exercises in WB: Review of Unit 10 (page 71). - Do exercises in Tiếng Anh 7 i-Learn Smart World Notebook: Review Units 6-10 (pages 66 & 67). - Do the Semester 2 Test in Tiếng Anh 7 i-Learn Smart World Notebook (pages 70, 71 & 72). - Have good preparation for the second semester test. D. Reflection a. What I liked most about this lesson today: …………………………………………………………………………… d. What I learned from this lesson today: …………………………………………………………………………… c. What I should improve for this lesson next time: ……………………………………………………………………………