Period: 82
The Mid-second Term Test
I. Objectives
1. Knowledge, Skills, Attitude:
a. Knowledge:
- Vocabulary:
- Grammar:
b. Skills: listening, speaking, reading and writing.
c. Attitude: hard, concentrated and active.
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





2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents






3. Consolidation 4’
Sts’ and T’s activities
Contents




4. Using knowledge (option)
5. Further practice (option)
IV. Experience:

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Period: 83
UNIT 10: SOURCES OF ENERGY
Getting Started
I. Objectives
- By the end of the lesson, Ss will have some information about energy sources and they are able to talk about the different types of energy sources.
1. Knowledge, Skills, Attitude:
a. Knowledge:
- Vocabulary: Types of energy sources
- Grammar: Future continuous tense and simple future passive form
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

- Have Ss play games related to the topic

- Have Ss read the words 3 times in chorus

- Ask Ss to describe the picture ( Who, where , what ….. ? )
- Asking some questions
- Set the sense
- Lead to the new lesson
*Networds

A, What types of energy do you know?
B, Where do they come from?


2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents

Aims: Developing vocabulary about sources of energy.
Pre-teach some new words.
- Elicit some new words from the P and situations , realia
- Read many times in chorus
- Checking voc.: Slap the board
- Call some individuals
I. Vocabulary
energy source (n) = source of energy(n)
renewable (a) >< non-renewable (a)
to last ( forever)
to use up
to run out
to produce
negative effect => carbon footprint





Aims: This activity focuses students on developing their reading skills




Have Ss do Ex1-a
- Guide Ss how to do Ex1
- Call some Ss to give the answer
- Provide the answers
- Then, do Ex1-b (Group-work)

- Ask some groups to present their work before the class

II. Practice
1. Listen and read
a. Read the conservation again and answer the questions.
1. It’s about the negative effects we have on the environment.
2. “Non-renewable energy” means that it will run out if we use it up.
3. Sunlight is a renewable energy because we can’t use it all up or it will last forever.
4. Mai thinks she has a small carbon footprint because she recycles the products she uses and she goes everywhere by bike.
5. The products that we use are bad for the environment or the energy that we use produces carbon dioxide might create a big carbon footprint.
b. Complete the network below using the information from the conservation.










Aims: developing their vocabulary
- Ask Ss to do Ex2 in chorus
- call some individuals
- cross – check

2. Listen and repeat the words or phrases .
Wind
coal
natural gas
nuclear

Biogas
oil
hydro
solar



Aims: developing their vocabulary
Ask Ss to do Ex3 (individually)
- cross – check
-T provide the keys
3. Put the words into the correct groups below.
Renewable sources
Non-renewable sources

wind, coal, hydro, nuclear ……
natural gas, biogas, oil, solar ……





3. Consolidation 4’
Sts’ and T’s activities
Contents

- Divide the class into 6 groups
- Have Ss make up the dialogues then role-play
-