Giáo án tiếng anh 9 kì 2 soạn cv 5512

Week: Period: 37 Planning: Teaching: UNIT 6: THE ENVIRONMENT Lesson 1: GETTING STARTED + LISTEN AND READ I OBJECTIVES Knowledge: By the end of the lesson, Ss will be able to -know more about the environmental problems and solutions to them in the world, practise skills -protect the environment Competences: Develop communicative competence, discovery, cooperation compentence and thinhking compentence Quality: Know the environmental problems II TEACHNG AIDS - T: textbook, cassette, pictures - Ss: book, exercisebook III PROCEDURE Warm up (5’) - Organization: 9A: 9B: 9C: ………………… a Goal: help ss know the environmental problems b Content: think of the environmental problems and match them with pictures c Expected result: match the envirmental problems to pictures d Performance: Teacher's & Ss' activities Contents - Ask Ss to think of the environment a Air pollution b Spraying pesticides problems in their city/villages c Garbage dump d Water pollution - Ask Ss to look at the pictures in e Deforestation Getting started and go to the board to f Dynamite fishing match the pictures with environment problems Environmental problems - Give feedback and correct Presentation (15’) a Goal: help ss know some new words and the content of the text between Mr Brown and volunteer conservationists b Content: new words, some information about the text c Expected result: know and understand some new wordsand some informaion of the text d Performance: Teacher's & Ss' activities Contents Pre –teach( vocab) I Vocab Introduce some new words and guide - deforestation (n) explanation : tàn ss to read phá rừng * Checking: What and where - garbage dump (picture ) đống rác - Ask Ss to read the statements - dynamite fishing (picture) việc đánh carefully then predict the result of the bắt cá thuốc nổ matching by completing the table: - spraying pesticides (n) picture: việc phun thuốc diệt sâu bọ I guess I listen/read - disappointed (synonym) thất vọng Group - sewage (n) nước thải Group * Matching Group Mr Jones Mrs Smiths Mr Brown Practice (17’) a Goal: help ss understand the content of the dialogue and match the names in column A with the tasks in column B, answer the questions b Content: match the names in column A with the tasks in column Band answer the questions c Expected result: ss know the tasks of each group and answer the questions d Performance: Teacher's & Ss' activities Contents - Ask Ss to look at the part a page 48 II Practice and listen to the tape to match the a Match names in column A with the Tasks in column B - check their guessing - Open the tape times - Give feedback and correct * Comprehension - Ask Ss to read the text individually - Give ss some questions and ask them to work in pairs to find out answers Who is the speaker? Who are the listeners? Where are they? What are they going to do? What will they achieve if they work hard today? Have you ever polluted the environment? Group –f walk along the shore Group - e check the sand Group – b Check among the rock Mr Jones –a collect all the bags and take them to the garbage dump Mrs Smith –c provide picnic lunch for everyone Mr Brown-d Give out the bags b Answer The speaker is Mr Brown The listener are members of the volunteer conservationists They are on the beach They are going to clean the beach If they work hard today, they will make the beach clean and beautiful again soon Yes, I have * practice text - Let Ss practise the dialogue Production (8’) a Goal: help ss know the effects of polluting the environmentand the way of using the conditional type b Content: say the effects of polluting the environment and the way of using the conditional type c Expected result: say the effects of the polluting the environment and use the conditional type d Performance: Teacher's & Ss' activities Contents * Speaking: Disscussion - Ask the ss to discuss with questions III Grammar: 7.P48 “If you can’t find your place, I will If the pollution continues, what might help you get there with this map.”  Conditional type I (a real action, may happen) If + Present simple, S + Will + V(bare inf.)… +Ex: “If you are at home, I will come to visit you” happen? Get some ss to come to the board and answer Introduce new struture: conditional type Ask ss to make some sentences using the conditional type *Homework: Ask Ss to learn new words - Prepare for “Speak and Listen” - Do Ex1p58 in workbook Week: Period: 38 Planning: Teaching: UNIT 6: THE ENVIRONMENT Lesson 2: Speak + Listen I OBJECTIVES Knowledge By the end of the lesson, students will be able to persuade their friends to protect the environment and listen for details about the pollution Competences - Co – operation: Work in pair, group, team - Self study:Work in individually - Creactiveness: Talk about the environmental problems and the sollutions 3.Quality - Student know how to protect the environment - Ss be responsible for keeping the environment clean and beautiful II TEACHNG AIDS T: Text-book, lesson plan, picture , radio, SS: Text-books, notebooks, pen, exercise book III PROCEDURE 1.Warm up (5’) - Organization 9A: 9B: 9C:………………… a Goal: ask Ss some vocabulary about the environmental problems b Content: Ss can play game c Expected result:Ss can review vocabulary d Performance: Teacher and students’ activities Contents - Guides Sts to play the game “Jumble onpitlulo  pollution words” with the words mpud  pump - Play the game follow the teacher’s guide T: guides sts to put the letters in the correct order to make good words Sts : write T: comments, give the feedback ira  air sptesecidi  pesticides ands  sand Presentation (15’) a Goal:Ss persuade their friends to protect the environment b Content:model sentences and grammar about express the persuasion c Expected result: Ss can persuade their friends to protect the environment d Performance: Teacher and students’ activities Contents I Speaking * Pre-teach vocabulary: Vocabulary - T elicits the vocabulary from Ss - prevent (v-translation ): ngăn chặn - T asks Ss to repeat in chorus then - reduce (v-translation): giảm individually - wrap (v-mime): gói, bọc * Checking the vocab: - faucet (n-picture): vòi nước What and Where - leaf-leaves (n-realia): * Expressions Grammar - Ask students to persuade the partner * Express the persuasion: to the following things to protect the I think you should environment (p.49) Won't you .? - Call on some students to give the It would be better if you answers Can I persuade you to ? - Give feedback Why don't you/Why not ? What about /How about + V-ing… Practice (15’) a Goal: Use the expressions to persuade the partner to the following things to protect the environment b Content: - Persuade their friends to protect the environment - Work out an ACTION PLAN to protect the environment c Expected result:SS can present before the class d Performance: Teacher and students’ activities Contents Practice speaking * Suggested ideas: - Ask students to call out one of their S1: I think you should use banana sentences until all the sentences are leaves to wrap food finished after running through examples, suggestions S2: Won't you use banana leaves to wrap food? S3: Why don't you turn off the light before going out? S4: It would be better if you go to school or go to work by bike S5: Can I persuade you to check all the faucets before going out? S6 : Why not put garbage bins around the schoolyard? Questionnaire - Let students answer the questions in the questionnaire (pair work) - Give feedback, teacher can write some possible answers on the board so that weaker students can follow - Ask students to practice asking and answering the questions - Call on some pairs to practice in front of the class - Correct the mistakes if necessary * Questionnaire # How can we save paper? I think you should recycle used paper , newspapers …… # How can we use fewer plastic bags? How about cleaning and reusing them? Why not use paper bags instead of plastic … * Find possible answers to the questionnaire: How can we save paper ? - I think we should recycle used paper, write on both sides of the paper, use tree leaves for wrapping How can we use fewer plastic bags ? - We can use used plastic bags, then clean and reuse them How can we reduce the amount of garbage we produce ? - I think we should try to reuse or recycle things * Discuss the best way to protect the environment Production: Listening (10’) a Goal:SS can control some new words and listen and complete the notes b Content:Ss listen to the tape times and complete the notes c Expected result:listen to the tape again and complete the notes d Performance: Teacher and students’ activities Pre - listening : * Set the scene: " You are going to listen to the talk about the causes of oceans' pollution." - Run through the table (p.50) - Ask students to complete the notes about the reasons why oceans are polluted by listening to the tape - Let students listen to the tape times - Ask students to share with the partner - Call on some students to give their answers - Let students listen to the tape again to check their answers While - listening : T shows the notes then play the tape and get sts listen and compete it Sts : listen and their task T : calls some sts to read their answer aloud Gives the correct answer Post - listening: T: guide ss to speak the general ideas about the listening Sts : as directed T: comment and give marks if Contents II Listening Vocabulary - raw sewage:( n ) : untreated wastewater - oil spill : the release of oil into the natural environment, usually the ocean - regulation ( n ) = rule Answerkey How the ocean is polluted Firstly: Raw sewage is pumped directly into the sea Secondly: Garbage is dropped into the sea Thirdly: Oil spills come from ships at sea Next: Waste materials come from factories Finally: Oil is washed from the land * Homework - Do homework - Review the lesson, make sentences with these structures above - Prepare “Read” Planning: 1.2021 Teaching : 1.2021 PERIOD 39 UNIT : THE ENVIRONMENT LESSON 3: READ I Objectives: Knowledge: By the end of the lesson, the ss will be able to +Use the lexical items related to the topic ‘The Environment’ +Understand the poem about the pollution Competences: + Develop communicative competence, discovery, cooperation compentence and thinhking compentence + Use the lexical items related to “The Environment” + Practice reading skill Quality: - Love nature - Be interested in protecting the environment II TEACHING AIDS: Teacher: Textbook, workbook, projector Students: Textbook, workbook III TEACHING PROCEDURE Warm up (5') * Organization 9A: 9B: a.Goal: - Motivate ss to interest in the topic of the lesson, lead in the lesson b Contents: game “Shark attack” c Expected result:Ss can find out the word d Performance Teacher's &Ss' activities Contents * Shark attack (4’) * Shark attack - Prepare a shark and a boy - Draw some steps on the board, and the sea around the steps - Stick the boy on the top of the steps, the shark in the sea - Draw gaps for the word poem - Students guess the letters, if their guess is right, they will get mark - Explain the meaning of the key word Presentation: Pre teach Vocabulary (10’) a Goal: Provide ss necessary vocabulary related to the topic to help Ss understand the content of the poem and the tasks effectively b Content : vocabulary of the poem c Expected result: understand using and meaning of the vocabularies d Performance: Teacher's &Ss' activities * Pre-teach vocab - T elicits the vocabulary from Ss - T asks Ss to repeat in chorus then individually * Checking Matching Contents I Vocab - junk yard (n-picture): bãi rác - foam (n-picture): bọt - hedge (n-synonym = fence): hàng rào - stream ( n-picture): suối - treasure (n-picture): kho báu - folk (n-synonym= people): người * Set the scene: " Two people are going Who are the people in the poem? on a picnic " What are they talking about? - Give the students two pre questions - Have students guess the answer - Call on some students for their guessing - Take notes While (17’) a Goal: SS understand the poem through doing exercises b Content: matching the word to meaning and answer the questions c Expected result:Ss cando the exercises effectively d Performance: Teacher's &Ss' activities Contents Reading and checking II Answers - Get students to read the poem and The mother and her son check their prediction They are talking about the - Ask students to share the answer with pollution/ polluted environment the partner - Call on some students to give the answers - Give feedback 10 Week : 34 Period: 67 Planning: - -2021 Teaching : …-…2021 REVISON ( 3) I OBJECTIVES Knowledge - By the end of the lesson, Students will be able to use conditional sentences type 1,2 Review all the lessons they have learnt and some more exercises Competences - Co – operation: Work in pair, group, team - Self study:Work in individually: - Creactiveness: ability to think creatively, the use of grammar Quality: Love the subject, like to study English Pronounce L/N correctly Study harder II TEACHNG AIDS Teacher: Text-book, lesson plan, picture , radio, Students: Text-books, notebooks, pen, exercise book - Anticipated prolems: Students may the task well III PROCEDURE Warm up (5’) - Organization: 9A …………… 9B ………………….9C…………… a Goal:asks them some questions b Content : ss can answer the questions c Expected result: ss can use “ if clause” well 119 d Performance: Teacher’s and student’s activities T: asks Ss some questions Ss: answer Ss: discuss and give their opinions T: remarks and review “ if clause” Contents * Questions: 1/ Do you study well? 2/ How you study English? 3/ Do you wish your English were good? 4/ What will you to improve if your English is not very good? g I/ We will , if our English is bad Practice (40’) 1: Conditional sentences (type ) (13’) a Goal: Revision of the conditional sentences (type 1) b Content: Ss can understand the the grammar of conditional sentences (type 1) better c Expected result: Ss can use theconditional sentences (type 1) to complete the sentences exactly d Performance Teacher’s and student’s activities Contents T: rewrites some examples 1.Conditional sentences (type ) Ss: remark and remind * Examples: - I’ll many exercises to improve my English if it is not good - We’ll practice our English more, if it T: remarks and gives them the notes is not good *For Main If clause m clause Future Present simple simple T: tells Ss the request *Uses:to express a condition Ss: + read and happening in the present and the future + exchange the result with their friends T: calls some Ss to check - Give feedback * Exercise 1: 120 Put the verbs in these sentences with the correct form If we study hard, We…… (pass) the exam Lan .(go) to the library, if she has free time They…… (get) the champion prize, if they (win) this game He … (visit) me, if he … (come) back to Vietnam She ……(call) me when she… (have) hand phone If we …….(not/ study) English now, we ……(be) difficult to get a good job in the future * Exercise 2: Choose the correct form of the verbs If I miss / I’ll miss the bus, I’ll get a taxi instead We’ll have to go without John if he doesn’t arrive / won’t arrive soon If I had more money, will / would you marry me? They won’t refund / didn’t refund your money if you haven’t kept your receipt How did you feel / would you feel if you were in my position? Will you send me a postcard if you visit/ will visit Mexico? You’d have a lot of friends if you aren’t/ weren’t so mean If I make some coffee, you cut / will you cut the cake? They would be upset if I’ve told / I told them what happened? * Asnwer keys 1.’ll pass goes ’ll get/ win will visit / comes will call / has don’t study/ will be * Answer keys: miss 2.doesn’t arrive 3.would 4.won’t refund 5.would you get 121 visit weren’t will you I told 10.don’t c 10 If you don’t complain / didn’t complain so much, you might be more popular 2.2: Conditional sentences (type ) (15’) a.Goal: Revision of the conditional sentences (type 2) b.Content: Ss can understand the the grammar of conditional sentences (type 2) better c Expected result: Ss can use theconditional sentences (type 2) to complete the sentences exactly d Performance Teacher’s and student’s activities Contents * Revision Conditional sentences( type 2) - Ask SS to recall the grammar rules * Examples: T: rewrites some examples - If you saw a UFO, what would you Ss: remark and remind do? - I would tell him the truth if I were you * Form: T: remarks and gives them the notes Main clause : would could + Verb ( bare infinitive) might T: tells Ss the request If clause : past simple tense/ past Ss: + read and subjunctive +exchange the result with their * Use : We use this structure to talk friends about unreal or unlikely present or T: calls some Ss to check future situations - Give feedback We often use " If I were you " to give * Exercise : advice Comment on these sentences Use type conditional or type * Answer keys: conditional 1.→ If Andrew didn’t work all the Andrew is such a boring person time, he wouldn’t be such a boring because he works all the time person You should take exercise regularly 2.→ If you take exercise regularly, you because that’s the way to get fit will get fit 122 You can’t look the word up because 3.→ If I had a dictionary, I would look you haven’t got a dictionary the world up It’s important to protect wildlife now 4.→ If we don’t protect wildlife now, or there will be nothing left for future there will be nothing left for future generations generations If David has so many accidents 5.→ If David weren’t / wasn’t clumsy, because he’s so clumsy he wouldn’t have so many accidents 6.→ If I I wasn’t/ weren’t so busy, I I’m so busy, so I don’t write to my would write to my friends regularly friends regularly 7.→ If Sandra arrives a bit early, she Sandra may arrive a bit early She can help you get things ready can help you get things ready 8.→ If road travel wasn’t/ weren’t Road travel is cheaper than rail cheaper than rail travel, we wouldn’t travel in this country As a result we have lots of traffic jams have lots of traffic jams 9.→ If the office is closed, Mark won’t The office may be closed, so Mark be able to get in won’t be able to get in 10 People don’t realise how important 10.→ If people realised how important it is to converse energy, they would it is to conserve energy, so they something about it nothing about it 2.3: Relative clauses (12’) a.Goal: Revision of Relative clauses and Relative pronouns: who, that, which … b.Content: Ss can understand Relative clausesand Relative pronouns: who, that, which … c Expected result: Ss can use Relative clauses and Relative pronouns: who, that, which… to complete the sentences exactly d Performance Teacher’s and student’s activities Contents Relative pronouns: "who, which" Who - Which : replace a pronoun or a - Ask SS to recall the grammar rules noun - Give som examples "Who" is used for man T: calls some Ss to check "Which" is used for things - Give feedback Eg: Auld Lang Syne is a song which is sung on New Year's Eve Eg: Alexandre Bell was the man who 123 * Exercise : Choose the correct Relative pronoun to complete the following sentences 1.The man…………… your mother is talking to is my English teacher (which, whom, when, whose) 2.Tet is a Vietnamese festival……………takes place in late January or early February (which, who, when, whom) 3.The little girl…………………is wearing the red dress sings beautifully (which, who, when, whom) 4.Thu enjoyed her trip to Dalat……………her grandparents live long ago (which, where, when, that) 5.Lan’s parents came back to Hanoi………………they visited last year (which, where, when, that) 6.They like Asian food……………………is sold in that market (who, which, where, whom) 7.Their aunt is the old lady………………you met in front of her house (whom, which, when, whose) 8.The beach…………………the students are cleaning up the trash is a beautiful one (where, which, who, whom) 9.The parrot………….can speak some words belongs to my close friend (who, which, whom, where) 10.This is the best movie……………………….I have invented the telephone * Answer keys: 1.whom 2.which 3.who 4.where 5.where 6.which 7.whom 8.where 9.which 10.which 124 seen (that, which, who, whom) * Homework: - Review all the grammar - Do all the exercises again 125 Week : 34 Period: 68 Planning: - -2021 Teaching : …-…2021 THE SECOND SEMESTER TEST Week : 35 Period: 69 Planning: - -2021 Teaching : …-…2021 UNIT 10: LIFE ON OTHER PLANETS Lesson 5: Language Focus I OBJECTIVES Knowledge: By the end of the lesson, students will be able to further practice in “ might, may”, the conditional type and use the conditional type 2 Competencies: Co-operation, self-study, using language Quality: Ss are interested in lesson II TEACHNG AIDS Teacher: Sub board, realias Students: Book ,notebook III PROCEDURE Warm up (5') - Organization: 9A …………… 9B ………………….9C…………… a Goal: Check the lesson, lead in the new lesson b Contents: Answer the questions c Expected result: students' answers d Performance: Teacher’s and student’s activities Contents * Check- up - Greetings - Who is absent today? - What is the date today? - Check Ss’homework Presentation (12’) a Goal: help ss to memorize some grammar problems b Contents: Revision of modal verbs , Revision of conditional sentences type c Expected result: Ss can apply to the exercises 126 d Performance: Teacher’s and student’s activities I Revision of modal verbs: may and might * Drill: - Have students look at the pictures on page 89-90 to exercise in Language Focus - Get students to work in pairs They have to practice asking and answering a Ex: S1: What may it be? S2: It may be a book or it might be a game b What may it be? c What may it be? d What may it be? e What may it be? f What may it be? * Guessing game: - Prepare some things such as : a key, a doll, a book, a pair of glasses, a comb… - Put a thing in a box and ask students to guess what it is by asking the questions: May it be a book the students who has the correct guess will get good marks or get a present - The game goes on until the time is over II Revision of conditional sentences type - Ask ss to say again the form and use of the conditional sentences type Contents I Language focus May, might * Form : May/Might + infinitive (without to) * Use: * May/Might is used to talk about present or future possibility * Might is normal a little less sure than May * Exercise b It may be a box of crayons or it might be a box of paints c It may be a football or it might bad a basketball d It may be a boat or it might be a train e It may be a flying saucer or it might be a meteor f It may be an evening star or it might be a spacecraft II The conditional sentences type * Form: If clause: simple present tense main clause: simple future (will + verb (infinitive)) * Use: We use this structure when there is a possibility that the situation in the if – clause will happen in the future or is true in the present 127 Practice (18’) a Aims: helps Ss to practice some grammar problems b Contents:do the exercises c Expected result: Ss’answers d Performance: Teacher’s and student’s activities Contents - Have students work in pair to the exercise in Language Focus on page 90 - Ask students fives sentences, using conditional sentences type * Exercise - Call on some students to read their b Lan will miss the bus if she does sentences before the class not hurry - Give feedback and correct c If Ha is not careful, he’ll drop the cup d Mrs Nga will join us if she finishes her work early e If Mrs Binh writes a shopping list, she won’t forget what to buy III The conditional sentences type * Form : Main Clause: would/ III Conditional sentences type could/ might + verb - Set the scene: Ba is not rich so he can’t If Clause: past simple tense/ past travel around the word subjunctive - Ask students to complete the sentences: * Use: We use this structure to talk * If Ba ………………………rich, he about unreal or unlikely present of …………………………………… future situations around ………………… We often use “If I were you” to give * Answer keys: advice ( = You’d better)  If Ba were rich, he would travel * Exercise a If Mr Loc had a car, he would around the world drive to work - Ask students to Language Focus 128 exercise on page 91 They have to work with a partner and make conditional sentences type - Give an example first (3a) - Let students work in pairs - Give feedback and correct Production (10') a Goal: futher practice b Contents: write the topic c Expected result: Ss’answers d Preformance: Teacher’s and student’s activities Writing - Give the topic and ask students to discuss in groups before writing “What would you if you met an alien from outer space?” - Give an example first - Have each student write things he/she would like to - Get students to share with their partners - Call on some students to call out their sentences before class - Give feedback and correct - Get students to write some more sentences they get from their friends in class b If Lan lived in Ho Chi Minh City, she would visit SaiGon Water Park c If Nam had an alarm clock, he would arrive at school on time d If Hoa lived in Hue, she would see her parents every day e If Nga owned a piano, she would play it very well f If Tuan studied harder, he would get better grades g If Na had enough money, she would buy a new computer (Na would buy a new computer if she had enough money) Contents IV Writing Ex: If I meet an alien from outer space, I would invite him/her to my home and talk to him/her 129 * Homework Do all exercises in WB Theory : Revise conditional sentence type 1, connectives, suggest structure Week : 35 Planning: - -2021 Period: 70 Teaching : …-…2021 CORRECTION OF THE SECOND SEMESTER TEST 130 - Have students work in pair to the exercise in Language Focus on page 90 - Ask students fives sentences, using conditional sentences type - Call on some students to read their sentences before the class - Give feedback and correct * Exercise b Lan will miss the bus if she does not hurry c If Ha is not careful, he’ll drop the cup d Mrs Nga will join us if she finishes her work early e If Mrs Binh writes a shopping list, she won’t forget what to buy III The conditional sentences type * Form : Main Clause: would/ III Conditional sentences type could/ might + verb - Set the scene: Ba is not rich so he can’t If Clause: past simple tense/ past travel around the word subjunctive - Ask students to complete the sentences: * Use: We use this structure to talk 131 * If Ba ………………………rich, he …………………………………… around ………………… * Answer keys:  If Ba were rich, he would travel around the world - Ask students to Language Focus exercise on page 91 They have to work with a partner and make conditional sentences type - Give an example first (3a) - Let students work in pairs - Give feedback and correct Production (10') a Goal: futher practice b Contents: write the topic c Expected result: Ss’answers d Preformance: Teacher’s and student’s activities Writing - Give the topic and ask students to discuss in groups before writing “What would you if you met an alien from outer space?” - Give an example first - Have each student write things he/she would like to - Get students to share with their about unreal or unlikely present of future situations We often use “If I were you” to give advice ( = You’d better) * Exercise a If Mr Loc had a car, he would drive to work b If Lan lived in Ho Chi Minh City, she would visit SaiGon Water Park c If Nam had an alarm clock, he would arrive at school on time d If Hoa lived in Hue, she would see her parents every day e If Nga owned a piano, she would play it very well f If Tuan studied harder, he would get better grades g If Na had enough money, she would buy a new computer (Na would buy a new computer if she had enough money) Contents IV Writing Ex: If I meet an alien from outer space, I would invite him/her to my home and talk to him/her 132 partners - Call on some students to call out their sentences before class - Give feedback and correct - Get students to write some more sentences they get from their friends in class * Homework Do all exercises in WB Theory : Revise conditional sentence type 1, connectives, suggest structure Week : 35 Planning: - -2021 Period: 70 Teaching : …-…2021 CORRECTION OF THE SECOND SEMESTER TEST 133 ... the dialogue - Do exercises 1, 2- Unit in workbook - Prepare: Unit Speak + Language focus Period 43 Writing: 10 -2- 2 021 Teaching: … -2- 2 021 UNIT 7: SAVING ENERGY Lesson 2: Speak + Listen I OBJECTIVES... new words 50 - Do exercises 1, 2- Unit in workbook - Prepare: Unit 8: Speak + Listen Planning: 25 / /20 21 Teaching : 10 / /20 21 Period: 48 UNIT 8: CELEBRATIONS Lesson 2: Speak + Listen I OBJECTIVES... lesson, make sentences with these structures above - Prepare “Read” Period 44 Writing: 10 -2- 2 021 Teaching: … -2- 2 021 UNIT7: SAVING ENERY Lesson3: Read I OBJECTIVES Knowledge: By the end of the lesson,