GA9-UNIT7

Period: 42 Date: … /… Unit 7: saving energy ( Lesson 1: getting started and listen & read) A./ objectives: I. Knowlege: At the end of the lesson, Ss will be able to: - understand and know how to save energy in their daily life. - revise the way to use the adverb clause of contrast. II. Skills: Listening, reading and writing B./ procedures: I. Settlement: Greets and checks attendance II. Warm-up: 15-minute examination III. New lesson: Teacher / s activities Ss / activities *) Lead-in: Getting started - hangs on the pictures at P.57 and asks Ss to think about how people waste energy. - asks the Qs: ?Is TV on/ Who are using water/ Who are listen to music/……… /Should we turn off TV/radio… ?What should we do to save energy. - introduces the lesson. 1.Presentation: a.Act.1: Vocabulary - energy /……… / (N)(Example) - (a) water bill (Trans.) - (a) crack (Realia) - (to) turn off # (to) turn on (Mime) - (to) waste # (to) save (Trans.) Ex: We should save water. - (a) dripping faucet (Picture) - elicits first and says out the words - writes and checks. - asks Ss to make the sentences. - uses R.O.R to check vocab. b.Act.2: Listen and practice the dialogue. *)Guiding questions: 1. How much does Mrs. Ha pay for the water bill? 2.Does Baths waste more water than showers ? -water, electricity, gas, oil… - try out and repeat chorally- individually - give the meaning & make sentences - read and rewrite the words on the board. - She pays 200.000 - yes, it does - reads through the infomation. - writes the questions on the board. - introduces the conversation between Mrs. Mi and Ha and tells out the task. - plays the tape twice. - gets feedback. - plays the tape again - asks Ss to practice the dialogue and then invite three pairs to pratice the dialogue . - helps Ss to correct pronunciation 2.practice: a.Act.1: T/F statements (Part b-P58) *)Answerkey: 1. T 2.T 3.F 4.F 5.T - hangs on the poster with the statements and runs through the information. - asks Ss to read the dialogue again to decide the statement T or F - gets feedback. 3.Further practice: *) Adverb clause of contrast: a.Model: We came to her house, but we did not meet her. We can use But as a co-ordinating conjunction. - gives the model and asks Ss to pick out the use. - asks Ss to compare it with So, Because, if - gives feedback. - asks Ss to do exercise 1- P.47 (workbook) - gets feedback. -pay attention - listen to the tape to get information. - give their answer individually. - check their answers again. - practice the dialogue in pairs - correct themselves - read through the statements. - read it and share their ideas in pairs. - give their answers and correct the false statements. b.Structure: Main clause, but + adverb clause of contrast - share their ideas in pairs and pick out the use and structure. - compare it with So, Because, If - copy down. - match two columns, using: and, but, because or so. IV.Consolidation: Brainstorm (Goupwork) - asks Ss to work in groups to list out the ways they usually do to save water everyday. EX: - We turn off the faucets when we do not use water. - We check the pines to make sure there are no cracks. - ………………………………………………. V.Homework: - asks Ss to revise the lesson & do excercises 2,3-P.47,48 (workbook) - asks Ss to prepare: Speak -P.58 Period: 43 Date: …/…./200 Unit 7: ( Lesson 2: speak –Page 58) A./ objectives: I. Knowlege: At the end of the lesson, Ss will be able to: - talk about the ways to save energy and make suggestions about how to save energy using: I suggest + V-ing/Why don / t we….?/………… II. Skills: Speaking & writing B./ procedures: I. Settlement: Greets and checks attendance II. Checking: asks Ss to answer the question: What do you do to save water? III. New lesson: Teacher / s activities Ss / activities *)Lead-in: Network water petrol gas ?What do the sources of energy help us - introduces the lesson. 1.pre-speaking: a)Act.1: Vocabulary - instead of (Trans.) Ex: we should use neons instead of lights -(a) cooking pot (Picture) - gas fire (Picture) - (an) air- conditioner (Picture) - neon (N) (Realia) - elicits first and says out the words - writes and checks. - asks Ss to make the sentences. - uses the question: What is this? to check. b)Act.2: Presentation text electricity oil - try out and repeat chorally- individually - give the meaning, stress & make sentences - This is a neon/…… Sources of enery 1.Model: Lan: I think we should turn off the faucet. Hoa: I suggest fixing the faucet 2. Structure: When we make suggestions, we use (P.58) -I suggest + V-ing Ok -I think we should That / s a good idea -Why don / t we… ? All right -Let / s ……… No. I don / t want to - asks Ss to look at the picture a: What happened? What should we do? - writes the model and runs through them. - revises the structure , meaning and form - explains more. 2.while-speaking a)Act.1: Discover the pictures (P.59) *) Possible questions: Pic.A: What happened with the faucet? Pic.B: What do we use to cook? Pic.C: What happened? …………………………………………… -hangs on the pictures, the cues and makes the model. - asks Ss to work in groups & goes round to elicit the expressions from Ss. - asks Ss to show their ideas to the front. - corrects if neccessary b)Act.2: Make suggestions about how to save energy. *)Example exchange: Pic.A: Nga: I think we should turn off the faucet to save water. Ba: That / s a good idea. - makes the model and asks Ss to practice with the pictures. - goes round to help Ss and then gets feedback. - helps Ss to correct. 3.post-speaking: a,Act.1: Brainstorm (Groupwork) - look at the picture and answer the questions. - read through the model. - give the meaning, structure and use. - listen and copy down. - look at them and make the model with teacher. - ask and answer to discover the pictures. - expess their ideas individually. - correct themselves. - make the model with teacher. - practise making suggestions about how to save energy. - correct themselves. How to save water How to save electricity - asks Ss to work in groups and list out the ways to save energy on the cellophanes. - asks the whole to share their ideas. - share their ideas in groups and put their ideas in the overhead projector. - check and add more. IV.Consolidation: - use Post- Speaking to consolidate the lesson V.Homework: - asks Ss to do excercise 6-P.50 and continue finding the ways to save energy at home. - asks Ss to prepare: Listen- P.60 Period: 45 n0 Date: …/……/200 Unit 7: ( Lesson 3: listen - Page 60) A./ objectives: I. Knowlege: At the end of the lesson, Ss will be able to: - listen and understand how people use solar energy and its advantages in the life. II. Skills: Listening & Writing. B./ procedures: I. Settlement: Greets and checks attendance II.Revision: Network oil electricity water gas nuclear power solar energy III. New lesson: Teacher / s activities Ss / activities *)Lead-in: - uses Network to introduce the lesson. 1.pre-listening: a)Act.1: Vocabulary - solar energy / … /(N)(Example) - solar pannel /………./ (N) (Picture) - effective /………./ (Adj) (Trans.) - roof (N) (Picture) - nuclear power /……… / (Trans.) - elicits first and says out the words - writes and checks. - uses R.O.R to check vocab. b)Act.2: T/F statement prediction.(Part - try out and repeat chorally- individually - give the meaning & pronounciation Sources of enery a –P.60) - hangs on the poster with the statements and runs through the information. - asks Ss to predict the statements T or F - gets feedback. 2.while-listening a)Act.1: Listen and check the predictions *) Answer key: 1.T 2.F 3.F 4.T 5.F - asks Ss be about listening to the text about the solar energy. - plays the tape twice. - asks them to share their results. - plays the tape once again - gets feedback. - plays the tape once again and checks the information. b)Act.2: Listen and fill the missing information in the gaps.(Part b-P.60) *) Answer key 0. effective 4. store 1. pollution 5. roof 2. countries 6. instead - hangs on the poster with the sentences and focuses Ss on the information. - plays the tape again (twice) - gets feedback. - plays the tape once more and gets feedback again. 3.post-listening: Brainstorm List out the advantages of using solar energy. Example: -Solar energy is cheap , clean & available - It doesn / t cause pollution. - We can save natural resourses such as gas, oil… ……………………………………………. - asks Ss to work in groups and list out - read and then rewrite the rubbed words. - read through the statements. - work in groups, writing their predictions on the worksheets - stick their predictions on the board. - pay attention. - listen and take notes. - work in groups & share their ideas. - keep listening. - speak out their answers. - give feedback and correct the false statements. - read through the infomation. - listen and then share their ideas in groups - write their answers on the board. - listen again and check the answers. - copy down. the advantages of solar energy. - asks the whole to share their ideas. - share their ideas and the write them on the board. - compare and share their ideas. IV.Consolidation: - uses Post-Listening to consolidate the lesson. V.Homework: - asks Ss to write the passage about advantages of solar energy at home - instructs them to prepare : Read (P60). Period: 44 Teaching date:… / …. UNIT 7: SAVING ENERGY LESSON 4: READ - Page 51 A./ OBJECTIVES: I. Knowlege: At the end of the lesson, Ss will be able to: - understand the details of the passage about saving electricity and know how to save electriciry in their daily life. II. Skills: Reading & writing B./ PROCEDURES: I. Settlement: Greets and checks attendance. II. Check-up: Asks two Ss to write the advantages of using solar energy on the board III. New lesson: Teacher / s activities Ss / activities *)Lead-in: Chatting ? Do your family use electricity ? What equipments are uses with electricity. ? How much does your family spend for electricity ?How will you save electricity - introduces the electricity-saving of the people in the world. 1.Pre-reading: - think about and then speak out their ideas a)Act.1: Vocabulary - consumer (N) / … / (Defination) - light bulb (N) (Realia) - (a) labeling scheme (N) (Realia) - tumble dryer (N)(Picture) - conserve(V) /………./ (Trans.) - not only…… but also……. Ex: We not only save energy but also conserve it - elicits the words from the Ss and says them out. - writes and checks. - instructs Ss to read. - uses “ Matching” to check vocab. and asks Ss to correct. b)Act.2: Choose the best summary of the passage (Part a-P.61) - hangs on the statements and focus Ss on the information. - asks Ss to read the passage individually and then share their ideas in groups. - gets feedback:What is the passage about? - explains more to make it clearer 2.While-reading a)Act.1: Read the passage and answer the questions.(P.61) *)Questions: 1.They are interested in products that not only work effectively but also save money 2.We can use energy-saving bulbs instead of ordinary 100-watt light bulbs. 3. She will pay US$ 2 for lighting if she uses two energy-saving bulbs instead. 4. The perpose of the labeling scheme - try out & repeat chorally- individually. - give the meaning & make the sentences. - run through the words. - share their ideas and go to the B.B and match the words with the definations. *)Anser key: 3. North American and European countries are interested in saving money and natural resources. - read through the summaries. - read the passge and then share their ideas in groups to choose the best sumary. - gives their answers and their ideas. - copy down. - read through the questions. - read it and share their ideas in pairs. - speak out &write their answers on the BB - correct the answers and copy down. - ask and answer the Qs. is to tell the consumers how much energy effiency each model has so that they can save money and energy. 5.We should save energy to conserve the Earth / s resources. - hangs on the Qs. on the board & runs through them. - asks them to read the passage again to answer all. - gets feed back. - asks the whole to check. - asks Ss to play the role with the Qs., 3.Post-reading: Brainstorm List out the ways to save electricity - writes down the above task and asks Ss to work in groups to list out their ideas on the worksgeets. - gets feedback - asks the whole to share their ideas. - share their ideas in groups and list out the ways to save electricity - write their ideas on the board. - check and add more ideas. IV. Consolidation: - uses the Brainstorm: + We should turn off the light, TV, radio when we do not use it. + Turn off electricity when we go out + Use energy-saving light bulbs instead of ordinary bulbs V. Homework: - asks Ss to read the text at home again and list out the ways to save electricity. - asks Ss to prepare: Write- P.61 Period: 4̀̀̀̀̀̀̀̀̀̀̀̀̀̀̀̀5 Teaching date: / UNIT 7: SAVING ENERGY LESSON 4: WRITE- Page 61 A./ OBJECTIVES: I. Knowlege: At the end of the lesson, Ss will be able to: - know how to make a speech and prepare a speech about the environment or energy-saving. II. Skills: Writing and speaking. B./ PROCEDURES: I. Settlement: Greets and checks attendance II. Warm-up: Slap the board environment energy conserve III. New lesson: Teacher / s activities Ss / activities *)Lead-in: - introduces the task of the lesson. 1.Pre-writing: a)Act.1: Presentation text (Matching - Part a-P.61) *) Parts of a speech: 1. Introduction: Getting people / s attention and telling them what you are going to talk. 2. Body: Giving details in easy-going language. 3. Conclusion: Summing up what you have said. - introduces a speech and asks Ss to match exercise a-P.61. - gets feedback and checks the understanding of the form. - explains more each part of a speech and notices Ss the conjunctions, connectors…. used to connect the ideas. - asks Ss to compare each part. b)Act.2: Ordering (Part b – P.61) *) Answer key: Oder: 3-2-1 - hangs the speech that is not in a right order and asks Ss to read through it. - asks them to work in groups to order it into a complete speech. - gets feedback. - makes the meaning clearer. 2.While-writing: a)Act.1: Write a speech. (Part c-P.62) Example: Good morning., ladies and gentlemen. I am ……. and today I am going to tell you how to reduce garbage. …………………………………………… - listen to teacher. - work in pairs to complete it. - give their answers and explain the fuctions of each part of a speech. - copy it down. - find out the differences. - read it through to make sure the meaning - work in four groups, share their ideas and then order it. - give their orders and explain -copy it down and then read out the speech - read it and write it individually, using the garbage Natural resources